I agree with 100% of the points that this video brings up. I began implementing number-less word problems last year with my SpEd students. We were able to have controversy and discussions about the problem before any numbers were introduced or any calculations were made. They improved their estimation skills, math conversation skills, and how to really get at what the problem is asking before having to start doing any of the work.
This was especially helpful for my lower level funtioning students. I could immediately see how they were less intimated by the problem and were more willing to learn about what the problem what talking about. Even if the problem was 'real world' or relevant to them or not, the engagement level would increase because everyone could have an opinion. Some of the lowest students would have even a new perspective that I didn't think of, which was a great way for them to contribute to the class.
Starting the problems out in this manner also allows for slowly building in the vocabulary, instead of putting it into the problem and bogging down their thinking. Like Mr. Meyer said, once they see it, you can't take it back. So I would insert the vocabulary when questions came up about it, or in the middle of the discussion, and it would help to clarify their thinking. Then they could use the vocabulary in their justifications and with their group members.
Over the course of this year, I haven't given out a single worksheet for my students to practice problem after problem. We have gotten so much more out of 1 or 2 problems a day that we are able to break down, debate, discuss, estimate about, and then eventually get to the right answer. It has felt much more rewarding for me and also my students because they are actually wanting to find out what the final answer because they want to see if they were right in the beginning. They appreciate the work they had to do and persevere in solving the problem. And their answer actually makes sense and they can go back and check that.
I will continue to create problems like these and 'delete my textbook' to improve the learning in my classroom.
I really like that you haven't had to give out a single worksheet for your students! I would love to do the same, implementing less-but-more strategies where students have the opportunities to build from reason from beginning to end. In the past, I have thought that it would be impossible for me to create this kind of environment every day in class, but I think that seeing the way we can 'delete the textbook' provides a great way to do this everyday. I'm really looking forward to fitting this to more of the content in the next few weeks!
I am trying numberless word problems next week with my sophomores. Curious to see how it goes! I think it's a totally cool idea!
Brian Bushart has some resources you might like at this link: https://bstockus.wordpress.com/numberless-word-problems/
There are some other things on there that might help your kids, Dustin!
I taught a lesson once and realized after we had worked so hard at noticing/wondering and debating, I missed deleting some information and realized I couldn't take it back. Ugh! I was so mad at myself for missing a little piece that gave away too much and I couldn't take it back! Lesson learned!
After listening to Dan's talk, I realized I was working too hard on the wrong things. The context won't engage kids but if kids can ask a question, now the tables are turned! His ideas are such small changes that can make reap huge rewards!
I just had a task where my students were to write their own story problems that connected to a game they had created. Needless to say it didn't go well. I left it very open ended and they floundered on where to even start. The past week I have been trying to see what I could have done better. I think starting with numberless word problems could have helped them to develop that thinking process. I think the conversations that are developed from numberless word problems could have benefited my students on this task.
I am going to try some numberless word problems with quadratics this week and next week. I am trying to stay optimistic as this is a needy group. They did pretty spectacular on some toughies I threw at them so I think once they figure out how the numberless word problems work I think they will be ok! Let me know how yours go!
I truly enjoyed viewing this video and found the content definitely thought provoking. In other words, the "dial" was turned up to about 27% because I have not thought about introducing or teaching in this manner.
I really appreciated the statement about, "The present is where we have to focus our efforts". Trying to avoid futuristic reasons as to WHY students need to do each day's math task and turning it into an opportunity for them to delve into crevices which open up an even better understanding through brave questions and wrong answers will be the ultimate goal.
I believe that I propose "deeper thinking" opportunities when it comes to the rationale of a question's answer, but I am finding that the depths that I am having students explore at would still be considered the "kiddy-end" of the pool.
My plans are to use the Open Up Resource and experiment with trying to "delete" text with the start of Unit Rate and Proportions. I will share how my attempts fair with this new tool.
Awesome! Glad you found his talk thought provoking. I think the one thing that I have been working way too hard at is making it relevant for students. Changing math in to a "real world" context doesn't make it engaging for kids. When they can ask a question, that is what makes it relevant. I think about what my own children are interested in, when the are engaged in something, this is where all the questions come flying in at me. This is what can get kids engaged in math. Creating a space where kids can notice and wonder, helps keep it low floor high ceiling. Let us know how the Open Up materials are working for you and your kids in class!
