Welcome back to Flipping the Focus
Last time, the FtF community was introduced to an opportunity to building capacity through exploring and sharing its knowledge and experiences regarding digital leadership. The shared, Google doc has been updated with a contribution from one of my colleagues, Connie Boros. Connie has provided some details and links to resources to help teachers and students develop facility with OneNote. Contributions regarding Chalkup (Web 2.0) and Voxer (app) are on their way ...
Today, I digress from digital leadership to something else--the reflective practitioner. Through my role as a Program Resource Teacher, I find that I'm very privileged to be receiving what a close colleague of mine describes as, "a day of professional learning, everyday." Last week, as I was rummaging through a few folders on my laptop, I stumbled upon a personal reflection about the teaching of mathematics that I had penned about four years ago (to put this into perspective, I am in my 13th year as a professional educator) to a not-yet-imagined professional learning community/network. This reflection sent me into a period of reflection--an important aspect of teacher professional learning--and I thought that I would share this with our learning community.
Without any précis or foreshadowing, here it is:
Today, I digress from digital leadership to something else--the reflective practitioner. Through my role as a Program Resource Teacher, I find that I'm very privileged to be receiving what a close colleague of mine describes as, "a day of professional learning, everyday." Last week, as I was rummaging through a few folders on my laptop, I stumbled upon a personal reflection about the teaching of mathematics that I had penned about four years ago (to put this into perspective, I am in my 13th year as a professional educator) to a not-yet-imagined professional learning community/network. This reflection sent me into a period of reflection--an important aspect of teacher professional learning--and I thought that I would share this with our learning community.
Without any précis or foreshadowing, here it is:
From a time not so long ago ...
A smile.
The look of satisfaction.
“A-ha!”
Each of these responses can be the result of solving a challenging math problem. As far as life goes, it’s riddled with challenges. What better challenge than to solve a problem that is outside of the realm of every subject?
Granted…I have some ‘math-ability’ and an intrinsic appreciation for the subject, but even with these qualities, would I be in this role today? Likely not; I had some inspiring teachers who believed in my abilities—that I had something more to offer. They challenged me to think beyond any current circumstance to solve problems.
I’ve been teaching math at ND for nearly 9 years and have loved every moment of the ride. To be practising a hobby during the regular workday…what could be better?
Many students have come and gone. Some have expressed that they’re not the ‘math type’. That’s okay, but I would continue to encourage them not to shut the door on math. Remember, math is a human endeavour—it’s been around forever, as much of our history has been created through this subject, and it continues to be something that both young and old can discover.
Go through the discovery process. Be challenged. Be enlightened. Be more with mathematics, as the world will challenge you to be math literate.
Yours Sincerely,
Mr. C. Stewart
The look of satisfaction.
“A-ha!”
Each of these responses can be the result of solving a challenging math problem. As far as life goes, it’s riddled with challenges. What better challenge than to solve a problem that is outside of the realm of every subject?
Granted…I have some ‘math-ability’ and an intrinsic appreciation for the subject, but even with these qualities, would I be in this role today? Likely not; I had some inspiring teachers who believed in my abilities—that I had something more to offer. They challenged me to think beyond any current circumstance to solve problems.
I’ve been teaching math at ND for nearly 9 years and have loved every moment of the ride. To be practising a hobby during the regular workday…what could be better?
Many students have come and gone. Some have expressed that they’re not the ‘math type’. That’s okay, but I would continue to encourage them not to shut the door on math. Remember, math is a human endeavour—it’s been around forever, as much of our history has been created through this subject, and it continues to be something that both young and old can discover.
Go through the discovery process. Be challenged. Be enlightened. Be more with mathematics, as the world will challenge you to be math literate.
Yours Sincerely,
Mr. C. Stewart
Thoughts for Today?
As a reflective practitioner, I thought that I would add some new thinking (as comments, additions; in-line) to the reflection, above. The additions are representative of some of the thinking/learning that I've done, but I'm anticipating that, even as I engage in this process, I will determine some new goals--short- and long-term. If new goals are to come out of the act of reflection, I will share them in the "Some Final Thoughts" section (below).
Double-Take ...
A smile.
The look of satisfaction.
“A-ha!”
("I like learning math this way.")
Each of these responses can be the result of solving a challenging math problem. [And when problems (Ontario Ministry of Education (OME) monograph) are open, accessible and authentic, students are given time to work together, are encouraged to communicate their thinking, and collaboration occurs to construct meaning (OME monograph) of the mathematics at hand, students begin to enjoy mathematics, see its relevance, and improve their achievement. For example, take Dan Meyer's 3-Act Math Tasks: Who wouldn't want to engage in learning mathematics that's rooted in such problems? Check out what Dan has shared, here, via a Google Spreadsheet]. As far as life goes, it’s riddled with challenges. What better challenge than to solve a problem that is outside of the realm of every subject? [By persisting with challenges, students stand a much better chance at developing 21C (infographic below) skills that will allow them to find personal satisfaction through their contributions to others.]
The look of satisfaction.
“A-ha!”
("I like learning math this way.")
