Comments on: Diversifying My Portfolio

By: Chasing Student-Initiated Tangents « Shifting Phases

Chasing Student-Initiated Tangents « Shifting Phases — Sat, 07 May 2011 01:07:26 +0000

[…] Meyer has a helpful piece about “goofy conceptual digressions,” suggesting a ratio of skill practise to digression of about 10:1.Â He also proposes that […]

By: Dan Meyer

Dan Meyer — Fri, 27 Feb 2009 01:02:27 +0000

More like 1:10. One twenty/thirty minute digression per week.

By: Kate

Kate — Wed, 25 Feb 2009 22:02:31 +0000

Care to take a stab at an optimal goofy digression:skill practice ratio? The description of your one class suggests 1:3, is that typical? Is it different in your other preps?

By: Mitch Weisburgh

Mitch Weisburgh — Wed, 25 Feb 2009 16:52:07 +0000

Carnegie Mellon has recently done research that shows that having an instructor model solutions, and then having kids define the concepts behind the solutions are two key factors in rapid and robust learning. Having the instructor explain the concepts and reasoning has almost no effect.

here is a synopsis:
http://academicbiz.typepad.com/piloted/2009/02/pittsburgh-and-the-science-of-education.html

By: Steve J. Moore

Steve J. Moore — Wed, 25 Feb 2009 15:13:50 +0000

I think you bring up excellent points for discussion. How do we, as teachers, build “meaningful” instruction time? If 25% of class time is spent on “digressions” then is it possible to have a 100% effective class with the remaining 75% of the time?

I think you are hinting that, yes this is very feasible. If you use relevant diversions you can effectively detour students from their social concerns and steer them into Algebra (or English or History, etc.).

I’m confused about your ending statement though:

“I realized, Friday, why we lost dozens of hours in the first semester to goofy conceptual digressions but still outpaced the school.

We didn’t need those hours anymore.”

If you outpaced the school through your partial digressions, then why do you no longer need those digressions (hours)?

By: Chris

Chris — Wed, 25 Feb 2009 03:29:29 +0000

Wait a minute. You teach 120 minute blocks? Are they year long? Every day of the week?

By: Nancy Bosch

Nancy Bosch — Wed, 25 Feb 2009 02:27:41 +0000

I get it…it’s clear as a bell to me. You are teaching them to think. Interesting idea…..

By: Dean Shareski

Dean Shareski — Tue, 24 Feb 2009 03:51:08 +0000

I’ve been amazed with the proliferation of these funny graph sites how much I study and analyze goofy data.

The Crappy Graph site, which allows you to design (small d) your own, require a very high conceptual level to create compelling graphs.

While many find the work of Dan Pink less than stellar, I think his concept of symphony or “big picture” thinking fits well in your example. Math literacy includes the ability to see patterns and find larger implications. I’m sure you might find flaws in this observation but it was certainly my first response to your masterful approach.

By: JimP

JimP — Tue, 24 Feb 2009 03:11:19 +0000

Dan,
Kids like you. They will work hard to make sure the fun stuff happens. There is no replacement for this.

By: kevin

kevin — Tue, 24 Feb 2009 01:29:25 +0000

Dude, you’re my freaking hero! It looks like you’re doing an outstanding job getting stuff done to suit the ‘skills’ but also doing some real educating (concepts). You’re use of these ‘funny graphs’ or ‘digital media’ are completely changing the way I look at teaching mathematics. For so long I’ve tried to find ‘good’ applications and all along I’ve missed the boat. Again…you’re my freaking hero!