"Comfort Zone" (Current Practice) as a teacher

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  • Identify lessons, activities, contexts that generate exemplary experiences for students, often with minimal planning or preparation.
  • What lessons, etc don't go off as well?
  • What can you do about 'reshaping your practice?'

"Implementation Dip"

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  • Try anything new with kids, and things often don't go so well.
  • Persevere, modify the lesson, invite the kids to contribute their thoughts about why a lesson didn't 'fire.'
  • Things will get better, and you will be in a different place.

Comfort Zone & Implementation Dip - A4 version


Viewing our classroom as an 'archaeological dig'

Steve Flavel (software developer for Maths 300) and Robyn Zevenbergen (Griffith University) coined the phrase 'archaeological dig' in the context of a classroom.. They also wrote an article "Undertaking an archaeological dig in search of pedagogic relay" which is available from [[http://www.math.umt.edu/TMME/Monograph1/ Zevenbergen_FINAL_pp63_74.pdf|here]]. I would like to see a version of the paper developed that is more accessible to classroom teachers one day.

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What evidence is there of mathematical activity in your classroom. What inferences would researchers make about the 'mathematical hunting ground' in your classroom?

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