I’ve been waiting for your take. I was recommended this book then given it to read as assigned PD. While I am only three chapters in, and have anecdotally tried a few ideas I can feel a lack of explicit teaching and not enough scaffolding for the learners in my classroom to feel confident and successful.
You've attacked Dan Finkel and Peter Liliejdhal. I would truly be grateful if you could find time to attack me and share your anachronistic pedantry with the world of 17 people and 43 cats(that all belong to Tara Houle). You do such a terrible job of hiding your white supremacy. Try to work on that, will you. Thanks!!!!!
One question I have is, how exactly does he measure thinking? What tools were used or measurement were made to be able to say that the students were thinking more?
Another would be is to ask him, how many years of classroom teaching has he done?
Mimicking vs Thinking is about System1 vs System2 (from “Thinking Fast And Slow”). System1 learns to imitate its teacher’s understanding. System2 tries to assemble its own understanding of everything.
In most students it is the System2 that is failing because we don’t teach them that art explicitly. Only few would figure it out in the blind, basically by accident — and those few would become the top of the class. The rest would never learn how to think and understand for themselves.
Good news is that we can make every student a straight-A student if we start teaching them how to think on purpose. And it shouldn’t be even that hard, if you know how.
It is comical to think classrooms are not thinking classrooms. If they aren't then the administrator is not doing their job...Liljedahl and others are cashing on a myth perpetuated by school districts and education 'GURUS'. These individuals need to present themselves as reformers in order to be elevated to administrators. What drivel. Why can we not get beyond this nonsense that has plagued education. An administator told me that even if they disagree, they are required to implement these strategies. Really? Where is your ethical responsibility? In 10 years this method will be relegated to the trash heap along side learning styles. And where will Liljedahl be then after all the harm this has cause?
Tara Houle is here. That's all we need to know about the credibility of this horse and buggy discussion of 19th century mathematics, which centres whiteness in learning mathematics. Listening to "Dopes to Infinity" and this place comes to mind! Luddites unite!
I’ve been waiting for your take. I was recommended this book then given it to read as assigned PD. While I am only three chapters in, and have anecdotally tried a few ideas I can feel a lack of explicit teaching and not enough scaffolding for the learners in my classroom to feel confident and successful.
BTC has been an unmitigated disaster in our District....https://bhcw.substack.com/p/berkeley-heights-public-schools-btc-parent-survey-final-results
https://www.humanrestorationproject.org/writing/the-wrath-without-the-math-why-mathematics-wars-have-only-ever-been-class-wars
You've attacked Dan Finkel and Peter Liliejdhal. I would truly be grateful if you could find time to attack me and share your anachronistic pedantry with the world of 17 people and 43 cats(that all belong to Tara Houle). You do such a terrible job of hiding your white supremacy. Try to work on that, will you. Thanks!!!!!
One question I have is, how exactly does he measure thinking? What tools were used or measurement were made to be able to say that the students were thinking more?
Another would be is to ask him, how many years of classroom teaching has he done?
Mimicking vs Thinking is about System1 vs System2 (from “Thinking Fast And Slow”). System1 learns to imitate its teacher’s understanding. System2 tries to assemble its own understanding of everything.
In most students it is the System2 that is failing because we don’t teach them that art explicitly. Only few would figure it out in the blind, basically by accident — and those few would become the top of the class. The rest would never learn how to think and understand for themselves.
Good news is that we can make every student a straight-A student if we start teaching them how to think on purpose. And it shouldn’t be even that hard, if you know how.
It is comical to think classrooms are not thinking classrooms. If they aren't then the administrator is not doing their job...Liljedahl and others are cashing on a myth perpetuated by school districts and education 'GURUS'. These individuals need to present themselves as reformers in order to be elevated to administrators. What drivel. Why can we not get beyond this nonsense that has plagued education. An administator told me that even if they disagree, they are required to implement these strategies. Really? Where is your ethical responsibility? In 10 years this method will be relegated to the trash heap along side learning styles. And where will Liljedahl be then after all the harm this has cause?
Tara Houle is here. That's all we need to know about the credibility of this horse and buggy discussion of 19th century mathematics, which centres whiteness in learning mathematics. Listening to "Dopes to Infinity" and this place comes to mind! Luddites unite!