The video definitely got me thinking. I have always thought that the "Launch" problems in the Integrated 1 book were pretty engaging. But after the video, I am excited to "Delete the textbook" with problems in the Statistics unit that we are beginning. I think this group will be very vocal in the "constructive controversy". I may have to set some guidelines. I am very interested in seeing how this comes out.
I remember telling Amanda Jens when we heard about the delete to textbook idea... "I've been working too hard!" I was surprised at how easy and how I got more kids into what we were doing for the day! Pictures are great ways to talk about mathematical ideas because everyone can notice/wonder something! I will be curious to hear/see how you delete the textbook going forward!
I really thought this was a great video, and I worked through the example of the circle and square problem for about a full page before I realized I needed to go back and re-watch the rest of the video, since I'd been so focused on answering the question.
The last two years, I have been working way to hard on trying to make everything in class relevant to the 'real world.' While that's been engaging sometimes (maybe about 40-50% of the time), the most engaging times were when students were buying in early because I had left the questions to the students. It was actually very relieving to hear him call out the real world issue, and have the confirmation that it's not that it always has to be relevant to MY real world, but rather it needs to be put into their real world. When the students are the ones making the questions, and building upon their questions, we have succeeded in relating to THEIR real world.
Last Spring, I was fortunate to listen to a presenter speak about how he implements his real world situations in class. One of the most important elements he spoke about was that we shouldn't worry about always getting to the answer right away. He said many times, we focus too much on getting to the answer, and we forget the emphasis needs to be on the students owning their thinking. I really believe that this goes hand-in-hand with that, allowing our students to own their thinking by creating their questions, building on their ideas and estimates, and building off of their desire to learn/know.
I think there are a lot of ways this could be implemented, and I plan to start right away tomorrow by building upon a task I had already lined up. Instead of jumping right into a task about finding where two quadratic equations are equal, I think I could begin by engaging students with less information. I'm going to try presenting students with incomplete graphs of the two quadratics, without a coordinate grid first, and allow students to 'dial up' their thinking in finding the intersection of the two graphs. I hope it will be engaging for the students, and allow them to own it!
Jacob, I couldn't agree with you more about allowing students to create the questions, this allows all students to participate even if they don't have confidence in the subject. I would be curious about the speaker you went to last spring and how we shouldn't focus on the answer so much. I, myself, am guilty too!
I laughed at myself when Dan put the meatball question up and then asked twitter how to make it more relevant and someone came up with Starbucks. I tend to do this all the time trying to make psudeo-real world problems and they are no more engaging than the first context problem. I think when we give kids just enough information to peak their interest that's what gets them hooked. I am a believer in the less is more to get kids hooked!
Dan Meyer is a great speaker! His message is truly inspiring to motivate students to want to come to class. I've tried to incorporate 'questioning' into my lessons before students attempt the 'math part,' to include all students and to give a baseline of what solution is too low/high.
As Dan was speaking about math being more real life for students, he mentions that more is needed, such as making it relevant, having students ask questions. This is something I have not thought about before as he states that if you can argue something it becomes 'real.' How interesting and simple to do! It's something we do in typical conversations all of the time, daily in fact, why not in class? This was my 'aha' moment and will keep this in mind during my lessons.
Also, Dan mentions that we are so quick to solve a question that we do not allow students to work with it, struggle with it, allow them to try things before we give them guidance. After making a few math-acts on my own, I have allowed this 'free thinking, problem-solving-type' time and resisted butting in (it is difficult!), but amazed at what avenues students take to find a solution, its truly incredible to see how they 'think' so to speak. Sometimes, I think, 'what show me what you did there and why,' because honestly it may not have even been a thought to me. I wish a specific example would pop into brain as something to relate to. Each day, I attempt to create lessons that will be engaging to students for THEM and not always ME!
I think time gets in the way of letting kids struggle with problems. We want them to be fluent with the idea but forget that they need to mess around with the math before they can get a grip on what's happening. It's hard not to send kids down the "right" path but eventually most seem to get there. Life is about problem solving regardless the form. We need to teach them through the practices how to get at the math.
