Our job as educators is to be thought-provoking, not thought-providing, says principal Matt Renwick. 1-to-1 tech is only good if students make meaning with it.

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Joanna Chung's insight:

Although the title itself was the main thing that grabbed my attention, as I read this blog post, there was something else that also caught my attention. At the end of the blog, there is a subtitle that says ‘We have to help students make meaning.’ The information provided underneath it really reminded me of the first core practice which is to promote a mathematical community of learners because this blog talks about the importance of selecting, or adapting a task that is worth talking about or worth doing. If the students are able to make meaning of what us teachers present to them, then they will be able to take that learning and connect it elsewhere other than just school. Thus, I really like the fact that the author of this blog, Matt Renwick, reminds teachers or prospective teachers to ask themselves, ‘Why am I doing what I am doing?’ This question will help remind teachers to assign tasks to students that are worth their time. It seems ridiculous for teachers to assign students a certain task that even the teachers wouldn’t consider doing. However, unfortunately, there are teachers who assign tasks that are, in the end, not worth the students time doing or the teachers’ time grading. I think this is a challenge because not all the topics covered in math can be ideally fun for the students. However, these topics can be introduced and taught in a fun, engaging way. I think this is something that I need to develop more because I have been so used to learning math in a traditional way.

After reading this article, it made me reflect on all of the math lessons I have done thus far. A couple of my favorite quotes from this article were, "Our job as educators is to be thought-provoking, not thought-providing", "Why am I doing what I'm doing". If you could not answer the previous question then he suggested that you find another method or way of doing your lesson. This article also delves into letting the lesson be more student centered than teacher centered. Instead of having the students open to a page in the textbook, let them ask their own question to start the lesson.