Friday, January 30, 2015
Answers are part of the process, not the product.
After watching the video, Against "Answer Getting" by
Phil Daro, I felt a wave of disappointment flow through me because I
have done this myself and a lot of teachers I work with, now and in
the past, have done so as well. For years, teachers have been
“teaching to the test” in order for students to get the right
answers when taking the standardize test. Now that our students do
not take the CST, you would think this kind of practice would cease
to exist in classrooms, but unfortunately it doesn't. Daro explains
that the goal of the American teacher is teach students how to get to
the answer, whereas the Japanese teacher's goal is to understand
first, what is the content they need to learn from working on the
lessons being taught. How can they get them to learn? I found this
inspiring. I have thought this way before and have taught this way,
but not exclusively. I want to now only focus on teaching my
students what they need to learn in order to get to the answer. I
also loved what Daro said about answers being part of the process,
not the product and that wrong answers are also part of the process.
I want to put up those words in my classroom. I strive to not be an
ordinary teacher and this video pushed me to be more aware of that
and to focus on becoming a teacher that students will remember for
years to come. I feel that when you really learn something it stays
with you forever, and it's not erased from your memory after the test
has been taken. Thank you Phil!
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Well said Verisha! I share similar thoughts regarding the video. It is disappointing but in fact true. But this is where we as teachers take the initiative to change how we are teaching our students. I too would like to place Dr. Phil's statement "getting the wrong answer is part of the process." It can serve as a reminder to all and serve as a bit of inspiration.
ReplyDeleteI have been training myself to ask my students, "Who has an idea in their head?" rather than "Who has an answer? or Who knows the answer?" When my kindergartners raise their hands and get called on, I expect them to contribute, but not necessarily produce the "correct" answer. If they raise their hands and say, "Um," I remind them that they should have an idea in their head to share before raising their hands, not the "answer." If a student is having difficulty, I ask, "Would you like some help?" or "Who can add to their idea?" This verbiage is key (I believe) in creating a safe and prosperous discussion on any topic.
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