WATCH THIS VIDEO, YOUR WORLD WILL CHANGE….(probably not, but just watch because I put work into it) 🙂
So I don’t like math.
I never have. I like being competitive and getting points on Alludo though,
which is why I ended up signing myself up for an online maths course for math
teachers. (Yes, I said “maths”). I really didn’t have any intention of getting anything out of this
course and I really did just take it to get more Alludo points, because who
needs sleep? I also wanted to know what my students go through on a regular
basis to see if I can adjust my curriculum according to their needs and how
they learn, so I gave maths a whirl.
I never have. I like being competitive and getting points on Alludo though,
which is why I ended up signing myself up for an online maths course for math
teachers. (Yes, I said “maths”). I really didn’t have any intention of getting anything out of this
course and I really did just take it to get more Alludo points, because who
needs sleep? I also wanted to know what my students go through on a regular
basis to see if I can adjust my curriculum according to their needs and how
they learn, so I gave maths a whirl.
(maths) in the videos that I watched (on double speed to save time), but rather
a philosophy on teaching and learning that can be applied to various realms and
curricula. While I watched the videos I noticed language pertaining to “fixed
mindset” and “growth mindset”, and the concept of “yet.”
Students in these
videos stated “I’m not good at math” “I’m just not a math person” “This isn’t
how my brain works”, and I began to make some connections: I noticed many of my
own students in Spanish saying similar things “I’m just no good at languages” “My
parents weren’t good at language, so neither am I” “I had bad teachers in middle
school, so I’m not very good”. I started to create a correlation between
Spanish teaching and learning and math, and when I approached Lesley Schooler
about this connection, she agreed that there might be some similarities. Like
math, students in Spanish are afraid to make mistakes, they put an obtrusive
filter on producing and speaking the language because they’re afraid they will
make mistakes and not be precise, so they just don’t speak. I found the
neurological studies in the math online course through Stanford to be
fascinating with the connections that I could make with my students in Spanish
class. I realized that the material needs to be slower and more attainable for
students, and not penalize mistakes, but point out mistakes, and allow students
to correct them (this is where the brain grows) and they shouldn’t be marked
down for making mistakes, but they should fix them so that they enjoy the process
of learning. The videos present the idea of the journey and process in learning. Students try and think aloud and defend and explain their findings rather than simply right and wrong and they move on. I am inspired to incorporate more of this style into my classes. The conundrum that I’m having is, while this is a great way to encourage learning and brain growth, I want to know that I am preparing students for college, and upper level learning where there might still be an institutionalized, systematic fixed mindset that they also need to be able to navigate. Would I be doing my students a disservice if I don’t require precision as well? I’m not sure.
videos stated “I’m not good at math” “I’m just not a math person” “This isn’t
how my brain works”, and I began to make some connections: I noticed many of my
own students in Spanish saying similar things “I’m just no good at languages” “My
parents weren’t good at language, so neither am I” “I had bad teachers in middle
school, so I’m not very good”. I started to create a correlation between
Spanish teaching and learning and math, and when I approached Lesley Schooler
about this connection, she agreed that there might be some similarities. Like
math, students in Spanish are afraid to make mistakes, they put an obtrusive
filter on producing and speaking the language because they’re afraid they will
make mistakes and not be precise, so they just don’t speak. I found the
neurological studies in the math online course through Stanford to be
fascinating with the connections that I could make with my students in Spanish
class. I realized that the material needs to be slower and more attainable for
students, and not penalize mistakes, but point out mistakes, and allow students
to correct them (this is where the brain grows) and they shouldn’t be marked
down for making mistakes, but they should fix them so that they enjoy the process
of learning. The videos present the idea of the journey and process in learning. Students try and think aloud and defend and explain their findings rather than simply right and wrong and they move on. I am inspired to incorporate more of this style into my classes. The conundrum that I’m having is, while this is a great way to encourage learning and brain growth, I want to know that I am preparing students for college, and upper level learning where there might still be an institutionalized, systematic fixed mindset that they also need to be able to navigate. Would I be doing my students a disservice if I don’t require precision as well? I’m not sure.
I shared these thoughts with Lesley and we made other
insights and connections as well. I think this is a good course to take, even
if you don’t teach math because a lot of the principles can be applied in many
fields of study. Also I actually learned some math, and I don’t hate it as much
as before. Yay!
insights and connections as well. I think this is a good course to take, even
if you don’t teach math because a lot of the principles can be applied in many
fields of study. Also I actually learned some math, and I don’t hate it as much
as before. Yay!
This is great. My daughter, who suffers from anxiety disorder to the nth degree, loves the classes in which she can do test corrections and revisions, not just because she can improve her grade but because she feels a sense of accomplishment when she fixes her mistakes. She has always loved to learn, and these opportunities that encourage a growth mindset motivate her even more.
I agree. I suffered so much when I had to take the timed multiplication or division tests in math in 4th grade. I would count on my fingers with shame on addition and I felt very anxious and debilitated and these feelings have translated into my adult life, especially with regards to math.
Great article on why you SHOULD use your fingers to count in a math class: https://www.theatlantic.com/education/archive/2016/04/why-kids-should-use-their-fingers-in-math-class/478053/
I feel so validated 🙂
LOVED the vlog and loved the learning… it is so weird how doing something for reason (points) that are not initially thought to be directly applicable to you turns out to be a great reason and open doors to think of the world in a different way!
I agree. I think I would've been less engaged if I did the course because it was mandatory. I also really enjoyed doing a collaborative vlog with Lesley and posting it because it adds a more human aspect and a natural course of conversation to share, rather than writing my thoughts out with nobody to bounce ideas on. I invite as many people to do a collaborative vlog because it really does expand the learning and dialogue.
I like the tandem vlogging! Wouldn't it be great to have Alludo lessons that present strategies for teaching and learning for the variety of disciplines that we teach. I think that there is a lot of cross over and ways that we can talk about learning that are similar.
I love this! The standards set forth by ACTFL (the American Council on the Teaching of Foreign Languages) focus on teaching for proficiency in communication, rather than for linguistic perfection. This approach can take a lot of pressure off our perfectionist students who put up their own road blocks (and it makes the teacher's job a whole lot easier!). People can communicate just fine while making mistakes, and they are still able to make themselves understood. I'm not sure if the same can be applied to math, where even though mistakes are celebrated and learned from, the end goal is usually the right answer. If it can, I'm in! Maybe I should take a look at the maths course this weekend…