What could we do if we gave the students more control over how they presented their learning to us?
A simple Google search for some random geometry topic… let’s choose angle pairs… reveals a whole collection of visual images meant to serve as posters, visuals, flash cards, etc.
And most of them are really, really boring. Our students could do better than that. But they might need a tool to do it. Here’s two.
What I love about these two tool is that they are really, really easy to use. Free to get started (and, quite frankly, perfectly satisfactory without leaving the free version) and easy to share.
Now, you might be asking, “why would we want our students to spend time making this stuff?” Fair question.
Remember, to make something helpful to others, they need to learn it themselves. And for some students, being able to make something awesome-looking can help to add some motivational value to some bits of content that are difficult to jazz up. (Angle pairs, for example.)
Thinking of something like this…
And, of course, it won’t work for all students. So, you can keep the quiz handy for the students who would prefer to show you what they’ve learned that way.
I’m currently reading How Dante Can Save Your Life by Rod Dreher, which is a super compelling read. Great story-telling and wonderful personal insights into struggles that I’ve sort of had, but in a much different way.
From an educator’s standpoint, one quote stood out completely.
Books, even works of fiction, can be do it yourself manuals for people searching for the wisdom to fix their lives. Some of the best self-help books are not shelved in the self-help section. But don’t think that reading is the same thing as doing. When thinking about action as a substitute for taking action, reading is an obstacle to getting better. Reading a recipe and learning it back-to-front is not the same thing as baking a cake. Read certainly. But make sure you take time to contemplate in stillness and prayer (if you pray) what you have read and implement it in your life. The best books offer a window into life and truth, but their lessons only become alive and true for us if we take them into our hearts and by force of will turn them into action. The key is to know when to turn off the analytical mind and when to engage the will. (From about the 3:49:00 mark of the audio book version (sorry. I don’t have the page to reference.)
I suppose this quote resonated with me because from the time I was a young professional I wanted to improve my teaching and there are many books that I’ve read about it. I know many people like me who have used a similar strategy. But I suppose that I need to be reminded that you don’t get better simply by reading. You get better by reading, taking a moment to still your mind and contemplate and pray. Then making a choice and implementing through force of will (as Dreher puts it.) “Force of will” is an important phrase here because there’s always inertia that makes it easier to keep doing what you are doing, even if you know there’s a better way.
But keep reading and keep encouraging your students to do the same. But don’t think that you are naturally improving anything simply by the act of reading. Once you’ve read, what are you going to do next?
Sometimes it can be hard to change the game in math class. Grooves, patterns, predictability… they all have their place, but it can make math class seem stale.
This is where it can be nice to have a off-the-shelf product that completely changes the feel of class. Enter BreakoutEDU. To quote the interviewee from the video above (click the picture) “It bring the breakout room into the classroom.”
You know all of the wonderful patient problem-solving, reasoning, communication and teamwork it takes to bust out of a breakout room? Well, the same thing happens with BreakoutEDU. You hide clues, you lock the box (typically with 4 or 5 locks), you give the students some teammates and a timer and let them go.
I have seen this in classrooms a dozen times or so. Engagement is through the roof. Struggle is often productive and perseverance is challenged. Keep the hints handy. It can be tricky to get the difficulty level of the games right for the your students.
Let me know if you have questions! I’d love to help you get started!
Here at thegeometryteacher, we’ve been calling out potentially fake messaging since 2011. We’ll we’ve come across another video that just makes you wonder.
It’s either awesome extreme play…
… or awesome filmmaking.
What do you think?
I do think it is more likely to be real than the snow jump luge or the sky-dive trampoline.
If you are interested, check out Real or Fake #’s 1-6.
People (generally) like doing what they are good at. So they get better at it because they are practicing it more.
People (generally) don’t like doing things they aren’t good at. So they don’t get better.
Teachers have to figure out a way to strike the balance. We like to let kids do what they are good at (because they tend to engage more enthusiastically and produce more satisfying products). We also need to compel students to do the things they are not good at (because they need to get better at those things.)
So, adding tools to your tool box that can help students engage the things they are find interesting can take (sometimes) take the sting out of the fact that they are being asked to do something they aren’t very good at (like read… or solve math problems.)
One suggestion I had for the literacy side of this was The Literacy Shed. Here’s another. Check out Episode #14 of “Instructional Tech in Under 3 Minutes” on Wonderopolis. Wonderopolis is a site that allows the students to ask what they wonder. And what they’ll find is a diverse variety of articles developed around some of the most interesting “wonders” you can think of.
Check out Wonderopolis and consider what adding it to your EdTech toolbox could do for your students.