When I said being rich gives you options

When I said being rich gives you options and that vouchers aren’t options, This is basically what I meant http://ow.ly/4FrMJ

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some symmetry designs please comment and

some symmetry designs please comment and grade our drawings http://bit.ly/f3LGPn #comments4kids #mathchat

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@tomwhitby: tried to vote for the next #edchat but couldn’t do so

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Future of Curriculum

RT @LearnBoost: Is the Khan Academy the future of education? http://cot.ag/dLstON Don’t be too quick to dismiss the possibility.

If a computer can do it better why not let it http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves.html

Math Wars http://en.wikipedia.org/wiki/Math_wars

May you live in interesting times. < Chinese blessing and curse.

The pressure on teachers to cover content to prepare students for THE TEST, (in my case the ISAT), is enormous. I’m an intervention teacher so I don’t actually teach one single class. I support teachers, I am a co-teacher in several classes. I continually push to have more interactive problem-based lessons.

The teachers I work with however, are continually trying to tighten up the “rigor”. The Buckle Down books come out. Students spend the entire 84 minute block working on practice problems.

We didn’t cover this content I have to show it to them. They need to see what the problems look like on the test. I have to do what the other teachers are doing. I have to keep up.

SIGH

Flipped classroom.

Why don’t we give out the content for homework and do real learning in class?

There are two ways to do this and your choice will likely be based on your philosophy.

First option, explore math.

Grab a good old fashioned constructivist textbook. (I know an oxymoron but there are some that are pretty good to get you started) Let the students explore and discover. Then follow up with a content video to help the students formalize what they learned. (the knock on constructivist education is students are not allowed to use procedures to solve problems. The truth is they aren’t given the procedures, but if they discover or invent them they are welcome to use them)

Second option, show then play.

Have the students watch the video, or flash animation, or whatever media you want them to learn from and get the basics down. Then use classroom time to play and explore the various ways to use that knowledge in real world situations.

I find many of these content videos boring, almost as boring as watching a teacher stand at the chalkboard and “teach”. However they are generally less than ten minutes and the teacher can’t get sidetracked. The big plus is the students can watch over and over again if they want. (not that they ever do)

So, what if the students don’t do the homework? What if they are completely unprepared for doing the classroom work?

Isn’t that the same problem you have today?

Shoot you can do what you want. I know what a few strategies I would try, but the real question is what would you do?

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Thoughts on Curriculum

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Ok how many different social media outlets can I post this too in one day.
http://ping.fm/HJ9jE
At least I had fun creating it.

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How do we motivate teachers to better understand curriculum guides?

I confess when I started teaching, even in math, if I had a book I based most of my curriculum on the book. The individual lessons were often modified, but I allowed the book publisher to dictate most of what was taught. During my first year of teaching it even dictated the order in which I taught.

During my second year I was actually given a curriculum book for Science, but I didn’t have the resources to follow it so I ignored it.

In my third year of teaching I picked and choose what chapters/lessons to teach from my textbook. I would add in self-created unit and lessons. I still had no idea what anyone else in my district actually taught in their classrooms.

My 5th and 6th year I moved to a middle school and taught from the Connected Math curriculum. I loved these books, because it was like teaching Science in math. The “experiments” were sometimes hokey or contrived, but in the end they did “show” math instead of telling.

My second year there I was asked to align the books to the state standards. I was asked to choose what parts of the books were essential to meeting state standards and what if any extra we had to add. Connected Math was designed to meet state standards in most states so I didn’t add anything. I did emphasis some areas over others. Some people questioned me, but in the end I was right.

The rub here is after 6 years of teaching, and one year of aligning curriculum I still haven’t really read a curriculum guide. I’ve discussed how I can integrate subjects with other teachers. As an elementary teacher I did integrate subjects all the time. But at the end of the day I never really got down to the brass tacks of planning what I was doing for the entire year.

For the first time I sat down and read carefully through all the curriculum materials in our district. It occurs to me that if most teachers are like me they probably skipped over reading the support materials that came with textbook.

Skipping the support material when I first taught Connected Math didn’t bother me because it is almost exactly what I would have written if I were an expert on curriculum. All student-centeredness and cooperative groups, constructing concepts, and multiple representations. In short it is a nice out of the box “discovery” based math curriculum. I think we could do a lot worse than starting with the first book and working straight through to the last book.

On the other hand I think many teachers dislike the curriculum simply because they don’t understand it. Without spending the time to learn the philosophy behind the text I think it might look a bit disconnected and random. Worst of all students just don’t seem to learn things.

I think, I hope, that if teachers got together and discussed subjects such as our philosophy of mathematics education, our purpose for teaching, or our ultimate goals; in the end we might have a better idea of what we actually want to teach. If we studied, not just wrote, our curriculum guide together we might come to a common vision of our curriculum in our district.

So how do we motivate teachers to better understand curriculum guides? The same way we build a district vision. We get together and find common ground and use that to guide our curriculum discussion. We don’t throw out the baby with the bath water, we mold our guide to fit our common vision. So what would you do?

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