User:Vtaylor/PBL math

PBL basics as they apply to teaching and learning Math * pblmath
 * A problem * more project-based hands-on discovery
 * I * PBL elsewhere * other math teaching success * support with technology
 * P/C * process * just in time * teach when they need it
 * I * reflection revision improvements
 * sample projects * SAMR move from safe to OMG *


 * professional development * plc * planning * collaboration

2018.3.28

3 Act Task * script one of these tasks out with every question I’d ask. I’ll seize that opportunity to post some video of a session I facilitated with teachers this winter around Penny Pyramid in Cambridge and clarify what I think are the important teacher moves in a three-act math task, starting today with act one. * http://blog.mrmeyer.com/2013/teaching-with-three-act-tasks-act-one/ * act two * We’ve done a great job convincing students that they’re good in math class if and only if they’re able to memorize operations and perform them quickly and accurately. That’s it. That’s the sum of mathematical proficiency as we’ve defined it in the US. * along comes this bored kid who amuses herself by poking at the problem, by asking about exceptions and corner cases. That kid has low status, generally. She irritates teachers. * I also ask for guesses on both questions. Because guesses are cheap and easy and motivating for a lot of students. * motivation for learning skills. I don’t expect that students will just figure everything out on their own, though. Act one helps generate the need for the tools I can offer them here in act two. * act three is where the math is formalized and consolidated. Conflicting ideas are brought together and reconciled. Formal mathematical vocabulary is introduced. * http://blog.mrmeyer.com/?p=17006 * act 3 http://blog.mrmeyer.com/?p=17024

Today, I tried something new to me for Pi Day. My first 3 Act Task. It was not my greatest lesson delivery ever, because the first time you do things it’s unrealistic to expect to be a pro. The task itself was boss and the kids cheered with excitement in Act 3. Literally, the room exploded with the kind of kid work noise that pretty much validates your whole existence as an educator. * https://lybryaslogoflearning.wordpress.com/2018/03/15/just-try-it/

== About ==

With all the excitement about STEM and project-based learning, there is growing interest in including Math in the projects, either in conjunction with other elements of the project or as the focus of the project.

Most PBL projects are associated with a science research or experiment. It is somewhat more difficult to visualize a hands-on project that addresses important math concepts in a way that can be thought of as being in compliance with several standards.

Our aim here is to talk about these important questions using lesson plans and descriptions of first hand experiences as a framework. By elaborating on the material from the learning object repositories, blogs, classroom visits and conference presentations, educators wanting to step into project based learning Math activities will have a broad range of strategies and activities to adapt for their needs and PBL experience levels.

There are so many great resources around. It isn't necessary to rewrite all the information. This is a "curation" task - finding good information and presenting it in some systematic way that can be used by busy classroom math teachers. There is enough here to spark some interest with a link to the full reference.

These are a selection of quotes from the references. Any editorial comments are noted.

== Planning, Building ==
 * professional development * teachers * social * innovation


 * For the right teacher, Twitter is the best ambient, low-intensity professional development and community you’ll find. Maybe Twitter isn’t as good for development or community as a high-intensity, three-year program located at your school site. But if you want to get your brain spinning on an interesting problem of practice in the amount of time it takes you to tap an app, Twitter is the only game in town. & http://blog.mrmeyer.com/ * https://www.kqed.org/mindshift/50540/when-pushing-boundaries-in-math-education-where-can-teachers-turn-for-help-and-camaraderie * http://www.lonelymathteachers.com/

== Imagine ==
 * Driving Questions that ask some of the below mathematical concepts?  How is math beautiful  How big is infinity?   What happens if we go over a fiscal cliff?  Is Algebra necessary? *   * https://21centuryedtech.wordpress.com/2013/10/27/part-1-math-and-project-based-learning-22-amazing-resources/

== Ask ==
 * where to begin * getting started * next step * share

== Learning ==
 * joy * play


 * play has become so important to her while teaching math: “I’m obsessed with creating joy, laughter and warm memories of in-depth explorations with equations, shapes, patterns, graphs, conjectures, arguments and counterarguments, and most importantly, connections * https://lybryaslogoflearning.wordpress.com/2018/01/16/play-full-math/ * https://www.kqed.org/mindshift/50540/when-pushing-boundaries-in-math-education-where-can-teachers-turn-for-help-and-camaraderie

== Learn more... ==

Resources, annotated references


 * Global Math Department
 * BIE


 * https://21centuryedtech.wordpress.com/2013/10/27/part-1-math-and-project-based-learning-22-amazing-resources/