Each of these responses can be the result of solving a challenging math problem. [And when problems (Ontario Ministry of Education (OME) monograph) are open, accessible and authentic, students are given time to work together, are encouraged to communicate their thinking, and collaboration occurs to construct meaning (OME monograph) of the mathematics at hand, students begin to enjoy mathematics, see its relevance, and improve their achievement. For example, take Dan Meyer's 3-Act Math Tasks: Who wouldn't want to engage in learning mathematics that's rooted in such problems? Check out what Dan has shared, here, via a Google Spreadsheet]. As far as life goes, it’s riddled with challenges. What better challenge than to solve a problem that is outside of the realm of every subject? [By persisting with challenges, students stand a much better chance at developing 21C (infographic below) skills that will allow them to find personal satisfaction through their contributions to others.]
21C Infographic (from Achieving Excellence, OME)
Ontario Students Achieving Excellence: Video
Granted…I have some ‘math-ability’ and an intrinsic appreciation for the subject, but even with these qualities, would I be in this role today? Likely not; I had some inspiring teachers who believed in my (not developed as-of-yet) abilities—that I had something more to offer. (Despite challenging work, setbacks, self-doubt, and the occasional entrapment by performance), they challenged me to think beyond any current circumstance to solve problems. [Today, I've grown to understand that I have been developing a growth mindset--a personal belief that I have the ability to effect change in my learning outcomes--achieving excellence through hard work, persistence, and a 'can-do' attitude (see video below; Carol Dweck, Growth Mindset).]
Video: The Growth Mindset
I’ve been teaching math at ND (North Dundas District High School) for nearly 9 years and have loved every moment of the ride. To be practising a hobby [really ... taking leisure in the immensity of the devotion to collaborating with students around non-mutually exclusive aspects of learning--relationships, content and curiosity (Bergmann & Sams, 2014)] during the regular workday…what could be better?
Many students have come and gone. Some have expressed that they’re not the ‘math type’. That’s okay (for the moment), but I would continue to encourage them not to shut the door on math. [Everyone has the potential to achieve at the highest levels in mathematics (Dr. Jo Boaler, below).] Remember, math is a human endeavour (, binding us together)—it’s been around forever, as much of our history has been created (and understood) through this subject, and it continues to be something that both young and old can discover [, enjoy and share with others. For example, take the TED Talk on The Mathematics of History: Jean-Baptiste Michel (below) delivers a captivating account of how Mathematics is helping us to understand the evolution of humanity through its history--language as one marker of this process.]
Many students have come and gone. Some have expressed that they’re not the ‘math type’. That’s okay (for the moment), but I would continue to encourage them not to shut the door on math. [Everyone has the potential to achieve at the highest levels in mathematics (Dr. Jo Boaler, below).] Remember, math is a human endeavour (, binding us together)—it’s been around forever, as much of our history has been created (and understood) through this subject, and it continues to be something that both young and old can discover [, enjoy and share with others. For example, take the TED Talk on The Mathematics of History: Jean-Baptiste Michel (below) delivers a captivating account of how Mathematics is helping us to understand the evolution of humanity through its history--language as one marker of this process.]
Jo Boaler (www.youcubed.org)
Video: Jean-Baptiste Michel
Go through the discovery process (, and work hard to construct meaning amongst your peers). Be challenged (, as your mind will grow through making mistakes, questioning errors, and pushing your thinking to understand). Be enlightened. Be more with mathematics (everyone can achieve at the highest of levels), as the world will challenge you to be math literate [having great fluency and flexibility to work with numbers as well as the ability to apply problem solving processes (pictured, below) to solving problems].
Mathematical Process Skills (Ontario Curriculum)
Yours Sincerely,
Mr. C. Stewart
Mr. C. Stewart
Some Final Thoughts
We can accomplish much, alongside our students, to helping them improve their learning outcomes if we truly live and love learning together. What is it that you've been learning about your students? What is it that you're wondering about your students? What should you do to go where they are (i.e., re: student thinking)? These are just a few questions to prompt reflection and to help us learn, collaboratively, through FTF.
Please feel free to respond to this post with your reflections, comments and/or questions. Based on the number and depth of additions I made to my 'old' reflection, I know that I have learned ... that I have changed my understanding of what constitutes good, formative assessment, student achievement, the conditions necessary for the effective teaching of mathematics, and that collaboration will be key for student-teacher relationships moving forward.
Please feel free to respond to this post with your reflections, comments and/or questions. Based on the number and depth of additions I made to my 'old' reflection, I know that I have learned ... that I have changed my understanding of what constitutes good, formative assessment, student achievement, the conditions necessary for the effective teaching of mathematics, and that collaboration will be key for student-teacher relationships moving forward.
Next Time on FtF ...
Next time, FTF continues the exploration and sharing of digital leadership. In the meanwhile, if you'd like to learn more about this exploration and/or contribute to it, you can access the Google Doc here.
Sincerely Yours,
Chris Stewart, OCT
Program Resource Teacher-Mathematics
Upper Canada DSB
Brockville, ON
Sincerely Yours,
Chris Stewart, OCT
Program Resource Teacher-Mathematics
Upper Canada DSB
Brockville, ON
Additional Source:
Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement (1st ed., pp. 21-38). Eugene: ISTE.
Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement (1st ed., pp. 21-38). Eugene: ISTE.
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