Greenhaus Education and Other "Effects"

My 11th grade daughter just finished her last day of school today.  Guess that actually makes her a senior now.  Yikes!  Anyway, she had exams the last two days, which she didn't have to take because of her grades, yet...she had to show up and be there or she would fail.  So, she sat for 4 hours each day doing not much. Not a great use of time, but that I sort of understand.  Sort of.  (Though, in schools I taught at, if you were exempted from an exam you did not have to actually show up...different state, different rules I guess). What I really was concerned about was the last two weeks of school, particularly the last week.  My daughter watched more movies in that time than she has all year.  State tests were over, only thing left to do was kill time apparently. She was able to view the entire Star Wars saga in Astronomy (at least there was some far-fetched content relationship there).  But I find it hard to explain Finding Nemo in English. Math did continue to do work - revi

I am sitting on my porch and trying to do some fine edits on my first 2 chapters of my dissertation proposal and start my third chapter.  Naturally, I am doing anything but that!  I was looking at my twitter feed ( @vpigreenie ) and saw this post from @iEducator about five careers that let you have fun on the job, of which teacher is the number one career for having fun.  As the article puts it: "Fun factors: According to the U.S. Department of Labor, teachers often "use games, music, artwork, films, books, computers, and other tools to teach basic skills." And because teachers are constantly around kids, it's more natural to be light-hearted than it might be in a workplace full of adults". Looking back on my 17 years in the classroom, I would agree that I definitely did have a lot of fun.  I was one of those teachers that used games, let my students work together and talk in class as we learned, and used the computers as much as possible. However - es

I have been writing a piece about dynamic geometry® software, and have had a really difficult time conveying the power of dynamic mathematics environments in the static environment of the written word. Let me clarify what I mean by dynamic geometry software - I do NOT mean software that is just for geometry.  Dynamic geometry means the ability to take all sorts of mathematics visualizations (shapes, graphs, plots, functions) and drag and manipulate them to create infinite examples. These dynamic movements follow mathematical behaviors and allows for exploration, discovery of relationships and properties and allow students to interact directly with the mathematics because the mathematics is visual and tangible. Dynamic geometry software is specifically mentioned in the Common Core Standards of Mathematical Practice because of it's ability to be a tool that promotes reasoning, questioning, making conjectures, persevering, modeling, and communicating. Naturally, I have a strong bia

I have had a bad week and was feeling a little uninspired.  I even missed my weekly #edchat, so feel disconnected from my PLN.  Which perhaps explains my very negative reaction to the article from Education Week entitled " The Ed.D. Dilemma: Why Harvard's Decision Could Harm the Quest for Teacher Professionalism".   And actually, it's not the article, it's Harvard's decision and the implication that an Ed.D. is not as worthy as a Ph.D. My thoughts - well, my thoughts are not appropriate so I will keep them to myself. Here is the line that got my ire up: "Within the field of education, Ed.D. programs had for a long time been assumed to be inferior to Ph.D. programs, and only marginally useful to the improvement of educational practice, policy, and administration."  Now, granted, past tense is used here and Ted Purinton was just stating a fact that is unfortunately, quite true. From my own personal experience, when I tell people I am getti

I am feeling like a proud parent after my final face-to-face meeting with my two teacher cohorts.  After 6 months together, this final meeting was all about them sharing what they each have been doing in their classrooms with Sketchpad and Sketchpad LessonLink and focusing on Common Core Standards while integrating technology into math instruction. Just like a parent, I merely started them on the path and guided as needed. They, through personal motivation and interest as well as with the support and guidance from each other, have personalized what they have learned, adapted it to fit their needs, and shown change not only in skills but in confidence about teaching the Common Core Standards, teaching with technology, and listening to their students and helping students deepen mathematical understanding. From my most recent post , my final lesson was: Lesson Six: Provide the opportunity for sharing, presentation and peer feedback to model the professionalism, collaboration, and

I am preparing for my final face-to-face meeting with the two cohorts of middle and high school math teachers I have been working with the past 6 months.  We will still have one more online component, which ends in June. I am a little sad about the fact that our journey is coming to an end, as it has been one of my most rewarding professional development experiences, in large part because I was able to really get to know these teachers both personally and professionally and actually see the progression of change and confidence as they learned and integrated Sketchpad into their mathematics instruction. A quick recap of the five previous face-to-face lessons, or focus you might say: Lesson One: Begin professional development experiences assessing background skills of participants. Lesson Two:  Work on building a sense of community and support among participants, where they feel comfortable sharing their struggles, their experiences, their ideas and expertise. Lesson T