October 21st, 2013
The Common Core State Standards in Mathematics and the Next Generation Science Standards will place a greater premium on developing student capabilities for “talking science” or “talking math”. Spending time in math or science classrooms suggests that this is a radical shift in how instruction is currently performed.
If we are able to accomplish this transition to a form of instruction that values and increases the amount of guided student talk that expresses developing ideas in mathematics and science, we will have gone a long way toward making the subject matter – matter in their lives. And if we can do that, it is virtually certain we can improve student achievement. Read the rest of this entry »
October 1st, 2013
As we work on proposals to the state, to foundations, and the federal government for funds to learn about building our collective capabilities and assessing outcomes, thinking often turns toward employing new technologies. The ubiquitous nature of information technologies actually pervades any thinking about how to address educational issues, such as performance in mathematics and stark differences in achievement among various subgroups of students. Within the setting of our common work, I have been reflecting on how employing new technologies would benefit from the partnership approach discussed in my previous blog entry.
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July 22nd, 2013
Recent work in the College and with colleagues in K12 and the local community college has resulted in focused attention on the idea that scarce resources in education are best used internally to work as a team, elementary to college (P20), to address problems we see as common. This idea is in contrast to the all too familiar approach of using these scarce resources to bring in some outside expert(s) to lead professionals through some prescribed course of action.
Below is an account of some of this thinking as we prepare to apply a partnership approach to developing deeper understandings and improving instructional skills for dealing with P20 student performance in mathematics. Read the rest of this entry »