| When I walked into Algebra 1B today, the 9th and 10th graders were learning how to multiply polynomials. Mrs. Wissmann (always fun and creative), had brought in ‘algebra tiles’ so that the students could create a table for their notebooks to help them visualize this mathematical concept. I’m sure this idea took significant time and preparation. There was the cutting of the little tiles and the collecting of the other supplies needed to accomplish the task (tape, notebook paper, etc). Most of the kids were enjoying the activity, which provided them an opportunity to be creative in math class. One student though, a boy, raised his hand and asked; “can I just draw this out in my notebook with my pencil, or do I have to use the tiles and tape?” Now, if it were me, and I had spent all this time creating this fun activity, I would have been tempted to say, “Yes! You will do it this way AND you will enjoy it!” Mrs. Wissmann though, is far wiser than I am. She told him that yes, he could certainly draw it out (and could even used colored pencils if he wanted!). It was clear that Hannah recognized that the goal of the lesson was for the students to walk away understanding how to multiply polynomials. The goal wasn’t for the students to love the creative activity that she came up with. Often, differentiation is difficult to implement because we unintentionally want the class to learn how we learn. While we are teachers, we are also still students as well and we know what kind of activities will help us grasp a concept. But, that isn’t the case for everyone else in our classroom. Hannah recognized that one or two of her students learn differently, and that’s ok. The objective isn’t for them to learn like us, or even to think our ideas are always amazing and creative (which, for the record, hers was!), the objective is for students to master the concept. I stayed in the room for a few more minutes and as I left I heard the ‘I-just-want-to-draw-it’ student answer a question that another student had asked. He clearly understood the concept. He left class knowing how to multiply polynomials, even without cutting and taping. Thanks Hannah, for reminding me that differentiation in the classroom may require humility, while also reminding myself of what the ultimate goal of the lesson is. |
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But I did all that work!
What we’re all about
Pai·deia (noun) – The upbringing of a child
Prac·ti·cal (adjective) – Concerned with the actual doing or use of something rather than with simply theory and ideas
Paideian – A paideian is an individual shaped by or committed to the principles of paideia,
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