Okay, what about when kids "Defend" the teacher pnr? Block or sabotage learning.
What are the top 3 ways? What is the math class equivalent of
1. "Switch"
2. Go under the pick
3. Hedge
#2 might be kid "tries to nominally complete problems, but avoid Willingham style thinking." If I go under the pick, I can't get blamed (for allowing easy drive to the basket). Similarly, if I nominally go through the motions of completing problems, I can't get blamed for not trying at all. But I get to avoid the painful physical moment of trying to contort my body over the pick setter.
1. Writing things down. Writing things down feels like learning, you have the end product, but it's not actually learning.
2. Losing the forest for the trees. "Ok for these problems I flip the second fraction and multiply. Flip, multiply, flip, multiply." Lots of problems are solved, but the student never actually thinks about the meaning of fractions or division.
3. Busy tricking (phrase from Adam Boxer). Look like you're busy - writing name on the top of the paper, calculator next to you, leaning forward - but nothing is happening.
I don't think these are unique to students. You could apply them all to teachers. For #1 a school will have lots of MTSS meetings where lots of forms are filled out but very little is done to help kids learn. For #2 we forget the goal is for kids to learn and focus on helping kids solve problems, giving them the steps every time or guiding them through every question so they don't have to think. For #3 teachers worry about keeping the class busy and behaved, rather than learning. I think all of those are natural responses to doing mentally taxing things day after day, and it takes diligence and effort to avoid the slide.
Love the analogy.
Okay, what about when kids "Defend" the teacher pnr? Block or sabotage learning.
What are the top 3 ways? What is the math class equivalent of
1. "Switch"
2. Go under the pick
3. Hedge
#2 might be kid "tries to nominally complete problems, but avoid Willingham style thinking." If I go under the pick, I can't get blamed (for allowing easy drive to the basket). Similarly, if I nominally go through the motions of completing problems, I can't get blamed for not trying at all. But I get to avoid the painful physical moment of trying to contort my body over the pick setter.
I would say:
1. Writing things down. Writing things down feels like learning, you have the end product, but it's not actually learning.
2. Losing the forest for the trees. "Ok for these problems I flip the second fraction and multiply. Flip, multiply, flip, multiply." Lots of problems are solved, but the student never actually thinks about the meaning of fractions or division.
3. Busy tricking (phrase from Adam Boxer). Look like you're busy - writing name on the top of the paper, calculator next to you, leaning forward - but nothing is happening.
I don't think these are unique to students. You could apply them all to teachers. For #1 a school will have lots of MTSS meetings where lots of forms are filled out but very little is done to help kids learn. For #2 we forget the goal is for kids to learn and focus on helping kids solve problems, giving them the steps every time or guiding them through every question so they don't have to think. For #3 teachers worry about keeping the class busy and behaved, rather than learning. I think all of those are natural responses to doing mentally taxing things day after day, and it takes diligence and effort to avoid the slide.