Knowledge for Teaching Frykholm

Summer English Town 2006Knowledge for Teaching: Know Cultures… Know Languages… Know People : 

Summer English Town 2006 Knowledge for Teaching: Know Cultures… Know Languages… Know People Jeff Frykholm, Ph.D. Fulbright Fellow, 2006 University of Colorado Boulder, Colorado, USA

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Jeff.frykholm@mac.com

An Overview: 

An Overview What does it mean to be literate in the world of today? What is the nature of knowledge today? What knowledge is now necessary to be successful in our changing world? What are the implications for teaching and learning?

Disclaimers: 

Disclaimers Don’t know your language Don’t know your culture Don’t know your educational context Looking through the lens of mathematics

What does it mean to be literate in the world of today?: 

What does it mean to be literate in the world of today? Changing definitions/uses of literacy Pre 1970: Non-formal educational settings, particularly for adults who could not read 1950’s and 1990’s: The “readiness” of a country for economic “take-off” was linked to literacy (and particularly literacy among men) 40% literacy rate was the threshold for economic development

Paulo Friere: Pedagogy of the Oppressed: 

Paulo Friere: Pedagogy of the Oppressed 1960’s -- working with poor in Chile and Brazil “reading the word and the world” Groups of learners collaboratively pursuing critical consciousness of their world through reflection, action, and the written word Learned words that were highly charged with meaning, that expressed their fears, hopes, troubles, and dreams for a better life. These words provided the vocabulary by which they learned to read and write. What are the words and vocabulary today by which our children seek access to the world? To knowledge?

Changing times and changing contexts: 

Changing times and changing contexts From… A Pedagogy of the Oppressed To… A Pedagogy for the Obsessed

Global Obsessions of Today…: 

Global Obsessions of Today… Cellular Phones (anywhere, anytime) Internet (Google: knowledge at your fingertips) Email (redefining the way humans interact) Podcast (accessible information reserves) Text Messaging (textual communication, anytime) MP3 (music, entertainment) Satellite TV (hundreds of channels, across the globe) Wi-FI (Wireless connectivity; mobility) Real Time Streaming (see the world, live) Video conferencing (face to face from anywhere)

Global Economies… More Obsessions: 

Global Economies… More Obsessions Ipod Nike Audi Windows Coke cola Starbucks Adidas Puma Ronald McDonald, Jesus Christ, George Washington

What “knowledge” is relevant today?: 

What “knowledge” is relevant today? Fact: We live in a technological world. Fact: Established (traditional) bases of knowledge have been stored (digitized) Fact: A new kind of knowledge -- a new kind of literacy -- has now emerged The main distinction is this: In the past, we sought to provide our students with knowledge and procedures (e.g., long division) Today, almost all knowledge is stored and easily accessible.

Therefore… What is the role of schools? Of Teachers?: 

Therefore… What is the role of schools? Of Teachers? The children of today do not desire (or need) knowledge per se, But they need to know how to access the existing knowledge they desire It is no longer a question of “knowing what” (recalling knowledge)… but rather “knowing how” (finding knowledge) and “knowing why” (applying knowledge)

The fundamental problem…: 

The fundamental problem… Children of today have been born into a technological world -- the world of cyber space -- with all the various forms of literacy and “know-how” it demands. But, these children are generally taught by those of us who have come to this new world after a long life of socialization in a world of physical space.

A Metaphor: New wine, in old wineskins…: 

A Metaphor: New wine, in old wineskins… In what ways, then, can the old wineskins limit children born of the new wine? How might old wineskins (traditional notions of “the canon”… traditional views of the roles of teachers and students) mediate the distribution of “cultural currency” -- i.e., knowledge for life?

Adding Flesh to Theory: Examples from Mathematics: 

Adding Flesh to Theory: Examples from Mathematics My fundamental challenge as a mathematics educator in recent years: Recognition of the changing times and contemporary culture of schooling Recognize new definitions of mathematical literacy Recognize the new ways in which children engage in mathematical thinking Embrace uncertainties inherent in teaching in the present age

The Relevance of Mathematics: 

The Relevance of Mathematics What do we convey to children about mathematical literacy? How appropriate are these messages given the questions of knowledge discussed earlier? Your Task: Draw a picture of somebody doing mathematics.

Fundamental Understandings of Mathematics: How irrelevant has math education become?: 

Fundamental Understandings of Mathematics: How irrelevant has math education become? TIMSS: Third International Mathematics and Science Study International comparison of mathematics achievement Tested students, evaluated curriculum, videotaped classroom teaching US performance rather alarming Chile also below international average

U.S. performance: An Example: 

U.S. performance: An Example How long is this stick? A) B) C) D) Average Percent Correct across the World: Average Percent Correct USA: 70% 70%

U.S. performance: Question 2: 

U.S. performance: Question 2 How long is this stick? A) B) C) D) Average Percent Correct across the World: Average Percent Correct USA: 65% 30%

Teaching Tendencies: 

Teaching Tendencies In Germany On average, if you observed 5 complete lessons, you would see a student develop a thinking strategy on his or her own about two times. In the U.S. On average, if you observed 5 complete lessons, you would see a student develop a thinking strategy on his or her own one time. In Japan In every lesson observed, you would see two students develop their own solution strategies. In Chile?? Why is this important? An example: IBM

Introduction of Concepts: 

Introduction of Concepts In Japan: 83% of the time, new concepts are developed in the classroom In US: 78% of the time new concepts are simply stated.

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How do students spend time at their desks? In Japan Practice: 40.8% Apply: 15.1% Invent/think: 44.1%

To make progress?: 

To make progress? Attitudes toward teaching and learning Strategies for instruction

Changing Attitudes: 

Changing Attitudes Recognition of changing times Recognition of changing forms of knowledge Recognition of changing forms of cultural currency Embracing uncertainty as a reality, and, perhaps, even as a pedagogical principle

Embracing Discomfort as an Educational Asset: 

Embracing Discomfort as an Educational Asset Terrible Freedom “…the terrible freedom that some teachers experience as they realize they are being asked to stop teaching programs, and start teaching based on what children are thinking and doing.” -Villaume, (2000)

Toward a Pedagogy of Confusion: 

Toward a Pedagogy of Confusion “…reconstructed visions of teaching that… appreciate what it means to be confused, what virtues may follow from it, and what pedagogy may make use of it.” - Stephen Brown (1993)

Teaching Strategies: 

Teaching Strategies Progressive Formalization Back to the beginning… Starting with the knowledge and experiences that students bring.

Metaphor: The Iceberg: 

Metaphor: The Iceberg Concept 4 - (-6) Right Triangle 3 x 4 1/2 + 3/4 We typically see only the tip of the iceberg, and we typically only test the tip of the iceberg.

Metaphor: The Iceberg: 

Metaphor: The Iceberg Informal Experience: PLAY Application Representations Progressive Formalization Models

Results?: 

Results? The Netherlands 4th Grade: 8th in the world 8th Grade: 4th in the world 12th Grade: 1st in the world

In Conclusion…: 

In Conclusion… The world has changed Schools can no longer afford to be the last to respond to the new day Teachers must take the lead, not politicians, not administrators, not parents Alexander Solzhenitsyn “Own nothing… but know people, know cultures, know languages.” We must help our children become citizens, and stewards, of the earth

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“The best thing…” replied Merlyn, “is to learn something. That is the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins, you may see the world around you devastated by evil lunatics, or know your honor trampled in the sewers of lesser minds. There is only one thing for it then -- to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning it he thing for you.” T.H. White, The Once and Future King

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A lesson in Algebraic thinking Cost of a t-shirt? Cost of a soda?

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