#EduRead: Faster Isn't Smarter

This week's article is Faster Isn't Smarter.

  • What she calls constructive struggle is not something new to us, we know productive struggle
  • How do we choose the right level of struggle? How do we differentiate the struggle for different levels of learners?
  • How do we challenge students without turning them off to math forever?
  • "Constructive struggling can take place when a teacher decides that one demanding, possibly time consuming problem will likely provide more learning value than several shorter but more obvious problems."
  • This concept aligns to Common Core ideas: "As students engage in the constructive struggling needed for some of these problems, they learn that perseverance, in-depth analysis, and critical thinking are valued in mathematics as much as quick recall, direct skill application, and instant intuition."
  • I feel like a baby teacher....I don't any of the things that seem hard to students because they are hard to me too. Sad face. 
  • Can students both succeed and struggle on the same problem?
  • How can we extend problems in a natural way that doesn't break students out of their 'flow' or mental focus?
  • How can we take away the focus of a 'right' answer and move to a valuable experience?
  • Maybe students leave their cups on green longer because it's a visual for their peers as well. It's the reverse of not wanting to try, scared to fail...it's wanting to try harder so peers so don't think your failing.

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