Reflections on OAME #2
“Diversity if not about how we differ. Diversity is about embracing one another’s uniqueness.” -Ola Joseph
Friday – May 12th:
Any of you who have attended both days at OAME and are out tonight, I am not sure how you are doing it. Here I am, nuzzled in a blanket at 9:02PM with a glass of Moscato contemplating writing a reflection because my internal battery is at 5%, wondering how long it will take to fully charge if I know at 9:22 I will be at 19%. Hint: the relationship is surprisingly non-linear (despite a correlation coefficient close to 1)!
Surprise is not a Surprise with Desmos
If you did not get the reference above, then I am not mad… just disappointed that I didn’t see you in Dan’s presentation this morning regarding the functionality of Desmos. I feel like I have grown so much over the past year through using the graphing calculator and the activity builder in my calculus classes, but am still learning more as the months progress. I have started to realize that with Desmos, I am consistently amazed, but never surprised (anymore). Two awesome functions of Desmos we got a peek at today were the geometry beta, and Desmos for the visually impaired. This was one of the few times in my life I got to hear what graph sounded like (the other being when I studied Fourier Analysis).
By the way, if you want the animation from the cell phone 3-Act, Dan tweeted it out to us. Play away.
One of my afternoon sessions looked at the five practices for facilitating effective discussion in classrooms. This was a great connection to to Deborah Ball’s Domains of Mathematical Knowledge for Teaching (below). Regarding a lesson on perimeter of connected hexagons, we observed student work and strategies during two points in time – near the beginning of their pondering, and much later during the process. We had the opportunity to ask questions of the students to elicit how they were thinking about the problem, connecting them and us to Common Content (generalized math knowledge not specific to teaching) and Specialized Content Knowledge (knowledge specific to teaching) present in the problem.
One interesting aspect of this presentation that was not present in others was time near the beginning to discuss possible misconceptions and strategies of students as the problem progressed. Thinking about student misconceptions would fall under what Ball calls Knowledge of Content and Students, and thinking about different strategies to tackle the same problem falls under Knowledge of Content and Teaching. At the end of this questioning period, we had the opportunity to decide which three student solutions we would present to the class and in what order. We opted to choose a visual strategy to solve the problem first, followed by a tabular strategy, then finally a solution containing both a table and a picture. Interestingly, no students opted for a graphical strategy; although I argued that perhaps it was unnecessary to get the information required for this task. Understanding the progression from visual to table to graphical would be an instance of Horizon Content Knowledge, or knowing how one idea/topic connects to another. All in all, a very well-laid out execution of the pedagogy of classroom discussion!
In the alternate assessment session, we saw non-typical ways to assess students. I thought these assignments were beneficial to have ready to go for when needed (use for students on vacation or sick for example). I was fond of the interview, mostly due to the fact that I have used it before with my elementary teachers. Giving onus to the student to develop and justify their mark is awesome. However, a good interview with prompts does take a lot of time to prepare for properly, especially if you want to mark it objectively.
One thing that caught my eye was the use of an alternate test format. Students could choose the alternate test, which was more open in the sense that a typical question involved elaboration (or explaining all he/she could on a particular topic.) which is a well-known strategy for learning. Of interest, was that the students didn’t necessarily see a decrease in stress/anxiety levels when comparing a typical test to a non-standard test. That is, students writing the more elaborative test had roughly equal nervousness as a student writing a standard test.
Igniting my Heart
Fermi Problem: How many objects can Matthew throw on the stage during his Ignite?
Jimmy and Jon reminded us that we need to be our own teacher. We are not, and should not be, 40% Dan, 30% Marian and 30% Cathy with a dash of basil and sauce. We need to be thoughtful about which strategies and philosophies work for us and our students. This was a refreshing thing to hear, especially after the Twitter conversations I had had earlier in the day. Bouncing off of this, Kyle brought up the idea that the debate is not about automaticity, but how we get students toward automaticity. Often those arguing on Twitter forget that automaticity is definitely and end-goal of many teachers attending OAME, and to state otherwise is rude and uncalled for. I was reminded of this while having dinner with the teachers who inspired me last year to develop my interleaved project at Okanagan College. And to me, that’s exactly what OAME is: a place to gather with, and learn from, math educators of varying walks. Not everything that you see will resonate with you, and it does not have to.
As I finalize this post the morning of Saturday the 13th, I look back and realize how lucky I am to work with and be friends with such amazing educators. Here is to an amazing 2016-17 school year, and to many many more together.