If my seatmate on an airplane asks me what I do for a living, I tell the truth: I’m a mathematician. This generally triggers one of two responses. Either I’m told that I must be brilliant . . . or I hear about the person’s inability to balance a checkbook. The truth is, I’m not brilliant, just persistent, and I hate balancing my checkbook. Both responses, however, point to a fundamental misunderstanding about what mathematics is supposed to do and its current — and unfortunate — trajectory in American education.
Gene Wilhoit, the former Executive Director of the Council of Chief State School Officers who led the effort to create the Common Core, explains that until we have a more powerful curriculum design and more deep professional exchange about content, pedagogy, and student work going on in our schools the Common Core will not be implemented as it should be.
Little children are big news this week, as the White House holds a summit on early childhood education December 10. The President wants every four year old to go to preschool, but the new Congress is unlikely to foot that bill.
Since last year, more than 30 states have expanded access to preschool. But there’s still a lack of evidence about exactly what kinds of interventions are most effective in those crucial early years.
In New York City, an ambitious, $25 million dollar study is collecting evidence on the best way to raise outcomes for kids in poverty. Their hunch is that it may begin with math.
Nathan Dummitt teaches mathematics and statistics at Columbia Preparatory School in New York, NY. He teaches all four years and is interested in sharing low-threshold, high-ceiling activities with his students.
MARLOW, Okla. - The battle over Common Core in Oklahoma ended last week when Governor Fallin signed a bill that repealed the math and English academic standards. But is the war over? Some districts are saying they've invested too much into Common Core and are going to stick with it because it works.
As a number of states begin evaluating teachers' effectiveness based on changes in their students' test scores, academic research is raising more questions about such "value-added" models.
Jay Roth's insight:
Studies the bring VAM for teacher eval into question. One study "found that teachers’ one-year “effects” on student height were nearly as large as their effects upon reading and math." Correlation does not equal causation.
ATLANTA (AP) -- In the political uproar over Common Core, various myths are peddled as fact.Do the learning standards really mean the federal government is serving as a "national school board," as Sen.
WE NEVER have been convinced that opposition to the Common Core teaching standards was anything more than the result of a campaign by professional agitators to drum up anger toward anything that can be even remotely tied to the president. Still, we sympathized with the decision by more responsible legislators to authorize a tweaking of the standards, in hopes of allowing our state to focus on real problems with our schools. Think of it as giving candy to a hysterical 3-year-old in order to calm a temper tantrum.
Today as I was wading through my bookmarks I came across this resource which I have saved awhile ago. This is a chart featuring what its author called 21 things every 21st century teacher should do this year. This chart is created by Sean Junkins based on a blog post by Carl Hooker. I went through the ideas suggested here and thought of providing you with some good web tools to apply to some of these ideas. The tools I am sharing are based on posts I have published in this blog.
The National Education Association (NEA) and BetterLesson launch a new web site today, cc.betterlesson.com/mtp. The site, where teachers share what works in the classroom, features more than 3,000 classroom-ready lessons that are easily accessible and can be integrated into any curriculum.
"Over the three years Jordan Ellenberg was writing his book, he repeatedly encountered the same reaction to its subject. “I’d be at a party, and I’d tell someone what my book was about, and then I’d be like—‘Hey, where’d you go?’” What topic was so awful and off-putting as to make people flee at its mere mention? Math.
Ellenberg, a professor of mathematics at the University of Wisconsin, has now published thatbook, How Not To Be Wrong, and rather than putting people off, it will make its readers want to stick around. Ellenberg tells engaging, even exciting stories about how “the problems we think about every day—problems of politics, of medicine, of commerce, of theology—are shot through with mathematics.” Understanding the role of math in these issues, he writes, “gives you access to insights accessible by no other means.”
Knowledge of math, Ellenberg enthuses, is like “a pair of X-ray specs that reveal hidden structures underneath the messy and chaotic surface of the world,” like “an atomic-powered prosthesis that you attach to your common sense, vastly multiplying its reach and strength.”"
"Project based learning is a teaching learning methodology that has been widely praised for its efficacy in enhancing learning achievements.The premise underlying PBL revolves around getting students engaged in authentic learning events through the integration of mini-projects in class. These projects can be as short as one day and as long as a year. However, there is a difference between mere projects and project based learning. This table from Teachbytes provides a great illustration of the nuances between the two concepts."
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