bcamt 2011, burnaby lessons learned from not teaching peter liljedahl

Download BCAMT 2011, Burnaby LESSONS LEARNED FROM NOT TEACHING Peter Liljedahl

Post on 13-Dec-2015

214 views

Category:

Documents

2 download

Embed Size (px)

TRANSCRIPT

  • Slide 1

BCAMT 2011, Burnaby LESSONS LEARNED FROM NOT TEACHING Peter Liljedahl Slide 2 BCAMT 2011, Burnaby Quadruple Entendre Lessons Learned from 1.NOT teaching in my 8-12 classroom. 2.being in a classroom but NOT as the teacher. 3.teaching in a way that is often considered as NOT teaching. 4.NOT teaching while taking 5 months to travel Europe. Slide 3 BCAMT 2011, Burnaby STUDENTS DONT THINK! (sort of) Slide 4 BCAMT 2011, Burnaby More Specifically 20% of students are successful at mathematics far fewer than this think of themselves as successful why? their culminating experience (Calculus) overpowers them universities have been saying for years that the students are not prepared enough Slide 5 BCAMT 2011, Burnaby An Example You ask students to try an example: I dont know how to do this mimic your examples ask a question about what if... which anticipates something you have yet to teach. Only the last of these is thinking Slide 6 BCAMT 2011, Burnaby Who is Thinking? Students who treat mathematics as a sense making activity. The ones trying to build connections to past and future ideas. 2-3 students per class. Slide 7 BCAMT 2011, Burnaby Is this a New Idea? Explicitly YES I have found no research or commentary on this. Implicitly NO almost every movement in the last 20 years has tried to get at an itch without knowing where to scratch curriculum revisions NCTM movement and AUS and UK equivalents numeracy movements Singapore math 21 st century learning movement both sides of the math wars back to basics movement BUT they didnt know it! It was AN IDEA WITHOUT A NAME Slide 8 BCAMT 2011, Burnaby So what are students doing? NOT LEARNING waiting mimicking memorizing asking to be spoon fed Students are gaming the classroom the course grading criteria you GAMING Slide 9 BCAMT 2011, Burnaby Gaming you may want them to think they want to get an A, or a B, or a pass, or to do no homework, etc. in essence, students are playing a game with an objective that is not yours Slide 10 BCAMT 2011, Burnaby What to do about it? DE(CON)STRUCTION of teaching: the way we answer questions the way we give notes the way we give homework the nature of tasks the way we assess the way we review the way we summarize the organization of a lesson the student work space the way we structure student work the physical organization of the room we are changing the rules of the game Slide 11 BCAMT 2011, Burnaby The Way We Structure Student Work Space Our research has shown that if you change the student work space we change the way they work: random groups non-permanent, vertical, big, work surfaces chaotic desk arrangement no front of the classroom THEY CANT HIDE Slide 12 BCAMT 2011, Burnaby Answering Questions Our research has shown that students only ask three types of questions: 1.proximity question 2.stop thinking question 3.keep thinking question STOP ANSWERING THE FIRST TWO TYPES OF QUESTIONS! Slide 13 BCAMT 2011, Burnaby The Way We Give Notes Our research has shown that notes are not meaningful: usually a copy of whats in the text it is a SENSE MADE exercise rather than a SENSE MAKING exercise replaces learning NOW with the drive to ensure they have material to maybe learn LATER Meaningful notes: what is interesting what cant be found elsewhere what had meaning Slide 14 BCAMT 2011, Burnaby The Way We Give Notes Our research has shown that students dont need to TAKE notes: about 3 students per class will be uncomfortable without notes 1 of these will be paralysed by it GIVE STUDENTS THE NOTES Slide 15 BCAMT 2011, Burnaby The Way We Assess Our research has shown that: teachers are the main consumers and benefactors of assessment that students use the way we assess as the main feedback on how to game the class students can learn from assessment what their score is but not what they know or dont know certain learning outcomes are over represented and its NOT the ones we see as the most important that we dont evaluate the skills that we, ourselves, see as most valuable thinking is almost never evaluated hence not valued Slide 16 BCAMT 2011, Burnaby The Way We Assess Instead: use assessment as a way to help students navigate their learning (make them the consumers) collect data rather than collect points evaluate the skills that you think are important Slide 17 BCAMT 2011, Burnaby The Way We Give Homework Our research has shown that students do homework for the wrong reasons: they mimic they copy they cheat they dont do it they get HELP (not the good kind) Why? because its worth marks they think they know it because they arent using it for self-assessment Slide 18 BCAMT 2011, Burnaby The Way We Give Homework Our research has shown that if you structure homework so as to help students to use it to self-assess their learning against specific learning outcomes: they do it the right way they are aware of what they know and dont know they opt out Slide 19 BCAMT 2011, Burnaby Build a Culture of Thinking Students are creatures of habit: demand thinking expect that they own their learning enable them to own their own learning never let up Slide 20 BCAMT 2011, Burnaby THANK YOU! liljedahl@sfu.ca