I agree with 100% of the points that this video brings up. I began implementing number-less word problems last year with my SpEd students. We were able to have controversy and discussions about the problem before any numbers were introduced or any calculations were made. They improved their estimation skills, math conversation skills, and how to really get at what the problem is asking before having to start doing any of the work.
ReplyDeleteThis was especially helpful for my lower level funtioning students. I could immediately see how they were less intimated by the problem and were more willing to learn about what the problem what talking about. Even if the problem was 'real world' or relevant to them or not, the engagement level would increase because everyone could have an opinion. Some of the lowest students would have even a new perspective that I didn't think of, which was a great way for them to contribute to the class.
Starting the problems out in this manner also allows for slowly building in the vocabulary, instead of putting it into the problem and bogging down their thinking. Like Mr. Meyer said, once they see it, you can't take it back. So I would insert the vocabulary when questions came up about it, or in the middle of the discussion, and it would help to clarify their thinking. Then they could use the vocabulary in their justifications and with their group members.
Over the course of this year, I haven't given out a single worksheet for my students to practice problem after problem. We have gotten so much more out of 1 or 2 problems a day that we are able to break down, debate, discuss, estimate about, and then eventually get to the right answer. It has felt much more rewarding for me and also my students because they are actually wanting to find out what the final answer because they want to see if they were right in the beginning. They appreciate the work they had to do and persevere in solving the problem. And their answer actually makes sense and they can go back and check that.
I will continue to create problems like these and 'delete my textbook' to improve the learning in my classroom.
I really like that you haven't had to give out a single worksheet for your students! I would love to do the same, implementing less-but-more strategies where students have the opportunities to build from reason from beginning to end. In the past, I have thought that it would be impossible for me to create this kind of environment every day in class, but I think that seeing the way we can 'delete the textbook' provides a great way to do this everyday. I'm really looking forward to fitting this to more of the content in the next few weeks!
DeleteI am trying numberless word problems next week with my sophomores. Curious to see how it goes! I think it's a totally cool idea!
ReplyDeleteBrian Bushart has some resources you might like at this link:
https://bstockus.wordpress.com/numberless-word-problems/
There are some other things on there that might help your kids, Dustin!
I taught a lesson once and realized after we had worked so hard at noticing/wondering and debating, I missed deleting some information and realized I couldn't take it back. Ugh! I was so mad at myself for missing a little piece that gave away too much and I couldn't take it back! Lesson learned!
After listening to Dan's talk, I realized I was working too hard on the wrong things. The context won't engage kids but if kids can ask a question, now the tables are turned! His ideas are such small changes that can make reap huge rewards!
I just had a task where my students were to write their own story problems that connected to a game they had created. Needless to say it didn't go well. I left it very open ended and they floundered on where to even start. The past week I have been trying to see what I could have done better. I think starting with numberless word problems could have helped them to develop that thinking process. I think the conversations that are developed from numberless word problems could have benefited my students on this task.
DeleteI am going to try some numberless word problems with quadratics this week and next week. I am trying to stay optimistic as this is a needy group. They did pretty spectacular on some toughies I threw at them so I think once they figure out how the numberless word problems work I think they will be ok! Let me know how yours go!
DeleteI truly enjoyed viewing this video and found the content definitely thought provoking. In other words, the "dial" was turned up to about 27% because I have not thought about introducing or teaching in this manner.
ReplyDeleteI really appreciated the statement about, "The present is where we have to focus our efforts". Trying to avoid futuristic reasons as to WHY students need to do each day's math task and turning it into an opportunity for them to delve into crevices which open up an even better understanding through brave questions and wrong answers will be the ultimate goal.
I believe that I propose "deeper thinking" opportunities when it comes to the rationale of a question's answer, but I am finding that the depths that I am having students explore at would still be considered the "kiddy-end" of the pool.
My plans are to use the Open Up Resource and experiment with trying to "delete" text with the start of Unit Rate and Proportions. I will share how my attempts fair with this new tool.
Awesome! Glad you found his talk thought provoking. I think the one thing that I have been working way too hard at is making it relevant for students. Changing math in to a "real world" context doesn't make it engaging for kids. When they can ask a question, that is what makes it relevant. I think about what my own children are interested in, when the are engaged in something, this is where all the questions come flying in at me. This is what can get kids engaged in math. Creating a space where kids can notice and wonder, helps keep it low floor high ceiling. Let us know how the Open Up materials are working for you and your kids in class!
