tag:blogger.com,1999:blog-4768305190911948498.post2881962084640229474..comments2017-02-04T10:12:08.638-08:00Comments on The Mindful Mathematician: I must ask... Why must you tell?Leandra Clevelandhttps://plus.google.com/101305531040870966092noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-4768305190911948498.post-41885463907081157492015-02-16T08:37:35.775-08:002015-02-16T08:37:35.775-08:00mrdardy, I know your struggle. Even in my 3rd gra...mrdardy, I know your struggle. Even in my 3rd grade classroom I struggle against my own curriculum calendar... and I'm the curriculum specialist for our district, meaning I wrote that calendar... so that's saying a lot! Earlier in the year I was so worried that I wasn't going to get to perimeter in time for my report card, that I tried to just present a direct lesson of what perimeter is and how to calculate it. Shortly after my lesson began, I was interrupted by one of my students asking, "But don't you want to hear what I have to say?" The general response from my students was one of distaste. They didn't want to have anything to do with my direct instruction. :)<br /><br />With that said, I do believe you are still working with a generation of students who were trained as scribes of their teachers' knowledge and changing their mindsets to one in which they have their own knowledge to impart can be slow going I'm sure. I think the key is being extremely purposeful with the tasks you choose to present and the strategies you choose to share. Also listening carefully to the ideas you hear from your students for any nugget that can lead you in the direction of your chosen learning goal. One more thing, don't ever be afraid to share a strategy from a "student next door" to have your students analyze and compare to their own. Critiquing the reasoning of others is a big part of standard for mathematical practice 3. <br /><br />The last thing I would say on this topic is this... there is a reason I changed the way I approach instruction. When I first started teaching I was a direct instructor. I taught steps for each skill and my students were often successful with my grade level content. But too many times I heard of high school students who were successful in earlier years beginning to struggle in high school. Too many of our proficient students were needing to take remedial courses in college. Because the math they remembered in the here and now in my classroom wasn't sticking with them. Imagine memorizing 30 to 40 recipes a year and then trying to remember them all as you continued to learn more because the next recipe you are expected to learn only works if you can remember all of the recipes you learned before and how those recipes work together, even though you were taught them in isolation. I'm not saying that doesn't work well for some kiddos, it does for some (I'm proof), but for too many others it doesn't work. I believe when teachers take the time to facilitate sustained discussions, students will learn mathematics in ways that will stick with them. Leandra Clevelandhttps://www.blogger.com/profile/09547535068099598658noreply@blogger.comtag:blogger.com,1999:blog-4768305190911948498.post-75882307237862391592015-02-16T07:25:20.748-08:002015-02-16T07:25:20.748-08:00LOVE this! Thanks for writing this so clearly. I h...LOVE this! Thanks for writing this so clearly. I have a question for you - I teach high school and I try to get out of the way as much as possible, but I do feel a bit of a burden at times that there are facts/skills/approaches that I know and my students don't. I worry about the calendar and I worry about future courses. On the other hand, I worry about my students becoming too passive and seeing their role in the classroom as simply scribes and receptors of my knowledge. I guess my question is this - Is there a point where the demands of the content knowledge start to push aside the desire/need to allow students to lead the classroom? Curious to hear your opinion on this.mrdardyhttps://mrdardy.wordpress.com/noreply@blogger.com