Jason Gauthier, Ph.D.
@jgauthier13
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Father, Math/Science geek, Math education consultant, passionate about teaching, learning, and leadership. Views my own.
Allegan, MI
Joined June 2014
Read this entire thread. He's absolutely correct about conceptual understanding. This is exactly why "just tell them" and "fully explained concepts" are not enough. He gives a perfect set of examples for why DI/EI doesn't work for some.
Not all wrong answers are equal. I used to think students just needed the right information to fix misconceptions but then I read the work of Michelene Chiđ§ľâŹď¸
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Aaannnnd we've joined the ranks of people who have no grip on reality. As soon as the term "Marxist" appears, watch out. Bet he doesn't even know what it really means. And definitely doesn't know what teacher prep topics might be "Marxist.".
Rather than banning âcontroversial topicsâ in K12 schools and playing whack-a-mole, one conservative governor needs to pass a similar bill regarding teacher prep programs. Make an example of the stateâs flagship school of education. Get the syllabi, cut out rhetoric Marxist.
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Fascinating stuff! Particularly relevant to the pedagogical conversations on here of late. Sadly, no definitive answers are here yet. But we might be getting an idea.
The brain tags certain experiences worth remembering by sending out a burst of high frequency âsharp wave ripples''. This electrical activity is âlike a fireworks show in the brain,â said Wannan Yang, a doctoral student at New York University.
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No, you can't.
If you understand the interplay between working memory and long-term memory, then you can actually derive â from first principles â the methods of effective teaching.
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Speaking of condescension. .
1. Your analogy doesnât work the way you think it does and kind of supports the point I was making when I originally used it .2. You should try doing your own material.
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Honestly, not what we do. Don't believe the hype. And the idea that there is a cognitive difference between mimicking a procedure and thinking about a task is not ridiculous.
@rastokke @greg_ashman The idea that mimicking is bad in math is ridiculous. In sports, music, fly fishing, fitness, industryâand especially the militaryâwe model first, then practice. But in math? We expect kids to figure it out on their own. That mindset makes no sense. #MathEd #ExplicitInstruction.
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The fact that Doug thought the SAT was "objective" and promoted "meritocracy" is unfortunate. College Board is a company, driven by income from test fees. This is free market capitalism 101. Easier tests mean more test takers, means more money. Witness AP Pre-Calc.
Reading the manuscript of Sir Nick Gibbâs incredible book âReforming Lessonsâ in which he describes how England turned one of the lowest performing school systems in the industrialized world to one of the best. In it he describes a key insight: âstandards mattered as much as.
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Example: memorizing a string of words is more difficult if the words have little or no connection to one another. But memorizing a sentence that has meaning is easier. The presence of meaning *augments* short term memory.
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It's more than simple memorization. Memory is complex and heavily augmented/mediated by context and meaning. The simplification of "the mind" in CLT is inherently limiting and results in simplified, inaccurate, and incomplete recommendations. It is insufficient for our needs.
âThe problem [is] a misunderstanding of how memory actually works. When we memorise multiplication tables or vocabulary words, we're not just storing isolated facts, we're building structured knowledge that enables mathematical intuition and sophisticated reasoning. These aren't.
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How do they not know what a Ph.D. actually is?? It's amazing.
In a field like mathematics, having. a PhD would 100% guarantee that you understood maths at an extremely high level. In a field like education, having a PhD has no predictive correlation with how much you know about teaching and learning. There are extremist, conspiratorially.
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The weak link in this flyer, ironically, is the definition of "weak" methods.
Teachers are expected to use evidence-based approaches and strategies- yet no one has ever trained us how to read and interpret research!. Huge thanks to @rastokke who, this past weekend at the @researchEDCan conference, shared this 1-page âred flags for education researchâ for
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RT @mathillustrated: Some who like the âscience of learningâ seem not to like other sciences of learning. Might be a branding issue.
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It's because you have a sadly narrow view of 'science,' Greg.
Those of you following Guy Claxtonâs lead to talk of the âsciencesâ of learning: Would talk of the âsciencesâ of vaccines? What about the âsciencesâ of the climate?. Itâs OK to argue against science. I would disagree, but at least the argument would be transparent.
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Tell me you don't understand what a Ph.D. is without . .
Having a PhD in education doesn't make you an expert in teaching. In fact, in many cases it's the opposite.
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Yet another example of Daniel not having a single clue what he is talking about. Why is it that all the traditionalist pseudo-experts assume that "student-centered" also means "unguided discovery" or "choose-your-own-adventure"? Methinks it is a deliberate, ideological choice.
So Illustrative Math is the same old happy clappy, choose-your-own-adventure, entirely ineffective math junk under a new name?.
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By this logic, then, we should do way with proofs in math because we have "fetishized" mathematical justification. No. Rather, being able to recall basic calculations *and* justify are vital requirements of mathematical proficiency.
If you as a teacher ask a student what's 6X7, and the student answers 42, you're done. If you then ask how do you know that, and the student answers I just know, you're done again. If you then ask the student to justify her answer, you've fetishized conceptual understanding.
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This is. wildly ridiculous. Hard no. But I'll ask, would those with this opinion be okay with other holy books being taught alongside the Bible? The answers to this question would serve as a great litmus test.
So as church attendance declines and fewer kids develop basic biblical literacy from Sunday school, does âBible as literatureâ need to become more common in schools?.
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It was absolutely amazing. A defining moment in cinema.
how amazing it must have been seeing this scene for the first time in theaters
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I can tell you, but unless I miss my guess, you won't like the answer.
Anyone know what Alabama schools are doing differently in math? This NPR article is very encouraging, but every detail seems utterly normal.
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Just got my first Pi Day email for this year. Time to be grumpy cat again! :(.
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