Continuing The Search

Currently I am in a Learning Resource Center classroom that focuses entirely on math. We have a 6^th grade class and three 7^th/8^th grade mixed classes. This school year I have started to think about the idea that I am not teaching them math, I am actually teaching them to be problem solvers. Chapter 6 alludes to this idea when it asks, “What Really Counts?” I like the idea of thinking of my students on a journey of learning. Mathematical concepts are just one tiny part of this journey, but I do try to remind them that when you practice problem solving in math you will strengthen your mind for solving the “real” problems you will face in other areas of life.

I am also reflecting on student suppositions. I often end class with a brain teaser problem activity. These problems are related to math, logic and science.  When I am thinking correctly and not in a rush I try to have the class break down the question, tell me what they think it is asking and explain what certain words and phrases mean. Recently we attempted a problem that asked “if an archer scored 100 points by hitting a target with the scoring zones of 16, 17, 23, 24, 39 and 40, how many arrows did she use?”  The question is difficult enough on its own, but if you do not know what an archer is, or what the target might look like, this problem makes even less sense. Checking in with the students and having them contribute definitions and pictures were very helpful. 

Searching to understand In Search of Understanding

As I read the first chapters of In Search of Understanding my mind wandered away multiple times. I was recalling my experiences as a a student and my experiences as an instructional assistant, teacher, tutor and coach. During the second semester of last year our Instructional Coach teamed with a 7th grade math teacher and myself to try to implement some of these constructivist ideas. Unfortunately the execution was, in my opinion, very poor. The book addresses  a thought that I had constantly in that experimental class, "what good is this format if the kids have no interest in the general material?"  The students were given a step by step guide (17 steps in fact) that they were to use to generate thinking and discussions in small groups of two on the math that we were currently studying. They were confused and confined by the step by step guide. At the same time the teacher was forced to move quickly through the material because he has other masters to serve; state testing, keeping pace with the curriculum scope ad sequence.  The book gives beautiful examples of science and history classes activly participating in shared, student led, learning activities. This was the intent of the experimental class in our school but the desired outcome was not reached.

The second idea that resonated with me was that of paradigm shifting. In order to see more constructionist classrooms in our school there needs to be a paradigm shift in the approach of teachers, administrators, legislators and students. This is obviously a daunting task. In my example from above, it is hard to see how individual teachers could implement this effectively without wider support. Of course many talented and creative teachers are leading constructivist classrooms right now but in my experience they are the minority. 

Finally, the value of changing ones mind was of particular personal interest to me. I have found that having this mind set has helped me to be a better learner and a better teacher. I strive to teach my students that being wrong is okay and that changing your mind is growth. Making a hypothesis about how something is, testing it and then reevaluating the evidence seems to be corner stone of the constructivist classroom.