Let me be more specific:
If students are allowed to reasonably struggle with a math task, I want to know more about a teacher prescription of actionable steps to:
- move the learning forward and
- avoid a meltdown level of frustration
Robert Kaplinksy recently gave a wonderful Ignite Talk on Productive Struggle. Communication was a big part Robert's message. I want to think more (in part 2) about communication as one of the actionable steps in that prescription.
Struggle,
1128
Part 2 is here.
Andrew, that desmos activity is absolutely fantastic. It is simple, it is enlightening, it is a wonderfully creative and inspiring use of the (rapidly evolving!) activity builder format. Well done.
ReplyDeleteThanks Bryan. I'll post the Overlay of everyone's graphs in Part 2.
DeleteI'm curious also what peoples' graphs will tend to look like and if patterns will emerge over time.
ReplyDeleteStrong questions. Looking forward to others' responses.
ReplyDeleteSo your hope is that students will reflect on the relationship between struggle and frustration? I like that because I can see how they would get conflated. So then they could use this activity as a conversation starter? Maybe show various graphs and talk about what they mean?
ReplyDeleteGreat ideas. I think it's a way to start the communication I'll be referring to in Part 2.
DeleteWondering if/how you could integrate perseverance here Andrew. Does a high level of one or the other negatively or positively affect student productivity? Where is the perseverance "sweet spot"? Both frustration and struggle play a pivotal part in perseverance but how much of each?
ReplyDelete