11/29/12 Reading

The tips offered by Reinhart in “Never Say What a Kid Can Say,” seem like they would be helpful in developing problem solving in students. Another way I’ve heard his key piece of advice is, “the person doing in the talking is the person doing the learning.” I think part of the value of getting kids to explain why they have made a choice about a math problem is building vocabulary and putting language to their thought process. I find that students often lack the ability to explain even their own questions when they are confused. Students are very imprecise with language and mathematics tends to be a language and subject that requires precise language.

Finding the right questions is challenging. When students have struggled with a problem I have to keep backing up within the thought process in order to figure out where they got messed up. Also finding the right questions becomes more difficult the larger the gap is between the student skill set and the level of problem being solved. I’m really struggling with questioning when reviewing for the EOC in my Algebra 2 classes. Many times students just don’t even know what the question is asking and it’s like pulling teeth to get them to start before they give up once they have become frustrated. When I can get to the sweet spot where they are not overwhelmed by the learning they really do like participating.

I like the tip about asking more process questions than product questions, I try to strive for that in the classroom. Students will directly go to answers and I’m always asking “why” they made the decision to do something in order to get at the problem solving process. With out understanding the process math looks like a bag of magic tricks, which is probably why so many kids already think that.

A few tips that I do a poor job of in my classes is providing wait time, not repeating student answers, and I do carry a pencil with me. The hardest one for me to do will be not holding a pencil. Many kids will be able to pick up on individual explanation when they are struggling, but some of them really won’t and they will try writing down what I say word for word, like if I say “f of x” they will write that, and I will show them the notation. Some of the kids have been trained to just wait of the answer rather than talking with me about the problem. I have some students really have a difficult time following dialog. However, now I’m thinking of one student I have that can hold a perfectly mathematically valid conversation with me when I am questioning him, but when he tries to write it down on his own it becomes suddenly more complicated for him. Sometimes I think they are just confused by the notation of the mathematical language.

Also, I know that the new way of teaching is all about letting kids problem solve themselves, but doesn’t there need to be lessons and lecture also? They are not going to intuit everything themselves. I just wonder where the balance is. I sort of think of activities as a way to peak interest or introduce a concept or to be a hook, but then there has to be leading also at some point. And manipulatives are great, but aren’t we also striving for the ability to abstract? Sure I can come up with problems that can be solved by drawing and manipulatives, but eventually students have to take the mental leap and use the math like a tool, because that what it is. It’s a tool that helps me figure out things that would take me too long to figure out with manipulatives, or too complicated to figure out through some tangible way.

11/15/12 reading

I agree with much of the Black article. I loved how he used the term black box for the school. At my school last year we used to joke that school was the “magic box” and just because students where in the magic box it meant that they were learning. Teaching standards are always being raised and the pressure comes down to teachers because we are the ones with the job to teach, but there are really more factors than just the teachers.

One point that I find surprising was the opinion that assessment boosted low achievement. I always feel like many of my lower achievers lose motivation from a flow of low grades.

I do agree that teachers can learn a lot from assessment, because I really get a feel for how students are progressing from quizzes and tests. It is sad that often student work just get copied and isn’t and accurate reflection of their ability. Although I do find less copied homework when I assign activities and less text problems.

Multiple choices tests are easy for the education structure to understand. If teacher assessed students on class performance of applying knowledge, the numbers wouldn’t be so clear cut, which would make every ones job a little bit harder. I even find myself being really ridged about my grading just so that I feel like I am being fair to all the students.

The Maxwell article about assessment with portfolios was great. At the Montessori middle school that I worked at last year we graded with portfolios also. On parent teacher conference night the student sat down with the parent in the classroom and showed and explained their progress to their parents. At that school the range of items required for the portfolio weren’t as extensive, it was more about work they did really well on and work that they had struggled with. The students also had to write a reflection for each piece or work. I preferred the requirements offered by Maxwell, especially the part about mathematical attitude and the mathematical connections. I think it’s important that the students develop a positive attitude toward mathematics and problem solving and the ability to apply and see where their mathematical knowledge fits into the world.

I thought it was interesting that the article pointed out that the idea of having to do a portfolio made the teacher change the types of assignments given. I like the idea of having students do a math portfolio and collecting something that they feel they can be proud of. It’s also important for students to see their own growth and to take pride in it.

Also, I like the idea of using a math log to get feedback on student understanding of the lessons and what they struggle with, but then I also worry about how much time it would take up. I typically have a reflection question at the bottom of every class work sheet I give them in class that asks them to name one thing they understood and one thing they still have questions about. It’s helpful to get that info, and it would probably be even more helpful to get an even more detailed and human account of what they are struggling with in math class.

NCTM Suggestions

NCTM website suggestions for communicating with parents were good. My favorite was contacting parents the first week of school so that the first communication is positive. I wish I had tried to call all my parents the first week of school when I started this year. I will start the next semester that way.

Knox County already has the grade book online, which is great because parents can check it whenever and they don't have to wait for a report card. Also, my school sends report cards home every 3 weeks (instead of 4 and a half), and every report card day is actually a parent night, so parents can come to the school and talk to teachers if they want to.

I like e-mailing parents, but we aren't supposed to email, we are supposed to send everything through schoolfusion, which is a pain because then the parents need to register and sometimes they don't. Also, I was emailing with one parent and Outlook started blocking her email address so that I could no longer reply. I suppose Knox County on wants us to use our email for internal stuff.

I don't like the idea of post cards. Mail is expensive, and I personally hate junk mail, I feel like newsletters and such might fall into the same category.