If you want them to read…

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.

 

The Role of Reading in Math Class

My more recent endeavors have moved me away from exclusively math and allowed me to enter into the world of literacy, particularly elementary literacy. (Math teachers out there, if you haven’t gotten a chance to sit and participate in a conversation among elementary folks talking about kids learning to read, the essential components of curricula and classroom activities, the different types of assessment and support for struggling learners, etc. then do it. Such interesting conversations…)

But my math background led me to look at the new literacy experiences I’ve been having through the lens of the math classroom. Specifically, what are the elements of literacy education in a problem like this:

Volume Geometry problem

taken from Holt’s Geometry, 2009 Edition, Page 702 #25

What math content knowledge is this problem asking students to use? Volume of cylinders, volume of rectangular prisms, and simple probability.

But we need to keep in mind that the ability to read is a significant skill to being able to apply math to this problem. Especially when you consider that the typical high school student probably doesn’t read quite as well as we’d like them to. I want to be clear that I’m not saying that this is an excuse for us to eliminate reading as a way to accommodate this potential weakness in our students, but it is important that we recognize that we are asking students to exercise that skill when solving this problem.

When we are asking our students to read as part of a math experience, we should do so deliberately. There are times when one of our stated learning outcomes is helping students learn to read math. There is a lot of value in that skill. There are also times when we are much more interested in helping the students set-up and solve math problems in ways that may not require as much reading.

This requires us to be strategic about what we are expecting our students to be able to do by the end of a lesson. Consider the math problem from earlier in the post. Literacy doesn’t have to be a barrier to that math content.

Andrew Stadel provides an example of how volume of multiple solids can be integrated into a math problem in video form.

Dan Meyer integrates a fairly similar set of content in a much different (and more delicious) scenario.

Using video in your class is one way to provide access to a math problem without having student having to tackle the reading part, which can be a pretty significant barrier to some students. In the past, I certainly haven’t been nearly conscious enough of the literacy demands I was putting on the students when I asked them to explore math content. Here’s a perfect example of a handout from my geometry course. How many students would benefit from a video introduction to this handout? (Especially when you consider how many students aren’t real strong using a protractor…)

It just all goes back to us, as educators, having a clear vision for what we want our students to learn by the end of their time with us and being willing to do what it takes to help them get there.