What do we do when the needs of our students conflict with the mandates of our profession?
I share this dilemma because I think it’s important that we do so as educators. Too often, we privatize our experiences in isolated silos, unwilling to expose our sense of conflict and turmoil as we navigate the messy dilemmas inherent in our work.
Failure seems safer when no one is watching. We need to have the courage to make failure cheap.
Here’s a link to Think Like A Fitbit: Measure What We Value, my Ignite! talk from CMC South given November 4th, 2016 in Palm Springs.
Feel free to download and share with others. I’m particularly curious how you are able to use this video in your own PD sessions with teachers to further professional growth for all math educators. What conversations does it create? What cognitive conflict does it spark? What change and instructional shifts does it inspire?
Comments are encouraged; feedback welcomed. Let’s keep the dialogue going.
Welcome back math nerds! And if you’re new to Undercover Calculus, WELCOME! I gave an Ignite! talk at the California Math Council’s conference in Palm Springs. It was called “Think Like a Fitbit: Measure What We Value.” It was an honor to be asked to speak, and I was grateful for the opportunity.
It’s challenging to frame an inspiring argument with enough specific detail so that the call to action is, you know, actually actionable.
So, if you came to my talk and want to know more about these ideas, here are some resources. I hope they further your thinking as much as they’ve furthered mine. If you missed my talk, fear not! I’ve attached a recording of the slide show and attached the movie at the end of this post. Just scroll down. Or you can stream the video of my actual talk on Vimeo.
Welcome back math geeks! Dusting off the old blog to share some of what I’ve been thinking about. I spent the summer asking math teachers the following question: At the end of the school year, how do you want your students to feel about themselves as mathematical thinkers? In other words, imagine asking your students: […]