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Awareness to action | Escaping Flatland
https://escapingflatland.wordpress.com/2014/02/02/awareness-to-action
February 2, 2014. In both this geography class and with the Project Learning Tree class, there is a non-interference on the teacher’s part. In these moments of environmental education I was given a chance in school to wander allowing a randomness that gave rise to curiosity. I agree with the line from Guesses at Truth. That curiosity is little more than another name for Hope. One thought on “ Awareness to action. February 6, 2014 at 7:22 am. Leave a Reply Cancel reply. Enter your comment here.
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Physics of Sound | Escaping Flatland
https://escapingflatland.wordpress.com/2014/03/10/physics-of-sound
March 10, 2014. Image from mediacollege.com. Some of the school’s teachers write their own tests, knowing there is not enough time to elaborate or reflect on the investigations. These questions assess general definitions. An example might be a multiple choice question assessing a student’s understanding of the vocabulary Oscilloscope:. What is the name of a machine that uses complex electronics to make an image of sound? Solid, liquid, air or they are all the same. That’s a tough one. They reasoned a...
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Too many methods? | Escaping Flatland
https://escapingflatland.wordpress.com/2014/02/21/too-many-methods
February 21, 2014. A few weeks ago my 3. Grade main placement class was working on division. In a single lesson they learned three models for solving the division problem 1,194 5. For some, this method was so confusing that they started questioning their ability to divide. Yet, the same kids could correctly perform multi-digit problems using the rectangle and algorithm methods. I wondered about the effectiveness of reinforcing a concept using so many methods. 3 thoughts on “ Too many methods? If students...
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Escaping Flatland | Escaping Flatland
https://escapingflatland.wordpress.com/author/escapingflatland
Author Archives: Escaping Flatland. March 17, 2014. Cohort Blogs, My Blog. Reading my cohorts’ blogs this quarter has provided me a lot of insight into this thing called education. Small stirrings of questions that began in the classroom extended into further wonder. For example, a discussion about John Spencer’s use of the word love sparked an online probing of professionalism in this work. My fellow cohorts read my struggles with thinking about misconceptions and helped me consider new perspectives here.
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Patient problem solving | Escaping Flatland
https://escapingflatland.wordpress.com/2014/01/21/patient-problem-solving
January 21, 2014. In this picture, 56 is crushing 10 which is the wrong answer. A few days ago I was walking along with my son and asked him, What is 7×8? 56, he answered. How do you know it’s 56? Because it is, he answered. How did you picture this problem in your mind when I asked you? Well, he said, matter of fact, I see a 7, then I see a plus sign at the diagonal, then I see an 8, then I see two lines – one on top of another, then I see the number 56. Math Class Needs a Makeover. I suppose my love/ha...
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It’s not just math | Escaping Flatland
https://escapingflatland.wordpress.com/2014/02/28/its-not-just-math
It’s not just math. February 28, 2014. All that we are is the result of what we have thought. The mind is everything. What we think we become. Buddha. I had the wonderful opportunity of seeing 3. Graders try on math talks for the first time. It wasn’t planned but as the lesson progressed I noticed some of the students were struggling with division while solving to find the mean. At one point I asked the class, As mathematicians, what kinds of things do we appreciate about (Student X’s) work? I realized t...
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Misconceptions in Science | Escaping Flatland
https://escapingflatland.wordpress.com/2014/02/07/misconceptions-in-science
February 7, 2014. This week the 3. Grade students were studying the physics of sound. Their question was – how are high and low sounds made? So here’s my dilemma. Had the students written a conclusion based on their own investigations, many would have been radically different than currently held scientific fact. For example, some students weren’t able to get the tongue depressor to even make a sound while others thought the sound varied in pitch depending on how hard they hit the stick. You are commentin...
