Great Discussion Going On Re: Unit 1

Even at this late date, there is still a valid and worthwhile discussion going on in the Unit 1 discussion forum.

In Brian's original posting, he describes the difficulty in teaching Mathematics in a constructivist method. Too sum up what I feel he is saying, Math doesn't lend easily to constructivism, and other theories certainly have a place in this setting. However, the learning achieved by students in a constructivist classroom are well worth the effort put in by the instructor.

The discussion goes on to encompass many themes following the teaching of mathematics, the eagerness of learners, various learning and teaching styles, and the learning required of the teacher.

Here are my thoughts:

My student teaching was spent with someone whom I considered an icon. However, I soon discovered that the "binder" of notes (aka class bible) hadn't changed for many years (from my new perspective, I got to read the date on the top of the page!). This tarnished my opinion slightly, as there had been a lot of changes in the "health" side of phys. ed. in recent years. I agree, its lovely to have a set of notes to work from..or at least an outline..and if it works, that's great, but we have to remember to take a few moments now and again to reflect upon what our outcomes are and why we teach things the way we do...who is it best for? The teacher or the students?

That being said, I really feel for those teachers who are pushed into teaching different subjects each year, many of which they have no background in. I have a friend right now who has openly said.."course A is going to suffer this year as I only have x amount of time to work and I want to concentrate on these 3 subjects, and that's all I can do."

Common assessment is a really big deal here right now. At a meeting last Friday a Supervisor asked us what we should be doing to help teachers get this off the ground. My suggestion was time. We spend a pile of money each time we bring a group of teachers together to bombard them with information, but we never take some of that time to set the wheels in motion. We just send them back to their schools to try and find time to begin again. The beginning is the hardest. Lets have them make those first steps in this supportive environment, where we can give immediate feedback, then send them back to class with something they can use!