I still don’t understand twitter. That is, I get how it works, how one can write and read tweets, like/dislike tweets, comment on them, retweet, etc., (whether or not they contain truth or have value). All actions that seem available in all forms of social media, including blogs. I get that it is about sharing.
I am not inclined to have my personal or professional life revolve around social media. Maybe its generational, maybe it just me being selective or making priorities. Maybe my skepticism and reluctance are based on misconceptions and ignorance. Or all of the above. I know I am not interested in the self-centered, everybody-look-at-me aspect, although I don’t think that’s what people have in mind when they encourage me to get on twitter for professional purposes.
I guess what I don’t understand is, what DO they have in mind? What is it they are asking of me? Why do they feel this is important? What are the advantages and disadvantages? Is it possible to use twitter to have a worthwhile conversation? If so, how? I am not even sure what questions to ask about twitter that will convince me that it is worth my time and effort.
What am I missing, here?
PS. In the spirit of making it all about me (and to include a visual in all this boring text)… lookie what I did!
UPDATE (10 minutes later)
It occurs to me that maybe I should stop overthinking and just get a twitter account and start looking at what y’all are doing and saying.
I spent about an hour yesterday playing with geometry tiles. I was:
The inspiration for my mathematical play time was this photo from Sara Vanderwerf’s recent post on Stand and Talks, a bold routine she uses to increase the number of students talking about math. Really great stuff and worth your time to read it through.
But back to the photo, which is her example of using a Stand and Talk to introduce a new idea, in this case, the Pythagorean Theroem. My eyes perk up (is that a thing?) because I have been pondering about this very topic. Specifically, wondering about what activities/tasks would place students in the active role of sense-making.
The first thing that popped into my head was….wait, trapezoids? (Thank you, Sara!) Then I started some noticin’ and wonderin’ from my teacher-y perspective and also imagining/guessing what students might say. The more I noticed and wondered, the more I realized how FULL OF MATH IDEAS this one photo is.
I find this exciting. Really, really exciting. Can you imagine starting here, with this one little image, asking students what they notice and wonder, and then letting them run with their curiosity? Isn’t it joyful to know in your heart of hearts that this is so much BETTER than, “Hey kids, here’s a little something called the PT, copy it in your journal/onto your pre-made “doodle” notes, plus copy these three examples of how to get the right answer, and do this worksheet”? How superior this single photo and all its potential are to “I do, we do, you do” and /or anything else that keeps students in the passive role?
It didn’t take me long to drag out my tub of tiles and start messing around with them. TOTALLY what I would want my students to
ask beg to do.
The questions I decided to guide my play were:
First, can a proportional, scaled-up version of each polygon tile (that I have) be built with only that particular tile?
If so, why? Is there a pattern?
If not, why not?
Second, can any three similar polygons be used to make any type of triangular “hole”? Why or why not? Which ones make right triangles? Why? Is there a pattern??
I started with squares. Don’t know why, maybe because that’s what is already familiar to me. No surprises, the areas are the square numbers, 1, 4, 9, 16…..
So I moved on to the equilateral triangles, wondering/kinda expecting that I will make triangular numbers. Imagine my surprise (my OMG moment) to find SQUARE NUMBERS AGAIN! Holy shit! NOT what I was expecting! Now I feel compelled to keep exploring. COMPELLED. (Imagine your students feeling compelled!!)
I quickly confirmed that the next in the series takes 16 triangles, and moved on to the rhombus. YES, the areas are square numbers AGAIN! Which gets me reconsidering my understanding of square numbers and forming conjectureish questions: Can square numbers be made out of any polygon, not just squares? These are all regular; what if they are irregular?
I’ve been reading Tracy Zager’s fabulous book Becoming the Math Teacher You Wish You Had. She starts Chapter 7, Mathematicians Ask Questions, with a quote from Peter Hilton: “Computation involves going from a question to an answer. Mathematics involves going from an answer to a question.” Brilliant distinction. Looks like I’m living Chapter 7. Know I want this for my students!
I finally get to the trapezoids, which are more challenging to tile and require some analysis. I managed to construct one, but the number of tiles it took (7) was a red flag for me, so I examined it closely to verify if it was proportional or not. It wasn’t, so I kept playing, keeping these two beliefs in my mind: a proportional trapezoid was possible, and it could be made out of 4 tiles. And lo and behold….
TA DA! “Square” Numbers! (Whew!)
