(Jan 2016 Note: I've expanded on this post in a subsequent post.) Lisa Bejarano's tweet today got me thinking. I'm regularly surprised by the things students share on the bottom of my warm up sheet at the end of the week. pic.twitter.com/Ziq85vtjex — Lisa Bejarano (@lisabej_manitou) August 29, 2015 It's totally awesome that this student felt… Continue reading Hierarchy of Student Needs in the Mathematics Classroom
I know we're all tired of assessments, but I have some serious questions for everyone to consider: Q1: If you're trying to teach ambitiously and equitably and be inclusive and welcoming in your classroom, how could you determine if you're successful? This is a pragmatic question aimed at helping us practitioners improve. But then there's a related research… Continue reading How Do You Know If You’re Teaching Inclusively?
This post is part of a series in which I am blogging my way through a new course on partial differential equations (PDEs) that I am about to teach in two weeks. (Links to parts 1, 2, and 3.) My previous post in this series was about relieving time pressure during tests. This post is… Continue reading PDEs Course Design (Part 4): Letting Students Learn at Their Own Pace
This post is part of a series in which I am blogging my way through a new course on partial differential equations (PDEs) that I am about to teach in a few weeks. (Links to part 1 and part 2.) This post by Lani Horn reminded me that timed tests can be harmful for students' self-efficacy… Continue reading PDEs Course Design (Part 3): Relieving Time Pressure During Tests
Most of us begin the year by crafting/editing syllabi that describe course objectives, logistics, and policies for our classes. Whether students read these carefully or not is another question, but what if we also used our syllabi to convey some information to them about inclusion or diversity? Some schools require instructors to put some language… Continue reading Being Welcoming on Day 1
Today I devoured Situated Learning: Legitimate Peripheral Participation by Lave and Wenger (1991, ISBN 9780521423748). I read the whole thing in several hours, but I will definitely need to revisit this book again to absorb more of it. Right now, here is my best attempt to summarize the main idea of this book: Many theories of learning primarily… Continue reading PDEs Course Design (Part 2): Learning as Participation in Communities of Practice