ImagineIT: Phase 4
There are dilemmas that every teacher faces. Many people are not aware of the daily dilemmas especially those in urban settings. Dilemmas differ from problems. Problems can be solved “by following procedures and routines built into the classrooms and school systems” (Richert, 2012, pg. 6). Dilemmas do not have an easy answer; “they pit two or more values or goals against one another” (pg. 6). According to Richert, there are four types of dilemmas: forming a professional identity, building a strong student-teacher relationships, constructing a relevant curriculum and instruction, and assessing in meaningful and productive ways (pg. 17) .
While developing my ImagineIT project, several problems and dilemmas arise. I will focus on the dilemmas since there is not one clear solution. Some of the dilemmas include: how can I have students embrace growth mindset, how can I teach students to believe that they are mathematicians, how can I spark mathematical interest in the heart of the students, how can I have students take ownership of their learning inside and outside of the classroom, how can I create lifelong learners who explore, create and share, how can I have students believe in themselves? These dilemmas are intertwined and create the complexity of my project. If there was an easy answer, every teacher would instruct this way.
In order to narrow down my dilemmas, I will focus on the two components of my ImagineIt project: the first being the big picture of mathematics and the second being the misconceptions. For students to believe they are mathematicians and create lifelong learners, I have to spark interest in their curiosity. With the curriculum, I must constantly introduce real life applications and the beauty of math. Focusing of the Standards of Mathematical Practices 3 (construct viable arguments and critique the reasoning of others) and 4 (model with mathematics) will force me to away from traditional teaching.
Looking at my second component, the dilemmas include students embracing growth mindset, taking ownership and believing in themselves. Using the Standards of Mathematical Practice 1 (make sense of problems and persevere in solving them) will help find a path towards student growth. Reflection about these dilemmas makes it apparent that I need input from others and to do research myself. My Digital Book Club choice of Teach Like a Pirate will help with sparking curiosity by improving the curriculum and instruction. On October 23, I will be attending the ICTM Conference where Jo Boaler is the featured speaker. She is an internationally renowned scholar of growth mindset and how to teach mathematics. I hope to receive insight from listening to her and find more resources. Through further reflection and research, I believe these dilemmas will no longer seem overwhelming.
Richert, A. (2012). What should I do? Confronting Dilemmas of Teaching in Urban Schools. New York, NY: Teachers College Press.
While developing my ImagineIT project, several problems and dilemmas arise. I will focus on the dilemmas since there is not one clear solution. Some of the dilemmas include: how can I have students embrace growth mindset, how can I teach students to believe that they are mathematicians, how can I spark mathematical interest in the heart of the students, how can I have students take ownership of their learning inside and outside of the classroom, how can I create lifelong learners who explore, create and share, how can I have students believe in themselves? These dilemmas are intertwined and create the complexity of my project. If there was an easy answer, every teacher would instruct this way.
In order to narrow down my dilemmas, I will focus on the two components of my ImagineIt project: the first being the big picture of mathematics and the second being the misconceptions. For students to believe they are mathematicians and create lifelong learners, I have to spark interest in their curiosity. With the curriculum, I must constantly introduce real life applications and the beauty of math. Focusing of the Standards of Mathematical Practices 3 (construct viable arguments and critique the reasoning of others) and 4 (model with mathematics) will force me to away from traditional teaching.
Looking at my second component, the dilemmas include students embracing growth mindset, taking ownership and believing in themselves. Using the Standards of Mathematical Practice 1 (make sense of problems and persevere in solving them) will help find a path towards student growth. Reflection about these dilemmas makes it apparent that I need input from others and to do research myself. My Digital Book Club choice of Teach Like a Pirate will help with sparking curiosity by improving the curriculum and instruction. On October 23, I will be attending the ICTM Conference where Jo Boaler is the featured speaker. She is an internationally renowned scholar of growth mindset and how to teach mathematics. I hope to receive insight from listening to her and find more resources. Through further reflection and research, I believe these dilemmas will no longer seem overwhelming.
Richert, A. (2012). What should I do? Confronting Dilemmas of Teaching in Urban Schools. New York, NY: Teachers College Press.