As instructional leaders, how might you apply Mobley's 6 insights to help your students think creatively?
I really enjoyed reading about Mobley's six insights by August Turak. My greatest takeaway was the quote by Mobley stating, "Wow! I never thought of it that way!" Hopefully everyone has felt this feeling, had this thought, or had an epiphany at some point. As John Seely Brown said, "Epiphany will stay with you forever". If we can teach in a manner that challenges students to think differently, think creatively, then the impossible can become possible. I used to despise math. I was that student who just "didn't get it" and I had teachers who taught with a "it's my way or the highway" attitude. Therefore, my visual (picture drawing) brain did not coincide with their linear way of numerical math practices. My parents spent a good amount of money sending me to tutors and after-school programs to support the development of my mathematical brain. I got through high school and had to take a couple math classes in college, including Statistics. I had a great Statistic's teacher and achieved my first A in math. It was a struggle but I didn't quit and challenged me to do well. I guess Mobley would say I had tenacity. Finally, my true learning happened one summer while I was preparing for my first long-term substitute position. I took on a position teaching 7th grade Algebra and 8th grade Algebra 2. I didn't want the middle schoolers to eat me alive, so I prepared all summer and had my "WOW! I never thought of it that way" moment. I taught myself how to understand numbers by "seeing" (visualizing) the patterns and not just seeing numbers as digits. Due to my struggles with math, I love teaching math as an adult. Just to be clear...I love teaching elementary math. It would take me a lot more "ah-ha" moments to do what Jamie does each day. However, I have empathy and understanding for those students who struggle in math. I am able to challenge them and show them all the different possibilities for solving the same problem. I ask them a variety of questions (from simple to more difficult), and I always ask follow up questions, like "why" even if the answer is right. I challenge students to push themselves to problem solve and they don't care for my long wait time. I let them know that I am not doing the problem for them but I will support their thinking by listening to them problem solve. Today in math, I related our fraction knowledge to video games. I discussed how students may "die" or "fail" in a game but that they don't quit...they start over again. This next time they know what to look for but may "fail" at the next round because there is a new challenge. That's okay because they start over again. This happens all the time. It is called "practice". I told them I am proud of them because of how far they have come with their understanding of fractions. Each lesson was a building block to get them to where they are today.
2 Comments
Jamie Allison Lutz
3/21/2021 08:56:16 am
Kimberlee,
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Janine Burt
3/24/2021 12:43:38 pm
Hi Kimberlee, I love what you said about epiphanies. I agree that those moments stay with us and that huge feeling of accomplishment when we "get it". I think it's really about trying to set our kids up to have those moments. That's what you are doing for your students as you support them through their challenges. I think hearing people's math stories are always interesting. It seems to be a trigger of one kind or another for almost all of us. Thanks!
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