Over the
break I finished the book Creating
Innovators by Tony Wagner. The
author interviewed many people considered to be “innovators” as well as their
parents, teachers and/or mentors in order to identify trends that help to create
innovative people.
break I finished the book Creating
Innovators by Tony Wagner. The
author interviewed many people considered to be “innovators” as well as their
parents, teachers and/or mentors in order to identify trends that help to create
innovative people.
Throughout
the book, the most common trend that developed was the fact that these
innovative people were given time to “play”(by parents or teachers or mentors)
and through that play they developed a passion and through that passion blossomed
into a purpose for their careers and other life goals. That’s when I realized that we don’t take
enough time to play in a math classroom so I made it my 2nd semester
goal to incorporate more “play” into my classes. I am trying to do this in three ways:
the book, the most common trend that developed was the fact that these
innovative people were given time to “play”(by parents or teachers or mentors)
and through that play they developed a passion and through that passion blossomed
into a purpose for their careers and other life goals. That’s when I realized that we don’t take
enough time to play in a math classroom so I made it my 2nd semester
goal to incorporate more “play” into my classes. I am trying to do this in three ways:
1. Number talks
with my algebra classes. The basic idea is that I put a problem on the
board (i.e. 18 x 5) and the students have to figure it out without any
calculator or paper/pencil. Once they
think they have the answer they put a “thumbs up” in front of their chest. When everyone is showing a “thumbs up” I
invite volunteers to explain their thinking while I transcribe it on the board. For example, one student did 5 x 10 then
added it to 5 x 8. Another student did
20 x 5 then took away 10 (2 groups of 5).
We had about 6 different strategies up on the board after this
problem. The purpose is to show students
that there are many different ways to think of one problem—not just one. I am very transparent with them, explaining
that my goal is for them to “play” with these numbers and start to see the
flexibility and creativity in math.
with my algebra classes. The basic idea is that I put a problem on the
board (i.e. 18 x 5) and the students have to figure it out without any
calculator or paper/pencil. Once they
think they have the answer they put a “thumbs up” in front of their chest. When everyone is showing a “thumbs up” I
invite volunteers to explain their thinking while I transcribe it on the board. For example, one student did 5 x 10 then
added it to 5 x 8. Another student did
20 x 5 then took away 10 (2 groups of 5).
We had about 6 different strategies up on the board after this
problem. The purpose is to show students
that there are many different ways to think of one problem—not just one. I am very transparent with them, explaining
that my goal is for them to “play” with these numbers and start to see the
flexibility and creativity in math.
2. Creating
time in my schedule for non-curricular math. Students need to see how
math (and mathematical thinking/strategies) apply outside of the
classroom. If I believe this, I need to
prioritize it and create time for it—so that’s what I did. In planning for this semester, I set aside
nearly every Friday for this purpose. To
start out we will be working through Khan Academy and Pixar’s collaboration Pixar in a Box, which provides students with
videos and practice activities to see how math, science and technology come
together to create a Pixar movie. Last
week we learned how Hooke’s Law (physics) was used to animate Merida’s hair in Brave.
I’m not grading this. We are just
playing.
time in my schedule for non-curricular math. Students need to see how
math (and mathematical thinking/strategies) apply outside of the
classroom. If I believe this, I need to
prioritize it and create time for it—so that’s what I did. In planning for this semester, I set aside
nearly every Friday for this purpose. To
start out we will be working through Khan Academy and Pixar’s collaboration Pixar in a Box, which provides students with
videos and practice activities to see how math, science and technology come
together to create a Pixar movie. Last
week we learned how Hooke’s Law (physics) was used to animate Merida’s hair in Brave.
I’m not grading this. We are just
playing.
3. Would You Rather?
(Math) With my financial algebra students I am
trying to incorporate more opportunities for them to defend their thinking with
mathematics. I am using this to start
class (similar to the number talks with algebra). Again, I am emphasizing the fact that there
is no one correct way to think about these questions, but they do need to
support their decision with math. For
example, in the picture below, students cannot just say “I would pick the beach
one because I like the beach better.” Most students select the beach based on
the basic multiplication (they can use calculators for this exercise) but then
some students argue that they would pick the city location because it is more
likely to be full throughout the year).
(Math) With my financial algebra students I am
trying to incorporate more opportunities for them to defend their thinking with
mathematics. I am using this to start
class (similar to the number talks with algebra). Again, I am emphasizing the fact that there
is no one correct way to think about these questions, but they do need to
support their decision with math. For
example, in the picture below, students cannot just say “I would pick the beach
one because I like the beach better.” Most students select the beach based on
the basic multiplication (they can use calculators for this exercise) but then
some students argue that they would pick the city location because it is more
likely to be full throughout the year).
So my
question is, do you incorporate any aspect of “play” into you classes? How? I
need more ideas. Also, if you are
interested, the best chapters were the ones about “social innovation” and “innovating
learning”. You do not have to read the
entire book to get value from those chapters.
question is, do you incorporate any aspect of “play” into you classes? How? I
need more ideas. Also, if you are
interested, the best chapters were the ones about “social innovation” and “innovating
learning”. You do not have to read the
entire book to get value from those chapters.