DeleteThis comment has been removed by the author.
DeleteThe video definitely got me thinking. I have always thought that the "Launch" problems in the Integrated 1 book were pretty engaging. But after the video, I am excited to "Delete the textbook" with problems in the Statistics unit that we are beginning. I think this group will be very vocal in the "constructive controversy". I may have to set some guidelines. I am very interested in seeing how this comes out.
ReplyDeleteI remember telling Amanda Jens when we heard about the delete to textbook idea... "I've been working too hard!" I was surprised at how easy and how I got more kids into what we were doing for the day! Pictures are great ways to talk about mathematical ideas because everyone can notice/wonder something! I will be curious to hear/see how you delete the textbook going forward!
ReplyDeleteI really thought this was a great video, and I worked through the example of the circle and square problem for about a full page before I realized I needed to go back and re-watch the rest of the video, since I'd been so focused on answering the question.
ReplyDeleteThe last two years, I have been working way to hard on trying to make everything in class relevant to the 'real world.' While that's been engaging sometimes (maybe about 40-50% of the time), the most engaging times were when students were buying in early because I had left the questions to the students. It was actually very relieving to hear him call out the real world issue, and have the confirmation that it's not that it always has to be relevant to MY real world, but rather it needs to be put into their real world. When the students are the ones making the questions, and building upon their questions, we have succeeded in relating to THEIR real world.
Last Spring, I was fortunate to listen to a presenter speak about how he implements his real world situations in class. One of the most important elements he spoke about was that we shouldn't worry about always getting to the answer right away. He said many times, we focus too much on getting to the answer, and we forget the emphasis needs to be on the students owning their thinking. I really believe that this goes hand-in-hand with that, allowing our students to own their thinking by creating their questions, building on their ideas and estimates, and building off of their desire to learn/know.
I think there are a lot of ways this could be implemented, and I plan to start right away tomorrow by building upon a task I had already lined up. Instead of jumping right into a task about finding where two quadratic equations are equal, I think I could begin by engaging students with less information. I'm going to try presenting students with incomplete graphs of the two quadratics, without a coordinate grid first, and allow students to 'dial up' their thinking in finding the intersection of the two graphs. I hope it will be engaging for the students, and allow them to own it!
Jacob, I couldn't agree with you more about allowing students to create the questions, this allows all students to participate even if they don't have confidence in the subject. I would be curious about the speaker you went to last spring and how we shouldn't focus on the answer so much. I, myself, am guilty too!
DeleteI laughed at myself when Dan put the meatball question up and then asked twitter how to make it more relevant and someone came up with Starbucks. I tend to do this all the time trying to make psudeo-real world problems and they are no more engaging than the first context problem. I think when we give kids just enough information to peak their interest that's what gets them hooked. I am a believer in the less is more to get kids hooked!
DeleteDan Meyer is a great speaker! His message is truly inspiring to motivate students to want to come to class. I've tried to incorporate 'questioning' into my lessons before students attempt the 'math part,' to include all students and to give a baseline of what solution is too low/high.
ReplyDeleteAs Dan was speaking about math being more real life for students, he mentions that more is needed, such as making it relevant, having students ask questions. This is something I have not thought about before as he states that if you can argue something it becomes 'real.' How interesting and simple to do! It's something we do in typical conversations all of the time, daily in fact, why not in class? This was my 'aha' moment and will keep this in mind during my lessons.
Also, Dan mentions that we are so quick to solve a question that we do not allow students to work with it, struggle with it, allow them to try things before we give them guidance. After making a few math-acts on my own, I have allowed this 'free thinking, problem-solving-type' time and resisted butting in (it is difficult!), but amazed at what avenues students take to find a solution, its truly incredible to see how they 'think' so to speak. Sometimes, I think, 'what show me what you did there and why,' because honestly it may not have even been a thought to me. I wish a specific example would pop into brain as something to relate to. Each day, I attempt to create lessons that will be engaging to students for THEM and not always ME!
I think time gets in the way of letting kids struggle with problems. We want them to be fluent with the idea but forget that they need to mess around with the math before they can get a grip on what's happening. It's hard not to send kids down the "right" path but eventually most seem to get there. Life is about problem solving regardless the form. We need to teach them through the practices how to get at the math.
ReplyDelete