Sunday, March 30, 2014

Connie Knodt and Grit


My friend Suzy texted me last week to tell me she was listening to a wonderful piece on NPR’s TED Radio Hour about “grit”. Here’s the link to the story, entitled Is Having Grit the Key to Success?
The concept of grit or perseverance keeps coming up in my work, because the first math practice standard in the Common Core is “Make sense of problems and persevere in solving them”...and, more importantly, because teachers and parents know that determination and the ability to cope with failure is paramount to student success.
Last night I had the pleasure of speaking with Connie Knodt, a relatively new member of my family. She was featured recently on WCAX’s Super Senior series. Connie is 79 years old and still works 28 hours a week at Fletcher Allen Hospital in the pediatric ward. Here’s the link to her story. Connie and I had a great conversation about how she was able to transcend a difficult childhood to become an IBM engineer when few women did such a thing. I asked if she could remember anyone who was an important role model for her when she was young. Without hesitating, she told me about two top-notch high school teachers who inspired her to become to lifelong learner she is today. She remembered their names and talked in detail about how her geometry teacher asked the students to build structures rather than assigning pages in a textbook.
Connie’s story reminds us that teachers are so important. One great teacher can turn a life around.
Connie is also a living testament to grit. She’s interested in solving tough problems and never being finished with her own learning. She told me that at work if there’s a new computer system, medical device, or scheduling conundrum, they bring it to her. She’s happy to take on the challenge.

Tuesday, February 18, 2014

The Importance of Curiosity

One student was curious about tornadoes. Photo from NPR.

I look forward to getting the Marshall Memo via email. This week I found myself reading an Edutopia article entitled “Curious Homework: An Inquiry Project for Students and Parents” by Suzie Boss. It emphasizes the importance of curiosity in life and education, and laments the fact that students don’t always find a way to express their callings and passions in the context of school.

In the article, we learn about a teacher named Scot Hoffman who started his work on curiosity by bringing in folks with interesting careers or passions - a mountaineer, a doctor - and interviewing them in front of the students. Then it was the students’ turn to explore their own sense of curiosity. It would be fun to try this in the Burlington community, let students choose and interview folks, and partner with community members in addition to parents in order to pursue their own interests.

Saturday, January 11, 2014

Helping students doesn't mean showing them how


A few days ago, I was in a professional development meeting with paraeducators at C.P. Smith Elementary School. We were discussing how best to help students in math. We had a great conversation about it and talked about the idea of asking instead of telling. Our focus was #1 and #3 of the eight Common Core Math Practice Standards. I’d printed some questions that I have seen on several different websites, so I am not sure of the original author. Here they are:

Make sense of problems and persevere in solving them
  • How would you describe the problem in your own words?
  • How would you describe what you are trying to find?
  • What do you notice about...?
  • What information is given in the problem?
  • Describe the relationship between the quantities.
  • Describe what you have already tried. What might you change?
  • Talk me through the steps you’ve used to this point.
  • What steps in the process are you most confident about?
  • What are some other strategies you might try?
  • What are some other problems that are similar to this one?
  • How might you use one of your previous problems to help you begin?
  • How else might you organize...represent... show...?

Construct viable arguments and critique the reasoning of others.
  • What mathematical evidence would support your solution?
  • How can we be sure that...? / How could you prove that...?
  • Will it still work if...?
  • What were you considering when...?
  • How did you decide to try that strategy?
  • How did you test whether your approach worked?
  • How did you decide what the problem was asking you to find? (What was unknown?)
  • Did you try a method that did not work? Why didn’t it work? Would it ever work? Why or why not?
  • What is the same and what is different about...?
  • How could you demonstrate a counter-example?

