- Lame question: "Any questions?" Better: "What questions do you still have?" Best: "What question might someone ask?"
- Unproductive Struggle: T says you can only do it 1 way--my way, even if another path works better for Ss
Q2: How can Ts transform classrooms into "empowerment centers"
- We can turn Ss into content creators! Empower them to value the journey, not just the destination!
- Provide time and space to explore, create and discover on their own & with one another with opportunities to share
- cultivate growth mindset culture, embracing struggle, PRAISING perseverance, & giving opportunities for Ss to teach Ss & T
Q3: How can teachers make the mistake/learning process real for their students?
- Model, model, model. they can see right through an imposter, so just fess up and admit you don't know everything
- Perfection isn't the goal. /Growth/ is the goal. /Risk-taking/ is the goal.
- Ts need to model recovering from mistakes so Ss can see that.
- Ss need to have opps to fail, opps to struggle, opps to be successful, over time, not a prescription, sequenced
- Must create a culture where a wrong answer isn't the end of the process - Failure as First Attempt, but certainly not last
- Process over product. Say out loud, "I don't care if it's right. How did you get there?"
- make them aware of this productive struggle process & praise the hell out of it when they bust through.
Q4: How can math teaches make students' voice more prominent?
- when my Ss were reluctant to contribute I loved asking for "wrong" answers/approaches/ methods Always jumpstarted the convo
- Don't repeat them when they're quiet.
- "Maria, louder and slower. We can't hear you up front."
- Provide open ended prompts where Ss explain thinking, Ts provide opps for Ss to share out in multiple ways
Q5: How are @timsmccaffrey's "Tail-les problems" a shift in math curriculum?
- In a word, ambiguity. Students aren't sure what the problem will ask, so they're letting their own curiosity go wild.
- embrace mistakes. “Ooh that’s a good mistake..we can learn from that!”
- Celebrate every wrong answer.
- Give props for "wrongest" answer (risk-taker). Let groups revise and present together.