Episode description
Episode description
In today's episode, we had the privilege of sitting down with author, speaker, educator, Rick Wormeli. Rick is a true trailblazer in the field of education, and he brought a wealth of wisdom and experience to our conversation.
In this engaging discussion, Rick delved into some thought-provoking ideas that challenge conventional teaching practices in mathematics. He passionately emphasized why assigning a large number of problems might not be the most effective way to help students learn and why it's crucial to understand that the person doing the editing is the one truly engaging with the material.
Rick also shared his insights on the power of intentional purpose in assignments, the importance of cultivating empathy for students new to math, and the interconnectedness of pedagogy and mathematics content.
Furthermore, Rick introduced a bold notion—that teaching the same course year after year may not be the most effective approach for educators or students. His unique perspective on this topic invites us to reconsider the dynamics of teaching and its impact on student outcomes.
Prepare to be inspired and challenged as Rick Wormeli takes us on a journey of rethinking math education. It's a conversation you won't want to miss, so let's dive right in!
You’ll Learn:
- Why assigning a large amount of problems is more of an endurance test instead of a learning activity;
- Why whomever is doing the editing of the work is doing the learning of the work;
- Why assigning less with more intentional purpose is more powerful than doing many of the same task repeatedly;
- Why educators must develop an empathy for first time eyes in math class;
- Why you cannot effectively be intimate with the repertoire or array of teaching pedagogies without being intimate with the mathematics content;
- Why it is better for effective teaching practices and student outcomes if a teacher does NOT teach the same course year to year;
Resources:
District Math Leaders:
How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge?
What about opportunities for those who are eager and willing to elevate their practice, but do not have the support?
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