After the paraeducator meeting, I came across an Edutopia article entitled, “Takeaways from Math Methods: How will you teach effectively?” It is about pre-service teachers who have taken a math course. This jumped out at me.
Helping Students Doesn't Mean Showing Them How
Before admitting [preservice teachers], we interview each one and ask, "Why do you want to be a teacher?" The most common response is, "I want to help students," a sentiment that PSTs describe later as "giving good explanations" or "making it simpler" -- notions of helping which are underdeveloped.
A synthesis of research in mathematics education by James Hiebert and Douglas Grouws identified two teacher actions that impact conceptual understanding. One is to engage students in productive struggle. Merely telling students how or making things simpler does not actually help them understand as much as providing challenging tasks and time to "dig in" to a problem.
To help them redefine how to help students learn, I encourage [teachers] to embrace their sense of accomplishment when they solve a challenging task, recognize the pride they feel when they share a unique way to solve a problem, and reflect on what such feelings might mean for a student in their own classroom.
The way this piece is written states an important idea in a concise, clear way. I hope to keep pushing myself and others to ask, watch, and listen instead of show and tell.

Hour of Code Video


This was so much fun!

Saturday, December 7, 2013

Vermont Math Leadership Council

the view from my porch
Vermont has a new education organization - Vermont Math Leadership Council - thanks to Julie Conrad, Tracy Watterson and others for getting it off the ground. Thanks to me we have a blog with the easy URL vermontmathleadership.org. Thanks to Tim Whiteford, there is a bunch of great posts on the blog! Check it out. We’d like to get more material from more voices on this blog and increase our readership. Anyone can join the organization. Our next meeting is January 29, 2014.

I was about to post something here on my blog about the new Institute of Education Sciences Educator’s Practice Guide called Teaching Math to Young Children. But then I saw that Tim beat me to it by posting about the very same thing on the VMLC blog. So, read his post here.

What I like about this publication is that it helps both rookies and veterans understand how best to work with young children and math. There are clear, specific recommendations that are easy to follow and a selection of easily usable games and ideas that illustrate the concept.

Whereas we often encounter activities or lessons and need to figure out what math we’re really going for, this resource communicates the math goals clearly and first, then hands us the activity to use.

Saturday, November 16, 2013

Stereotypes about Math


In our new technological world, employers do not need people who can calculate correctly or fast, they need people who can reason about approaches, estimate and verify results, produce and interpret different powerful representations, and connect with other people’s mathematical ideas.

The Stereotypes About Math That Hold Americans Back, By Jo Boaler. The Atlantic, November 12, 2013. 

Saturday, October 26, 2013

Breathe collaboration

From Dan Meyer's You Pour I Choose Math Task

Steve Leinwand came to Killington, Vermont, on Wednesday night and I made sure I was there to see him. Dinner and the presentation by Steve was hosted by the fledgling local chapter of National Council of Supervisors of Mathematics (NCSM) called Vermont Math Leadership Council (VMLC). I made them a website at www.vermontmathleadership.org, where you can find resources shared by Steve, including his powerpoint from the dinner.

Here are a few things from the notes I typed on my iPad instead of eating dinner:

Take risks, make mistakes. The stuff we have now is bad. Enter the Common Core. Hope and change have arrived, like the calvary. This is a once in a lifetime opportunity to rescue ourselves and our teachers from all the problems we have had.

Effective teachers create language rich classrooms.

Effective teachers take every opportunity to build number sense.

Effective teachers embed math content and connect to the real world.

Effective teachers devote the last 5 minutes to formative assessment.

See Steve’s document called High Leverage Mathematics Instruction Practices for more.

I am not an effective leader if I don't breathe collaboration.

Monday, September 16, 2013

NYT: How to Fall in Love With Math

From WolframMathWorld

From yesterday’s New York Times Opinion Pages piece by mathematics professor Manil Suri.

Despite what most people suppose, many profound mathematical ideas don’t require advanced skills to appreciate. One can develop a fairly good understanding of the power and elegance of calculus, say, without actually being able to use it to solve scientific or engineering problems.

Think of it this way: you can appreciate art without acquiring the ability to paint, or enjoy a symphony without being able to read music. Math also deserves to be enjoyed for its own sake, without being constantly subjected to the question, “When will I use this?”