Monthly Archives: February 2014

Thought experiment: combine Algebra 1 and Physical Education

(Part of the reason I started this blog is so I’d have a place to play around with ideas, no matter how non-field-tested they may be. Consider this one of my many half-baked ideas that I haven’t fully thought through.)  … Continue reading

Posted in problem based learning, Uncategorized | 4 Comments

Equalizing Practice and Assessment (Part 2): What You Value Should Be What You Assess

Have you told your students how much you value honest attempts at solutions to a problem? Even incorrect solutions? Then you have to assess this way. You can’t tell students that you value their incorrect attempts at solutions when you … Continue reading

Posted in Uncategorized | Tagged | 5 Comments

Getting Better: I can improve anything for students, but I can’t improve that

I can get better at almost everything. You can get better at your practice, regardless of your teaching style. I know I often come across as dogmatic with regards to Problem-Based Learning (see Fig. 1), but really, it’s all about steady improvement, irregardless … Continue reading

Posted in commentary | 5 Comments

Equalizing practice and assessment

I’ve made it a habit to retweet this once a month or so from Jenn (@DataDiva) who I look up to as a leader in the field of teacher- and student-friendly assessment. . @emergentmath “Assessment is at its best when … Continue reading

Posted in assessment, problem based learning | 6 Comments

When to scaffold, if at all

It’s been a while since I’ve revisited the Taxonomy of Problems I threw together a while back, but I think it’ll be helpful to spend some time there when considering the following Most-Wanted question around Problem-Based Learning: At what point … Continue reading

Posted in commentary, problem based learning, spectrum of struggle | 3 Comments