{"id":3035,"date":"2013-07-27T10:00:07","date_gmt":"2013-07-27T17:00:07","guid":{"rendered":"http:\/\/www.educatoral.com\/wordpress\/?p=3035"},"modified":"2013-07-27T12:08:48","modified_gmt":"2013-07-27T19:08:48","slug":"course-quotes","status":"publish","type":"post","link":"https:\/\/educatoral.com\/wordpress\/2013\/07\/27\/course-quotes\/","title":{"rendered":"Course Quotes"},"content":{"rendered":"

[This is part of a series of posts I’m writing as I reflect on another online course I’m taking this summer, Stanford University’s EDUC115N How to Learn Math<\/a>. Sure, I’m a Science teacher but I have taught Math so I’m familiar with Math instruction. Besides, we do use Math in Science so it’s not like I don’t do any Math with my students and my NB certification is an early adolescent generalist, which means I’m an integrationist at heart.<\/em>]<\/p>\n

\"mistakes\"<\/a>Here are some of my favorite quotes from the course thus far:<\/h2>\n

What employers value and need kids to do when they leave school and enter work:
\n“So the things therefore the flexibility, the team work, communications and the\u00c2\u00a0sheer persistence.<\/em>”
\nDr. Jo Boaler<\/p>\n

Also get away from what\u00c2\u00a0Guy Brousseau\u00c2\u00a0calls the didactic contract<\/strong> where a student attempts math problem, calls teacher over to help and EXPECTS teacher to lead him step by step. That takes away all cognitive demand and learning for student. But teacher feels that it his responsibility to help his student by showing him the way:
\n“So it also reflects what French scholar Guy Brousseau termed the didactic\u00c2\u00a0contract<\/strong>. And he pointed out that what often\u00c2\u00a0happens in classrooms is this. Students get stuck on a question and they\u00c2\u00a0call the teacher over for help, and they want to be led step by step through the\u00c2\u00a0work. But that takes out the cognitive demand\u00c2\u00a0of the problem, and the trouble is, kids don’t expect to struggle and they want to\u00c2\u00a0be helped with each step. And teachers in their turn feel an\u00c2\u00a0implicit contract that says they should help students who need help.\u00c2\u00a0So both the teachers and the students work within this contract, and they work\u00c2\u00a0together to empty the interaction of learning.\u00c2\u00a0And that’s what’s called the didactic contract<\/strong>, and it’s been widely recognized\u00c2\u00a0and a lot of work done on it in France and across the world.<\/em>”
\nDr. Jo Boaler<\/p>\n

Hell of a quote!!!!<\/h3>\n

“Now, of course, we want our students to do well on tests.\u00c2\u00a0But it turns out that having them do a lot of tests is not how we get there.\u00c2\u00a0In fact, it’s probably the opposite of how we get there.<\/em>”
\nDr. Jo Boaler<\/p>\n

“So, again quoting from Alina Tugend in the New York times:
\n‘If students are afraid of mistakes, then they’re afraid of trying something new,\u00c2\u00a0of being creative, of thinking in a different way.\u00c2\u00a0They’re scared to raise their hands when they don’t know the answer, and their\u00c2\u00a0response to a difficult problem is to ask the teacher rather than try different\u00c2\u00a0solutions that might – gasp be – wrong. They are, as one teacher told me, victims\u00c2\u00a0of excellence.<\/em>‘”<\/p>\n

Idea to use with students:
\n“convince yourself, convince a friend, convince a skeptic<\/em>.”<\/p>\n

“How they thought students received fixed mindset messages in schools?\u00c2\u00a0Where do they come from? And the number one reason chosen, which I\u00c2\u00a0agree with, was the ability grouping that’s used in schools, whether we call\u00c2\u00a0it tracks or sets. And I think that’s right.\u00c2\u00a0The biggest fixed mind set message we give to kids is to tell them you’re low,\u00c2\u00a0high, or middle ability.<\/em>”
\nDr. Jo Boaler<\/p>\n","protected":false},"excerpt":{"rendered":"

[This is part of a series of posts I’m writing as I reflect on another online course I’m taking this summer, Stanford University’s EDUC115N How to Learn Math. Sure, I’m a Science teacher but I have taught Math so I’m familiar with Math instruction. Besides, we do use Math in Science so it’s not like … <\/p>\n

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