Flipping the focus
  • Blog

blog

This discussion forum is being moderated as an expression of servant leadership in teaching & learning. As a collaborative tool for brainstorming enriching experiences for students, teacher learning groups, and district learning teams, we can inspire and build experiences to help empower each of us to personal leadership in learning. Thank you, in advance, for your contributions and leadership to realizing outcomes for improving student achievement, equity and well-being.

FROM THE ARCHIVES

Why I Teach Math: A Reflection (or Two)

2/10/2015

0 Comments

 
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:

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


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.]

21C Infographic (from Achieving Excellence, OME)
Picture

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.]

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)
Picture
Yours Sincerely,

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. 

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
Additional Source:
Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement (1st ed., pp. 21-38). Eugene: ISTE.
0 Comments
    Tweet

    RSS Feed

    Picture
    View my profile on LinkedIn

    Author

    I am passionate about leadership for learning and teaching and learning through inquiry. Through collaborative exploration of high-yield, pedagogical strategies, I have been able to further engage students to deepen their learning and fellow educators in continuously growing their practice--Flipped Learning, Thinking Classrooms, and culturing Student Voice as examples.  I hope that this site serves you well in your educational journey through teaching and learning by moving professional learning into your time ... your space. If you have questions or feedback, please feel free to contact me. Sincerely, Chris Stewart (OCT).

    Archives

    November 2019
    July 2019
    February 2019
    January 2019
    December 2018
    October 2018
    August 2018
    May 2018
    March 2018
    February 2018
    January 2018
    August 2017
    June 2017
    February 2017
    November 2016
    August 2016
    February 2016
    March 2015
    February 2015
    January 2015
    November 2014
    October 2014
    September 2014
    May 2014
    April 2014
    January 2014
    December 2013
    November 2013
    October 2013