By now, I have even more questions. By now, I have reviewed and applied my prior understanding of proportionality and similar figures, without ever touching a worksheet. By now, I’ve taken risks, persevered, reasoned, looked for patterns, used vocabulary, formed conjectures, and justified. All from looking at one picture and allowing myself both time and pleasure to play and be curious….and I haven’t even begun exploring that thing with the triangular “hole”. Yet.
Finally, the hexagons. And….What?!? You can’t even make a similar hex without using some non-hex friends! WTF!
New question! WHY NOT?
Its been so long since I’ve blogged that I had to look up my password.
One of the many reasons for my little hiatus is that there are plenty of UH-MAZING blogs out there– that people actually follow and read– making what I think and wonder and write about rather…superfluous.
For example, Ilana Horn’s insightful, intelligent, inspirational blog. Informed and intriguing. I recently started following, and back-read several posts she has written on status in the classroom, in part because I
believe know status is deterimental to equitable learning yet is created and deeply ingrained and even actively perpetuated in the Old School system/institution of teaching and learning. She explains it all very clearly in a series of posts:
This morning (since I kind-of overdid it hauling bark dust yesterday), I decided to chill a bit and create a list of competencies I value in my classroom. Not besides “fast calculations and right answers”, but instead of. A definite and requisite shift in classroom currency if one is striving to achieve an active and equitable learning culture.
In no particular order….
Students in the role of sense-makers.
Connections between mathematical ideas.
Connections between representations and models.
Clear communication of thinking (the WHY), even if incomplete or unsure.
Active and intentional listening to all peers.
Multiple strategies and solution paths.
Gaining insights by making mistakes.
Willingness to revise thinking and understanding.
Great respect for the value of every person, their learning, and the strengths they already have.
Genuine Questions and Wonderings.
Collaboration in learning as a community.
Visual/alternative representations of reasoning and ideas.
Connections between multiple representations.
Connections between different strategies.
AHA and WTF* moments.
Active awareness and regulation of learning.
Attention to reasonableness of solutions (yours and others’).
Private time to think (and respecting it).
Critique of thinking, reasoning (not people).
Critical and deep thinking.
Understanding the thinking of others, even when it differs from your own.
Respect for (and celebration of) strengths and strategies that differ from one’s own.
Genuine/legitimate peer support in learning.
Engagement and involvement.
Willingness to start even if you are not sure.
Consideration of ideas other than your own.
Ability and willingness to adjust your reasoning/opinion and change your mind.
Learning from peers.
Wow, that list is a lot longer than I expected. Which would you add, revise, or omit? Why?
Here’s what I might do with such a list. At the beginning of the school year, cut it up and have students in small groups sort them into 2-5 or so categories, their choice. Sorting activities are a worthwhile way to get kids talking to each other, voicing opinions, making choices. Listen in, because you’re finding out about them, too. Notice common choices as well as different ones. Ask groups to explain their categories to you.
Then, as a whole class, share and discuss. Ask them to notice things. I have NO IDEA what will happen here, but I’m wondering if anyone will notice that “right answers”, “smart”, “good grades”, “fast thinking” and those types of competencies typically over-valued (and detrimental to learning) are MISSING. So are generic behavior-type rules, like arrive on time, do your homework, pay attention….Will they notice the focus on inclusiveness and learning instead of on first and fastest? Will they identify with some of them? I’m really curious about how kids will sort these and what they will say! Finally (if there are enough common themes?), use their input to develop a SHORT list of classroom norms that recognize and support these valuable competencies.
*Probably should change this to WTH What the Heck, or HIW Hold it, What!? Or some such thing more socially appropriate, right?
WTF moments are not moments of frustration, though. They are moments of realizing something is amiss, some reasoning, intuition, or process is not going the way you expected, or the solution make no sense. Disequilibrium and perplexity reside here. In a sense, these moments are insights, too, a realization that an adjustment is needed; understanding WHY one path works and the other does not paves the way to the bigger insight (AHA!) and gains in learning and understanding. When
students people share their thinking, they tend to leave the WTF moments out and share only what worked, saving face and strengthening the currency of “right” answers. However, in a healthy, inclusive culture of learning, WTF moments are valued as an important and natural part of the learning process, worthy of sharing, even celebrating! “First, we thought….because….then we. saw…realized…tried….because….figured out….learned….”. Even “First we tried….because…not working……and now we wonder….not sure….have some questions…..”
