This is part of a series of provocations on learner identities. Discussing what it means to be a scientist certainly lends itself more to inquiry, but it’s still a valuable step to purposefully take. After all, as long as we insist on rigid science fairs, some students may feel that they only qualify as scientists if the Scientific Method is in play (complete with a tri-fold board).
Use the following resources to provoke thinking and discussion on what it really means to be a scientist!
This is the 3rd installment of learning identities provocations (completed: Inquiry into being a Writer, Reader).
Inquiring into what it means to be a mathematician is near and dear to my heart because I certainly never identified as such during my school years. So many of us are/were of this mindset: convinced that mathematicians are those people, with little to do with us.
But the truth is we can all start telling ourselves a much more inclusive story. Being bad at recalling math facts does not exclude one from being a mathematician; nor does being a pro at reciting math facts automatically create a mathematician. Rather, we must all reframe our thinking, identifying our own very real, practicable, and even creative mathematical applications, that do, in fact, make us mathematicians.
Resource #1: Beauty of Mathematics by Parachutes
Resource #2: Tweet by Aviva Dunsinger
This high school @HWDSBCampPower volunteer told me that he was “bad at math.” Look at this spatial awareness. He told me that he was “great at puzzles” as a kid. Really problem solved to maximize the area. Wow! We need to help kids understand all of the intricacies of math. pic.twitter.com/ArwQ3GdbxG
There’s an abundance of reading interest inventories, but they all share the same goal: to help students learn and ponder more about themselves as readers. A definite must for this provocation! Explore a few below:
Now that I’ve finished my PYP essential elements provocations, I plan to begin the next series of inquiry-based provocations on the SDG’s (UN’s Sustainable Development Goals by 2030).
But first, I’d like to pause and do a couple of inquiries into more general learning identities. We all hope our students will move from “doing” math, writing, reading, or science” to seeing themselves as mathematicians, writers, readers, or scientists. Amidst the many curriculum-mandated tasks associated with those subjects, however, it can be difficult to hold on to this sense of identity.
This week’s provocation is meant to help students inquire into what it means to be a writer.
Resource #1: My recent post, “18 Best Videos to Get to Know Children’s Authors/Illustrators.” I had so much fun putting this compilation together with my kids. Almost a month later, my kids are still referring to specific videos in our house, recalling some funny thing Oliver Jeffers did or requesting a re-watch. Each of the videos offer a unique lens for what it means to be a picture book-maker, but below are a couple I would especially recommend in this context: