The bit about yelling was meant to be humor, but I guess it was too close to reality and instead wound up being depressing.
Oh well, -- Raul On Wed, Jan 14, 2015 at 2:42 PM, Brian Schott <[email protected]> wrote: > Raul, > > The balance between abstract and concrete is a difficult one, especially > when the abstract part is a little new or different. What I like about most > of the CC videos is the emphasis on encouraging the students to express > their correct and incorrect thoughts and on minimizing the need for getting > correct answers. > > There is no arguing going on in this context. I am just looking for ways to > appreciate a new way for looking at early math. > > Getting the wording is difficult for me, so I appreciate your comment in > that regard. These kids are so trusting. There is almost never a need to > yell, altho today the teacher yelled for the first time at a boy who was > plugging some device into an electric socket. That scared her, I think. > > Thanks, > > On Wed, Jan 14, 2015 at 12:02 PM, Raul Miller <[email protected]> wrote: > >> One key concept that might be useful in this kind of discussion is >> "diversity". Others might be "innovation", "ability" and "loophole". >> (That last being a hint that a close reading of the underlying >> standards will show a variety of mechanisms aimed at allowing exactly >> the sort of presentation you are reaching towards. And also that the >> loudest voices will usually harp on the most ambiguous bits of >> phrasing.) >> >> But honestly, the primary skill which I think would be most useful in >> this kind of context is the skill of changing the subject. >> >> Arguing about abstractions is futile when each person is reasoning >> about different underlying experiences. So it's probably best to (a) >> keep a written list of priorities, so you do not get too lost, and (b) >> go into the discussion with the aim of listening and finding out about >> the person's relevant experiences. Once you understand their point, >> your natural hesitance and thoughtfulness will tend to shine through. >> >> Something similar goes on with your students. They are going to need >> concrete things to hang your concepts onto. And the point of the "fact >> families" is that they are "worked examples" of concreteness. >> >> There's nothing forbidding presentation of abstractions and tools, but >> you can't do only that any more than you can only present concrete >> examples. And, frankly, textbook examples tend to get boring - you >> should also reach for real world examples. >> >> Ultimately, the learning has to happen in the minds of your students - >> it's not something you can do for them. But what you can do is try and >> tie core concepts to examples that they have some interest in. >> >> But a risk here is that quite likely you'll run into cultural issues - >> getting the wording slightly wrong is sometimes enough to be >> embarrassing - which might need to be defused with humor or other >> mechanisms to balance things out. >> >> Or, you know, you could yell at them. I hear that that always works - >> or at least is sometimes not fatal. >> >> Thanks, >> >> -- >> Raul >> >> > -- > (B=) > ---------------------------------------------------------------------- > For information about J forums see http://www.jsoftware.com/forums.htm ---------------------------------------------------------------------- For information about J forums see http://www.jsoftware.com/forums.htm