UPDATE 1/20/27: Difficulties concentrating today, so I am submitting this already published post for the MTBoS 2017 Blogging Initiative, Week 3, “Read and Share”. Looking foward to some feedback!
I am struggling to write this post, and I am not sure why. I want to offer a thorough response to a blog post as evidence of my growth, but am battling (maybe?) feeling underqualified and lacking in credibility. And strangely vulnerable.
I could describe my eight little years of teaching as a classic case of not being able to see the forest for the trees. Its like I downloaded the awesome constuctivist app I really wanted, but never thought to or knew how to update it. My current situation allows me to finally view the forest, a chance to look around and consider the bigger picture. This perspective has helped me recognize and understand my shortcomings and offers me insights for moving forward. MTBoS is helping me update my app, and essentially, I want to test it out to see if I’m understanding how to use it. Consider it a formative assessment.
It would be best for you to read his whole post, of course. He leads with a brief description of his school’s current math textbook:
Each section begins with an introductory activity that is frequently hands-on.
The task is this:
Draw a pentagon with extended sides.
Label the external angles.
Cut out the external angles.
Put the external angles together and make and observation.
Repeat with a hexagon and an octagon.
Seems straight forward enough, right? But what happened was this:
Apparently, even mostly on-task groups did not get done, in spite of the fact that they had just done the same thing with internal angles. I know EXACTLY the feeling. Been there, by golly, many, many times. Loads of empathy here. Too much precious time spent on a hands-on activity and no learning taking place. In fact, it would not surprise me that this is the #1 Reason for Avoiding These Kinds of Tasks.
He also writes,
(Students) are much more attentive to the tasks when they are working individually or when I’m giving direct instruction.
I suspect that means it’s a larger issue than just these kids in this class.
Justin works hard to see the forest while standing in the trees; in my opinion, his suspicions are spot on.
What I see is a chance for me to check my understanding.
First, I connected his final comments to my recent reflecting on teaching and learning. That was my last post, and my hypothesis is that students are passive learners because they are put in the passive role. School happens to them.
Wait, this was an “age/grade appropriate” task, though. Hands-on! Engaging! Student-centered! Everything a constructivist teacher’s heart would desire!
What I am beginning to understand is that “engagement” is more complex than providing something for students to do. That not all tasks are created equal, and implementation matters. I’m not talking about comparing mindless worksheets to learning in groups; I’m talking about those activities and tasks the look great on the surface, when in fact they do not genuinely engage because they are not designed to. These pseudo-engaging activities are easy to miss, and I did, many times over. Here’s what I noticed about the lesson from Justin’s textbook:
I am not yet knowledgeable/confident enough to play “What Can You Do With This?” although I have ideas brewing. For now, what I do have to offer is this:
Assuming you want to empower students to be productive, active learners, consider developing the habit of regularly running lessons, activities, and tasks through the role-lens. All of them– your creations, the textbook’s (especially these), something gleaned from the internet– as often as you are able. Examine closely what students will be doing and keep tweaking** until you think the active role has switched to them, where it belongs more often than not. Take a risk and trust them to rise to the challenge. Be vigilant, be intentional.
What can you let go of and turn over to students?
Will they be asking and answering their own questions?
Will they notice patterns and make conjectures without you prompting them?
Will they be curious and driven to make sense of something, even if that something is math?
Will they own the learning and all the work it took to get there, together?
Anyway, that’s what I would try to do, were I feeling a bit lost in the woods.
*Which also perpetuates the perception/myth that math is a Random Bunch of Useless Stuff No One Really Cares About.
**Here are some practical ideas and resources for tweaking from a couple of Experts that are not overwhelming. The ideas, that is, although Dan Meyer and Kate Nowak are probably also not overwhelming. They are two of many that have been instrumental to updating
my app me.
From Dan Meyer:
From Kate Nowak :
Yesterday, being Tuesday, I volunteered all day in Jackie’s 7th grade math classes. Last night, being me, I started reflecting on what took place– what we did or did not do, what students did or did not do– in terms of the conversation she and I had at the end of the school day. Today, being unusually snowy (for NW Oregon) and stay-at-home-y, I’m gathering my thoughts here.
Let me first say that Jackie, like many other teachers including me, wants to teach in a way that student learning moves forward. Neither one of us know exactly how to pull that off, so in
some many ways, its the blind leading the blind.
