Connections

I have been thinking about the Amber Hill students a lot lately, in relation to my own teaching. I believed I had made significant changes to my instructional methodology but, since starting this course, a sneaky little voice inside my head ( that won't go away now no matter how much I try to ignore it) has been telling me differently. The connection between, the lack of true understanding exhibited by the students of Amber Hill, the style of teaching by AH teachers and my own practices has been in the fore front of my thoughts. The fact that I have introduced journals and portfolios, that I use a 'problem solving' approach for some lessons and to introduce concepts do not mean I am giving my students any greater understanding then the students of AH received. This has to stop! The realization came when I read some of what was contained in the"teachingmathematics4understanding' blog. This teacher has really got it going on. She has made a sweeping change and is in my opinion doing it the right way.

I don't know if my standard of "make changes at the rate I'm most comfortable with" stance is going to cut it for much longer. That said, the idea of making wholesale change in instructional style in the middle of a year, while doing a graduate course is daunting to me. Can I wait until this summer to plan in advance for how I want to begin? The answer is, I really shouldn't, but (and its a big one) can I do justice to the kind of changes needed at this point in time? I will continue to look for ways to make the mathematics in my classroom more inquiry based. I have already been doing that. Without Jo Boaler's work, this course and our discussions I would not have been able to see that I need to do more, and I will!

I have to add that the experiences in the classroom when the students are involved in discovery and exploration of mathematics are extremely fulfilling. I have never had such enthusiasm displayed for geometry before! I do know that I need to have greater knowledge of not only the big ideas behind the mathematics myself but greater ability to analyze student thinking. My inquiry project on professional development has become an exploration of what is out there and what I need. I am now feeling as though I must take over control of my own PD and find ways to support my own learning instead of passively waiting for whatever the next session offered by district or department is. The quality of the PD sessions delivered by the district are not in question, it is just that I have needs that are not being met and I am responsible for myself. Learn Sharon Learn!