My question is this: even if teaching the trick gets students to pass the test and ace the class and get into the college–have we, as educators, truly done our jobs?
If we’ve never heard their creative approaches to making sense of math because we’re too busy telling them the right way to “borrow,” have we joined them in their learning journey, or are we scripting it?
If we just keep focusing our energy in helping them memorize, are our students ever going to see themselves as competent mathematicians?
I want to start this week’s provocation article by re-sharing a quote from Paul Solarz that was included in Adam Hill’s post on launching Genius Hour with his students:
“Too many children today go to school only to bide their time until they get home and do something that truly interests them.”
Paul Solarz, Learn like a PIRATE
The more I think about this, the more it makes sense that those same children grow up to continue to spend large blocks of their lives–even careers–“biding their time until they get…to do something that truly interests them.”
Meanwhile, they might never truly learn what their own passions are, let alone practice them.
To me, it all comes down to assumptions. How we should spend our time, our money, our relationships, our energy, our intelligence–it’s all dictated based on preconceived notions from, well, almost everyone around us.
Today, I want to share two resources that rock that idea to the core. The first is a beautiful autobiographical comic by Zen Pencils from a speech by Bill Watterson–a man who turned down millions of dollars to authentically pursue his passion and craft.
The second is a video entitled “The Millennial Rebuttal” by Welzoo & Column Five.
You might take a look at these provocation resources and think, “Yeah, but tomorrow, I need to teach fractions, phonics, and the anatomy of an apple. What place does this have in my instruction?”
The answer is, the highest place. Untraining students from the dependency on others’ assumptions will help them better familiarize themselves with their passions, develop their critical thinking, unlock their ability to problem-solve creatively, and own their learning process. We have trained our students to sit passively and wait to be told what the priority is long enough. It’s time to help them look at the big picture, and to discover what matters most.
Why are cultural messages (“they say”) often at odds with reality? Where do they come from?
What are other cultural messages you’ve heard that don’t line up with your experience/values?
What does it mean to “invent your own life’s meaning?”
To assume means to act like you know something about a person or how something should look based on your experiences. How do assumptions impact individuals and societies?
Many of us have a love/hate relationship with math. And depending on your students’ ages, they may have thoroughly convinced themselves that they hate it or are no good at it. If that’s the case, we have all the more responsibility to help our students see the bigger picture and the true beauty behind the numbers, starting with our own attitude.
This is easily the most phenomenal mathematics video I’ve ever watched. Share it with your students to provoke inquiry and appreciation for math–and at only 1:41 minutes, don’t be afraid to play it again and again as the conversation deepens and understanding sinks in.
A Monday-Friday workweek is so commonplace that it has created a culture of its own. #TGIF, Hump Day, Garfield’s animosity toward Mondays–the list goes on. But what about people for whom it’s not the reality?
As members of my PLN stretch around the globe, I’ve become more familiar with people posting back-to-school Tweets in January, or starting school each week on Sundays. But recently, these differences have intrigued me enough to do some research.
For example, did you know that almost a third of countries listed on Wikipedia do not use the Monday-Friday workweek?
It seems like there are a thousand videos on every known scientific topic, with most hardly more engaging than Ferris Bueller’s Day Off‘s econ teacher (“Anyone? Anyone?”). But every now and then, we stumble across something truly inspiring. Here are seven that take my breath away–and may they do the same for you and your students!
Inner Life of a Cell (3:12) by Harvard University & XVIVO
I came across this video when my daughter asked for details about her little brother’s growth in-utero. It may or may not have been what prompted her to contradict our storytime librarians when they explained that mammals don’t come from eggs… But at any rate, this detailed animation is a wonderful way to show a baby’s journey from conception to birth, and to inspire the wonders of life science.
The Known Universe by AMNH (6:31)
This astronomy animated film takes viewers from the Himilayas all the way to the furthest reaches of the known universe–and then back again. It is an incredible way to orient students to our minuscule relative position in space. A similar, but shorter video can be found here, entitled “An Animated Flight Through the Universe.” It is not labeled, so students may not understand what they are seeing, but it is beautiful nonetheless.
Massive Black Hole Shreds a Passing Star (1:02) by NASA
You’ll probably want to watch this brief NASA animation more than once.
Why Do I Study Physics? (3:14) by Shixie
This is a phenomenal stop motion sketched animation by Shixie. It addresses one student’s complex relationship with the subject of physics in a personal, playful, and thought-provoking manner.
