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Math teaching and math learning. @JoBoaler

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What do you know about how math is taught versus how math is best learned? Do you have twenty minutes to spark and forward your own deeper understanding about maths learning? How does your child’s school approach math teaching and learning? How are you serving as a school leader to enhance math learning in your school – do your school practices match the research?

So, if a maths question doesn’t have the space inside it to think and learn and discuss, then its potential as a learning task is very limited.

When we open tasks and ask students to think about how they see them and to talk with each other, the opportunities for learning are increased.

Maths classrooms should encourage more depth and less speed.

– Jo Boaler, YouCubed

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In the summer of 2013, I enrolled in and completed Jo Boaler’s MOOC (Massive Open Online Course), “How People Learn Math.” In my 43 years, it has been one of the strongest learning experiences I have had.

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  • 10 Things Extraordinary Bosses Give Employees | Inc.com

    tags: leadership #MustRead

  • Innovative Education: Make Room for “What Ifs” | Edutopia

    Project point of origin work. The more I dig into real-world PBL and innovation, the more I am struck by how the “big stories” begin with personal connection. Making space for learners to journey from a story of personal connection needs to be the next “big thing” in school design and scheduling.

    tags: real-world #MustRead

    • What if we invite students to solve real problems? What if the classroom doesn’t have walls? What if learning activities don’t always end with letter grades?
    • When Lehrer pitched the idea to students, he made it clear that they would be heading into uncharted territory.
    • Van As generously offered to fabricate a prosthetic hand for the child himself, but Lehrer decided to “keep that offer in my back pocket. I think he was surprised when I explained that I wanted to build this with my students.”
    • In hindsight, Lehrer can see how the club structure offered a range of benefits for this unusual project. He didn’t have to map the project to learning goals or think about grading. “I didn’t need to do assessments for these kids. Not that rubrics aren’t important,” he adds, “but there are times when you want kids to just take an idea and soar. What these students have learned is so clear to them. Their level of reflection is like nothing I’ve ever seen.”
    • “This wasn’t just an assignment. This is real life,”
    • If anyone’s thinking we can’t do real things with kids, I’m telling you you’re wrong.”

  • Four Ways to Move from ‘School World’ to ‘Real World’ | MindShift

    “By shifting from a scarcity mindset to one of abundance, we can move from school world to real world.”

    tags: real-world learning #MustRead

    • When leaders exchange a scarcity mindset for one of abundance and innovation, they open the door to an empowering click-through curriculum.
    • it’s about self-direction, passion, interests, persistence, critical thinking, curation, and outcomes. There’s a greater focus on what they have done and will do with what you’ve learned, rather than how they learned it.

  • The Benefits of Blue Sky Thinking – Explore Create Repeat – by 4ormat

    “We should embrace the challenge of trying to outdo ourselves in all forms.”

    tags: innovation creativity brainstorming ideation #MustRead leadership

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What if schools embraced (at least a bit more of) the unknown? Yes, and…

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What if we structured (at least some) time in school to provide for the type of research that Uri Alon describes in his talk: “Why truly innovative science demands a leap into the unknown?”

What if we recognized and said “Yes, and…” to the likelihood that genuine and authentic research – the kind that stems from deep questioning and sustained curiosity – is most likely to lead learners (young and old) into the “Cloud” that Uri talks about?

What if we did more science – practiced more of being scientists – than just studying science in school?

What if we reverse engineered (at least part of) school and created margins and white space for the kind of exploration and discovery that bypasses the points A—>B path that we expect and embraces the unexpected “point C” that Uri shares with us?

What if we allowed time for learners to originate their journey(s) from projects of significant and profound interest to them and made it okay to reroute numerous times along the way?

What if we had at least two points of origin for the kinds of work we do in schools: 1) subject-area points of origin that later find projects, and 2) project points of origin that later find disciplinary avenues? What if we built schedules to allow for – and to encourage – both/and? And the weaving together of the two…. What if we widened the spectrum of school learning to more closely match with life learning (before and after school years)? How might we ignite more play, passion, and purpose in these ways?

What if we built capacity as faculty members and community partners to facilitate the type of relational way-finding that Uri declares is the nature of true, meaningful searches? What if we more significantly prioritized the guide-on-the-side postures by making room for the student learners to be the chief navigators of (a more significant amount of) their journeys?

What if you watched Uri’s talk and figured out ways that its corp might change the core of your classroom practices and school-day architecture?

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  • How to Stimulate Curiosity | MindShift

    Three practical ways to use information gaps to stimulate curiosity:
    1. Start with the question
    2. Prime the pump
    3. Bring in communication.

    HT @MeghanCureton

    tags: curiosity #MustRead

    • uriosity is the engine of intellectual achievement—it’s what drives us to keep learning, keep trying, keep pushing forward
    • Curiosity arises, Loewenstein wrote, “when attention becomes focused on a gap in one’s knowledge. Such information gaps produce the feeling of deprivation labeled curiosity. The curious individual is motivated to obtain the missing information to reduce or eliminate the feeling of deprivation.”
    • Loewenstein’s theory helps explain why curiosity is such a potent motivator: it’s not only a mental state but also an emotion, a powerful feeling that impels us forward until we find the information that will fill in the gap in our knowledge.

  • Strategy or Culture: Which Is More Important?

    Great piece on symbiotic nature of strategy AND culture. Really important for schools to pay attention to this “lesson” if they hope to successfully transform as modern learning organizations.

    tags: strategy culture #mustread

  • What would help our faculty feel more energized, cared for, focused and inspired? | Center for Teaching

    HT @KristynGatesA
    What would help faculty feel more energized, cared for, focused, inspired? http://t.co/10g6vUsnlv via @centerteach @EmilyBreite @boadams1

    tags: faculty work_life_balance work environment #MustRead culture

    • If we intend to truly reform schools, we may have to put greater emphasis on the  importance of relationships between different members of the community.
    • Self-actualized people are: problem-focused; incorporate an ongoing appreciation for life; focus on personal growth; and are able to realize peak experiences.
    • Clearly, the strong connection between their models suggests that all school leaders should pay close attention to creating communities where their faculty’s core needs are met.

  • Redesigning School to Graduate Capable, Confident Learners | MindShift

    Projects, Portfolios, Learning Outcomes, and Defenses (Pitches) woven together for deeper learning.

    Check this out via @MindShiftKQE -ideas & catalysts in developing iProject @KristynGatesA @EmilyBreite @boadams1 http://t.co/8WakA2Dzjp

    HT @MeghanCureton

    tags: eportfolios PBL learningoutcomes CapstoneProjects #MustRead

    • Students have to master academic content and skills, collaborate effectively, think critically, reflect on how they learn, and understand how they can have an impact on their own success.
    • The Portfolio Defense is the culminating assessment of these skills: four years of working to learn specific class content, and a steady progression towards proficiency in the deeper learning outcomes.
    • Tidwell explained her philosophy of education as falling until one learns how and where to stand.

  • How We Make Progress « Annie Murphy Paul

    tags: progress learning #mustread

  • How Young Engineers Will Mold the Future | Technology+Policy

    A collaboration among universities and a high school around engineering and entrepreneurship. I think this is great stuff, AND I wonder why we tend to offer “this kind” of learning more in the summer — why not in the academic year as much?

    http://www.kent-school.edu/academics/seek

    HT @emilybreite

    tags: engineering entrepreneurship PBL summer #MustRead

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