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Wrap-Up Week - Option 1 (Reflection)

03/19/2019 1:07 PM | Anonymous

The book explores many ideas about teaching. What idea was most thought-provoking for you?

You can answer directly, OR use the sentence frame below.


I used to think ___________________ and now I think ___________________.


Comments

  • 03/19/2019 2:08 PM | Sarah Giaquinta
    I used to think repetition and practicing concepts was the key and now I think the repetition of routines plays a huge role in their perseverance and success with learning new math.
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  • 03/20/2019 9:05 AM | Marianne Springer
    I used to think that some of these routines were too simplistic for high school math and now I think that there is value to most of the routines, with careful task selection.
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  • 03/20/2019 1:21 PM | Todd Butterworth
    I used to think routines wouldn't fit the classes I teach and now I think that I can choose appropriately and make positive use of some of the routines.
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  • 03/21/2019 3:21 PM | Barbara Rock
    I used to think that Routines for Reasoning was geared toward intermediate grade levels and above, and now I think the routines are useful in primary grades too. I just did a Connecting Representations in a first grade class and they rocked it!
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  • 03/22/2019 12:12 PM | Cindy Noftle
    I used to think that the amount of time that I needed to spend on the routine far outweighed the benefits that the students got from going through the routine. Now I think that there are ways to do the routines correctly and completely without using a lot of time. As I become familiar with a specific routine I am able to do it more efficiently. I hope to use implement another routine this year so that I can improve my own performance in presenting the routine. My goal is for my students to get the same benefits but in less time.
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  • 03/25/2019 8:50 AM | Dave Johnston
    I used to think practice with a wide range of problem types was the way to develop students' problem solving abilities. Now I think that we can be very intentional in how we help students discover and articulate strategies to apply to a range of problems.
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  • 03/26/2019 12:39 PM | Jill D'Amico
    I used to think it was valuable to have students give their answer and then explaining the steps they took to get their answer and now I think it is valuable to focus more on the mathematical thinking that resulted in the steps they took to answer the question.
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    • 04/14/2019 2:06 PM | Michele Hanly
      I agree that my first question usually concentrates on the answer rather than the asking about the method used. It will take time and practice for me to make it more part of my routine.
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  • 03/26/2019 2:35 PM | Hala Sahlman
    I used to think that identifying important information within a word problem was a great strategy for students to solve a word problem independently, and now I think this is just the first step. It is important for students to not only identify important information (often just numbers) but also the quantity that corresponds to the numbers and what that quantity means. Finding important info is great, but there is much more thinking involved that I would like to teach my students to help them gain more independence in problem solving.
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  • 03/31/2019 8:52 AM | Walter Pohle
    I used to think my instruction for helping students tackle a word problem (ie. keying in on important vocabulary, painting a picture of problem in your mind, etc.) was giving them the necessary tools to achieve success. I now think (know) that I was merely scratching the surface. The routines outlined in the book were extremely helpful and I often found myself asking, "Why didn't I think of that?" Now to find the time in my already rigid schedule to incorporate these routines...
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