Beautiful Chemical Reactions (6:30) by L2Molecule
Witness various examples of eight different chemical reactions, sped up to view every intricate detail. Published by L2Molecule.
Animation Explores the Beautiful Circles of Our World (2:06) by National Geographic
This video could make a thrilling provocation or conversation-starter for students studying shapes, nature, patterns, and more.
What are other high-quality science videos you’ve come across? Please share in the comments!
For our students, the topic of refugees may be fraught with misunderstanding, emotion, or even unawareness. Between misinformation in the media and its inherently violent/disturbing nature, teachers sometimes hesitate to breach the subject with younger students in particular.
But of course, these are the very reasons to do so; how can we expect students to grow to become empathetic and active global citizens if they are shielded from some of the world’s most pressing issues?
That said, we should take care to curate the resources we share to keep them as age-appropriate and objective as possible. Below are 5 resources to help prompt discussion and awareness about refugees among our young learners.
A story told in the words of a 10 year old refugee.
Share news snapshots
When you come across photojournalism that is age appropriate, seize the opportunity to share it with your students. For instance, this series of portraits of Syrian refugee children also includes their experiences in their words–perfect to open up the conversation and help students relate to these children across the globe.
In addition to highlighting ongoing action groups are taking to help refugees, these groups might also inspire students to consider possible steps they can take to be part of the solution.
Share educational videos that work to dispel myth from fact on the issue
No one video is going to provide all the answers or approach all the nuances of the debates surrounding such a complex issue, but it can be a helpful place to start as students research and discuss these issues themselves.
Also check out: Video of picture book, “The Enemy, A Book about Peace.” Again, this does not center on refugees specifically, but it may serve to help students start thinking about how hate and stereotyping might perpetuate violence and misconceptions.
The “Yellow Star” by Carmen Agra Deedy beautifully illustrates the legend of King Christian X standing with his Jewish people by wearing a yellow star during Nazi occupation.
And while the Danish Jews were never actually forced to wear the star, confirmation of the king’s support for his Jewish people have surfaced, including “substantial evidence that the King actually suggested the idea of everyone wearing the yellow star should the Danish Jews be forced to wear it.” (source)
Legend or not, this 20th century story highlights timeless lessons of humanity that we find especially applicable to the 21st century subject of cyberbullying.
“Early in the year 1940…there were only Danes. Tall Danes, stout Danes, cranky Danes, even Great Danes.”
We must actively teach our students that what we have in common outweighs our differences. Cyberbullying offers a shroud of anonymity that can tempt some people to forget that a living, feeling human being is on the other side of that unkind post or dehumanizing poll. We can bring that shroud out of obscurity by directly talking about it. About digital citizenship. About the human experience. And about whether it’s really worth making someone else feel like they don’t belong.
“If you wished to hide a star,” wondered the king to himself, “where would you place it?” His eyes searched the heavens. “Of course!” he thought. The answer was so simple. “You would hide it among its sisters.”
I recently came across a disturbing article about a poll for the ugliest girl at a high school. And though the young woman who was targeted responded courageously, I was left wondering how each kid involved in that poll could have acted with more courage, too. How can we teach them to take initiative and take a stand, even if it isn’t very popular? I believe it starts with us. We need to model the courage to stand up and say no, even in a society that often turns “cruelty into entertainment and sport.”
“What if the good and strong people of the world stood shoulder to shoulder, crowding the streets and filling the squares, saying,’ You cannot do this injustice to our sisters and brothers, or you must do it to us as well.’ What if?”
Empathy requires us to truly reach other people. It rejects in-group/out-group. It embraces vulnerability and imperfections. It places genuine value on every human being. Cyberbullying creates in-group/out-groups. It exploits people’s vulnerabilities and imperfections. And it tears apart the self-worth of everyone it can. We need teachers who will dare to voice exactly what cyberbullying is all about, “Go[ing] beyond praising the right behaviors — proactively counteract[ing] the forces that stand in their way. This is where standing up, not just standing by, comes in.” (“Empathy: The Most Important Back-to-School Supply”).
King Christian X’s Jewish people may never have been forced to wear the yellow star, but his solidarity, courage, and empathy are likely what prevented that unjust mandate to begin with. What could these three qualities do for your students, your school, and your community?