Like, if i was the student, i think i would be extremely confused from this lesson. I would not know what you want from me. I have had my fair share of teachers trying to get me to “just think about something and figure stuff out myself” which mostly amounted to me sitting there in classroom, staring into the air, confused about what the task is, and mostly waiting till the hour is over.
My brain works differently.
When i learn something, before i even start caring about what the topic is, i ask why I’m learning this; and i need to have a proper reason to learn something. The reason needs to be strong enough, and is only strong enough if it is derived from some other, stronger reason. For example, i learned maths because i understood how important it is to grasp the universal, those things that cannot be taken away from us. I grew up in a kinda abusive household, and my mother had a habit of taking away the things that were most precious to me, so i clinged on to maths because i knew that maths was eternal and not dependent on the whims of my mother. That is a clear, practical reason. Maths gives me mental stability, like a skeleton gives stability to the body. It does not shake nor break; for it’s eternal.
Now, if you want me to play around with polynomials, idk what i would do.
Typically, when i learn something, i want to know why but also how to learn something. Especially, to express it in an analogy, my brain is like the C programming language. I need to reserve memory manually, it does not happen automatically, and i need to know how much space will be needed beforehand, in other words i need to have a clear understanding of how big a topic will be before i actually start learning it. When i have no idea what i’m getting myself into, then i don’t get into it, because my brain is very veryvery (i hope i have made this clear enough) bad at learning many small incremental pieces of knowledge. In fact, it’s similar to if you had to put on your jacket, leave the building, go through the cold icy air into the neighboring building each time you want to get yourself a glass of water. Needless to say, you will not drink a lot of water. You will dehydrate. Obviously you would put yourself a large bottle of water into your room, for which you only have to leave the building once. The same applies to me and learning. I have to take very few, appropriately sized portions of knowledge into me at once. Not many many small ones.
I don’t have time to get into the full 13 (? iirc) steps of Liljedahl’s Thinking Classrooms approach, but it’s exactly designed to meet the needs of students like you. Since highlights:
Students are randomly assigned to a new group of 3 daily
All students work on vertical whiteboards, or equivalents
The teacher presents a math task that starts easy-ish, but requires some work/thought to figure out
If 30% of students in the room understand the task, then it will quickly trickle between groups
The teacher circles exemplars of great thinking; students are not allowed to erase these until the next debrief
The teacher regularly cycles back to get students to explain their work to the class, showcasing and explaining the bits the teacher circled
Start over with a more advanced task/“next step”
It’s an incredibly effective teaching method for secondary math. And there’s clear motivation every step of the way for what you’re doing and why it matters.
And the teacher only explains about 5-10% of the material; everything else is explained by the students as the carefully curated progression of activities guides them through discovering the math themselves.
To be honest, i’m not sure what you want.
Like, if i was the student, i think i would be extremely confused from this lesson. I would not know what you want from me. I have had my fair share of teachers trying to get me to “just think about something and figure stuff out myself” which mostly amounted to me sitting there in classroom, staring into the air, confused about what the task is, and mostly waiting till the hour is over.
My brain works differently. When i learn something, before i even start caring about what the topic is, i ask why I’m learning this; and i need to have a proper reason to learn something. The reason needs to be strong enough, and is only strong enough if it is derived from some other, stronger reason. For example, i learned maths because i understood how important it is to grasp the universal, those things that cannot be taken away from us. I grew up in a kinda abusive household, and my mother had a habit of taking away the things that were most precious to me, so i clinged on to maths because i knew that maths was eternal and not dependent on the whims of my mother. That is a clear, practical reason. Maths gives me mental stability, like a skeleton gives stability to the body. It does not shake nor break; for it’s eternal.
Now, if you want me to play around with polynomials, idk what i would do.
Typically, when i learn something, i want to know why but also how to learn something. Especially, to express it in an analogy, my brain is like the C programming language. I need to reserve memory manually, it does not happen automatically, and i need to know how much space will be needed beforehand, in other words i need to have a clear understanding of how big a topic will be before i actually start learning it. When i have no idea what i’m getting myself into, then i don’t get into it, because my brain is very very very (i hope i have made this clear enough) bad at learning many small incremental pieces of knowledge. In fact, it’s similar to if you had to put on your jacket, leave the building, go through the cold icy air into the neighboring building each time you want to get yourself a glass of water. Needless to say, you will not drink a lot of water. You will dehydrate. Obviously you would put yourself a large bottle of water into your room, for which you only have to leave the building once. The same applies to me and learning. I have to take very few, appropriately sized portions of knowledge into me at once. Not many many small ones.
I don’t have time to get into the full 13 (? iirc) steps of Liljedahl’s Thinking Classrooms approach, but it’s exactly designed to meet the needs of students like you. Since highlights:
It’s an incredibly effective teaching method for secondary math. And there’s clear motivation every step of the way for what you’re doing and why it matters.
And the teacher only explains about 5-10% of the material; everything else is explained by the students as the carefully curated progression of activities guides them through discovering the math themselves.