I agree that there's a lot to learn from each other and that it's important to keep it a friendly discourse. That's why I take exception to the generalization Liz made. I sincerely doubt that quality teachers were in the past 'training students not to think.'
'What we had before,' should be qualified as well.
From: firstname.lastname@example.org [mailto:email@example.com] On Behalf Of Gene Jordan Sent: Wednesday, October 23, 2013 12:53 PM To: firstname.lastname@example.org Subject: RE: Algebra 1 - How is it going?
First, I think we should keep this a friendly discourse. I learn a lot from the list-serv on how and what people are doing and enjoy some of the banter.
I think how were asking kids to think and explain with this curriculum is changing. So I agree with Liz, that if we rely only on "I do, we do, you do" it limits the amount of thinking in classrooms. We probably agree that it's a balance between "exploration" and "Problem Sets", and for me the modules missed the mark. But it was more than we had before.
The modules are imperfect interpretations of the standards that were made for teachers to see an example of how they could be taught. ~ Gene Jordan
From: email@example.com<mailto:firstname.lastname@example.org> [mailto:email@example.com] On Behalf Of Jeff Richards Sent: Wednesday, October 23, 2013 9:18 AM To: firstname.lastname@example.org<mailto:email@example.com> Subject: RE: Algebra 1 - How is it going?
Sorry Liz, I have to jump on this one.
It always irks me that every time a 'reform' program is instituted the proponents of it have to slam past practices. I take offense to your implication that past practices in teaching mathematics involved training in 'how not to think.' That's quite a broad brush you use.
Get off your high horse.
From: firstname.lastname@example.org<mailto:email@example.com> [mailto:firstname.lastname@example.org] On Behalf Of Liz Waite Sent: Wednesday, October 23, 2013 7:01 AM To: email@example.com<mailto:firstname.lastname@example.org> Subject: Re: Algebra 1 - How is it going?
Remember they also did not actually have polynomials in 8th grade last year whereas in previous years they did. Not that I think the modules are all they should have been or that we can line kids up and give them the "thinking" vaccine after years of training in how not to think...I'm just noting that the particular issue with polynomials is probably exaggerated by not learning them in 8th grade. Liz Elizabeth Waite AMTNYS Coordinator of Reps
-----Original Message----- From: Jessica Walter <email@example.com<mailto:firstname.lastname@example.org>> To: nyshsmath <email@example.com<mailto:firstname.lastname@example.org>> Sent: Tue, Oct 22, 2013 10:40 am Subject: Re: Algebra 1 - How is it going?
When I was reading this, I thought to myself that I could have written this
exact same post...I am seeing the exact same thing. I also felt that my
students struggled more than ever before with polynomials. I ran an after
school review session where we practiced polynomials and they improved by leaps
and bounds, which tells me that if I had incorporated time to practice in class,
the results would have been much better. So, moving forward, I am trying very
hard to find ways to incorporate practice into the modules wherever possible.
This is easier said than done though. I hope that more people will share what
they are seeing and how they are making adjustments. Thank you so much Jamie
for sharing what you are seeing...it made me feel less alone in this whole