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robertogreco : irresolution   2

dy/dan » Impatience With Irresolution, pt 1: Part Of The Problem
"Nowadays, I don't much care what they answer. I'm disinterested. I want to get past their answer. My response to their answer is an automated "Why?" That's where the action is.

I have been asking questions lately like "If the students in our class are the domain of a relationship, is their hair color a function?" which you can successfully defend from either angle.

I like the debates. I like the fights. I'm happy that we're slowly detoxing off our addiction to easy answers, taking longer to answer questions that are worth more of our time."

[Rediscovering this stuff courtesy Basti. This one continues with part 2 at: blog.mrmeyer.com/?p=2971 ]
assessment  learning  patience  students  irresolution  uncertainty  ambiguity  danmeyer  glvo  tcsnmy  questions  questioning  pedagogy  socraticmethod  relationships  answers  davidmilch  belesshelpful  storytelling  narrative 
june 2010 by robertogreco
dy/dan » Blog Archive » My O’Reilly Webcast: 2009 October 1
"It's an overwrought title, sure, but it's hard for me to overestimate the damage I did in my first five years teaching. I thought I was building up intellectually adventurous learners who would be patient with problems that didn't resolve neatly or conform quickly to any of the example problems I'd already coached them through when, point of fact, I was doing the opposite. I don't have any illusion that five hours of sturdy, problem-based math education each week will counteract the intellectual Novocaine our students consume throughout the other 163, but we can at least do no harm."
math  teaching  pedagogy  learning  danmeyer  education  resolution  irresolution  problemsolving  process  tcsnmy 
october 2009 by robertogreco

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