She was willing to spend weeks (weeks!) on making sense of integer addition, but was, well, flabbergasted when she asked them to write in their journals (in their own words) what it means to add and, with the exception of one student (out of about 100), students wrote basically this: adding means to put numbers together to go up to a bigger number. The use of “bigger” notwithstanding, what prevented these students from writing something like this?? Adding means to combine. Sometimes when you add, you increase to a higher value, sometimes you decrease to a lower value. It leaves us wondering what in the world it takes for students to internalize concepts well enough to build on them, to move along.
Now, I don’t think at all that zero learning has taken placement but, c’mon. Nor am I going to say these kids are lazy or don’t care or don’t try hard enough. Quite the contrary; these kids are normal, but they are for the most part passive learners. It makes me wonder what’s going on here (and it went on in my classes, too) that needs addressing. Plenty, I’m sure.
Allow me to digress a bit.
(I may never get over how amazing it is that you can be pondering a particular problem or question and *ding*, the MTBoS sends you a pertinent post from a total stranger. Its cosmic.)
This morning my inbox contained a post from Justin Aion. One of the reasons I follow his blog is because he is so candid in his daily reflections and I can easily relate. If I understand him correctly, there’s a conflict between teaching the way he wants to teach (for deep and lasting conceptual understanding) and teaching in a way students expect him to teach (direct instruction), and feels a more than a little guilty when he gives in.
Which brings be back to some questions I have percolating*.
What do you think? What do the roles look like in your classroom? What recommendations do you have for switching the active role to the students?
*My fairly confident answer for 1) is YES and 2) is It’s worth considering. My answers for 3) and 4) are a bit more tenuous and lengthy, so I’d like to make them another post.
My solution for missing the deadline for Week 1 of the MTBoS 2017 Blogging Initiative was to write a belated post (see below). Not wanting miss this opportunity again, I am already posting for Week 2! The focus: soft skills. That is, the part of teaching that is more about raising children, the crucial part you don’t realize about teaching until after you are standing in front of a room full of students.
Unfortunately, the more I reflect on my set of soft skills, the more I realize that, in SBG terms, they are in the “getting there” stage, and I don’t have really much more to offer other than it is primarily about building relationships. Those more proficient, experienced, and successful than me in the relationship-building arena will have oodles to share, I am sure. In fact, a lot has been written about soft skills already, as evidenced by the 2010 Soft Skills Virtual Conference recommended by Sam Shah.
On his advice, I read (and in several cases, re-read) most of the contributions to the conference. Fabulous, all. What I want to share here are two related excerpts that stood out rather significantly for me. As in, holy shit!
From Shawn Cornally, whose writing I could read all day long:
He would sit with me for 15 minutes stints, explaining things that I should have learned in high school, because he realized something that every teacher should: teach them where they’re at, not where you wish they were. You can only do that if you manage to somehow care more about the kids than your list of standards.
(Emphasis is mine.)
From Riley Lark, organizer and curator of the SSVC:
These roles [facilitator, resource manager, task manager, recorder/reporter] make me more comfortable with my guilty admission: I don’t care very much if the kids learn math. I mean, I’ll teach them some math, and when they leave they’re going to see more of its beauty and be equipped to use it in society. But which is more important, vector addition or working in a team? Factoring or formulating questions? Integrating or leading peers? Obviously, obviously, the math comes second. It’s just lucky that learning math provides so many opportunities for learning the more important things.
(FYI, the emphasis on that second ‘obviously’ is not mine.)
Talking Points! For each, decide if you agree, disagree, or are sitting on the fence, and include WHY. It’s OK to change your mind after listening to another’s points of view, or to restate your mind and strengthen your argument.
UPDATE: Serendipity: Liz Mastalio’s Week 2 post “Honestly, the Math is Secondary”.
Can you teach an intuition?
We can do this better
Thoughts about Teaching
Better through reflection
The Writings Of Alfie Kohn
Inspiration and resources for mathematics teachers
Musings on math and teaching
I research mathematics teaching and learning in secondary schools
Math Change Agents
Lighting the world with math, one student at a time.
Not everything that can be counted counts, and not everything that counts can be counted. -Einstein
In Math, the Journey IS the Destination.
Not everything that can be counted counts, and not everything that counts can be counted. -Einstein
Reflections on teaching and parenting young mathematicians
A Math Teacher Trying to Have More Wags and Less Bark
The mathematics I encounter in classrooms