    NEW SITE!
    Check out: Flipped PL
    Tweets by @math_inquirer

    Categories

    All
    21c
    3-Act Math Tasks
    3-math Acts
    5 Practices
    6Cs
    Aaron Sams
    Accountable Talk
    Achieving Excellence
    Action Plan
    AEAC
    AJ Juliani
    Alex Overwijk
    Andy Hargreaves
    Assessment As Learning
    Assessment-capable
    Assessment For Learning
    Assessment Loop
    Assessment Of Learning
    Autonomy
    Balanced Instruction
    Bandura
    Basic Skills
    #belong
    Belonging
    BIPsa
    #blendedlearning
    Carol Dweck
    Cathy Bruce
    Chris Stewart
    Christine Suurtamm
    Classroom Discourse
    Classroom Video
    Coaching
    Cognitive Science
    Coherence
    Co Learner
    Co-learner
    Collaboration
    Collaborative Inquiry
    Collaborative Professionalism
    Collective Capacity
    Collective Efficacy
    Colonialism
    Communication
    Conceptual
    Continuing Education
    Conversations
    Co-planning
    Coteaching
    Co-teaching
    Critical Frienc
    Crystal Kirch
    Culturally-responsive Pedagogy
    Cycle Of Inquiry
    Danielle LaPointe-McEwan
    Dan Meyer
    Data-Driven
    David A. Sousa
    David Thomas
    Deeper Learning
    Deep Learning
    Delia Bush
    Descriptive Feedback
    Differentiation
    Digital Footprint
    Digital Leadership
    Digital Portfolio
    #diglead
    Diigo
    DJ Cunningham
    Documentation
    Don Klinger
    Dynamic Learning
    Edadmin
    EDpuzzle
    Education
    Educational Leadership
    Effect Size
    Efficacy
    Elementary
    Emergent Leadership
    EOSDN
    EQAO
    Equity
    Equity Hypothesis
    Executive Functioning
    Feedback
    Flipclass
    #flipclass
    Flipped Classroom
    Flipped Learning
    Flipped Learning Network
    Flipped Pd
    Flipped PL
    Flipped PLN Finder
    Flipping The Focus
    Flow
    Formative Assessment
    Gap Closing
    George Couros
    Global Competencies
    Golden Circle
    GoodNotes
    Google Doc
    Google Forms
    Gratefulness
    Growing Success
    Growth Mindset
    Guest Blog
    Guest-blog
    Guest Blogger
    Guided Inquiry
    @HarnessingA
    Hattie
    Helene Coulombe
    History Of Math
    How Do You Know?
    If-then
    Inclusion
    Inclusive Environments
    Indigenous
    Indigenous Education
    Indigenous Learning Model
    Innovation
    Inquiry
    Insights
    Instructional Core
    Instructional Leadership
    Jaime Depippo
    Jimmy Pai
    Joanie Causarano
    Jo Boaler
    John Hattie
    Jon Bergmann
    Jon Orr
    Junior Math Study
    K-12 IPAT
    Kemptville
    Kemptville Public School
    Ken Leithwood
    Knowing Your Learners
    Kristin Daniels
    Kyle Pearce
    #L2BB4L
    Land Acknowledgement
    Land Treaties
    Leadership
    Learner Profiles
    Learning Cafe-UCDSB
    Learning For All
    Learning Goals
    Learning Partner
    Learning Preferences
    Learning Skills
    Learning Styles
    LearnStyle
    Lesson Study
    Lisa Ain Dack
    Listening
    Long-term Memory
    Lucy West
    Lyn Sharatt
    Macpl 2019
    Marian Small
    Mary Jean Gallagher
    Mastery Learning
    Math Community
    Math Talk
    Meaningful Notes
    Metacognition
    MFM1P
    Michael Fullan
    Microsoft
    Microsoft Forms
    Mindset
    Ministry Of Education
    Monitoring School Improvement
    Monitoring Student Learning
    #MTBoS
    Narrative Feedback
    North Grenville DHS
    Number Strings
    OAME
    OCSB
    Ocsbmath
    OCT
    Office 365
    Onenote
    Ontario
    Ontario's Equity Action Plan
    Parent Engagement
    Parents
    Paul Tough
    PBL
    Pedagogical Documentation
    Pedagogical Learning
    Pedagogical Practice
    Pedagogical System
    Peer-assessment
    Perceptual Data
    Peter Liljedahl
    Phil Dawes
    PjBL
    Place-Based Learning
    Plan-Act-Assess-Reflect
    PLC
    PLN
    Portfolio
    Principal
    Principal As Co-learner
    Problem Of Practice
    Problem Solving
    Procedural
    Process Skills
    Professional Development
    Professional Learning
    Professional Learning Community
    Professionally Speaking
    Project-based Learning
    Queen's University
    Reconciliation
    Reflection
    Reflective Practitioner
    Relational Trust
    Relationships
    Renewed Math Strategy
    Representations
    Residential Schooling
    Resilience
    Responsive Pedagogy
    RMS
    Rola Tibshirani
    Rotman IThink
    Sandra Herbst
    Sandy Pignon
    School Administration
    School Effectiveness Framework
    School Improvement
    School Learning Team
    School Level Leadership
    School-level Leadership
    SE2R
    Self Assessment
    Self-assessment
    Self-confidence
    Seth Godin
    Seven Fallen Feathers
    SIM K 12
    SIM K-12
    Simon Breakspear
    Simon Sinek
    SIPsa
    #sitbeside
    Small School Summit
    Spiraling
    Stanford
    Stephen Hurley
    Steven Katz
    Storify
    Story-Telling
    Student Achievement
    Student Centered
    Student-centered
    Student-centred
    Student Engaged Assessment
    Student-engaged Assessment
    Student Engagement
    Student Improvement Plan
    Students As Researchers
    Students Of Mystery
    Student Survey
    #studentvoice
    Student Voice
    Student Wellbeing
    Student Well-being
    Success Criteria
    Susan Dion
    Susan Scott
    Talk Moves
    Tap Into Teen Minds
    Teacher Efficacy
    Teacher Observation Tool
    Teaching
    TED Talk
    Thinking Classroom
    Third Teacher
    Thought Partner
    Tom Driscoll
    Tools & Resources
    Transferable Skills
    Tribes
    Truth
    UBC
    UCDSB
    #ucdsb
    #ucdsbmath
    University Of Windsor
    Upper Canada DSB
    Values Causal Model
    Values-Causal Model
    Vertical Spaces
    Video Instruction
    Visible Learning
    Visible Thinking
    Vision Of The Mathematics Learner
    Viviane Robinson
    VNPS
    #vnps
    VoicEd Radio
    VRG
    Whiteboards
    Why
    Will Richardson
    Working Memory


    Disclaimer
    ​The discussion, information, and materials provided in this online space do not necessarily represent the opinion of the Upper Canada District School Board (UCDSB), Ontario Association of Mathematics Educators (OAME), Ontario Ministry of Education (MoE), the University of Windsor (Faculty of Education), and their affiliates. This online space is intended to provide its readers and/or contributors with opportunities to learn about and share, respectively, information about teaching & learning. The UCDSB, OAME, MoE, UWindsor, and their affiliates do not guarantee the accuracy and appropriateness of the content posted. Aside from the moderators' posts, Flipping the Focus does not guarantee the accuracy of the comments and/or information posted by contributors. The moderators have the right to remove and will remove any content that they deem inappropriate or offensive. Questions regarding the information posted can be directed to the site's moderators using the contact form provided (below).

      Contact

    Submit
Powered by Create your own unique website with customizable templates.
Photos used under Creative Commons from g23armstrong, Sebastian Mary, LizMarie_AK, Frontierofficial, US Department of Education, gordontarpley, juanpol