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## Thursday, December 29, 2011

### Math Lesson Formula

Okay so, seven years in, and I feel I am finally cracking this nut: how do you make any math lesson work for most kids under most circumstances? Throughout the year I have been tweaking most of my lessons to follow the same basic formula. Not that we do the same boring thing every day - there are infinity variations to make it work for me or a particular group of kids. Not that I'm saying teaching doesn't require a whole mess of skills besides knowing how to set up a lesson. Anyway.

I will illustrate with the most frustrating of topics : log laws. I can't think of a topic that seems more boring and pointless to most math teachers and students. I know their virtues as well as you, but let's be honest, 99% of your kids don't really need to know them for anything they are likely to do for the rest of their lives. I posted about it last year, but there was a piece missing, and now it really sings. To believe this works, you have to believe that the one doing the work is the one learning. Nobody gets much out of Miss Nowak doing dramatic performances of math problems and proofs other than Miss Nowak learning how to do dramatic performances of math problems and proofs under the withering attention of 24 bored and irritated teenagers. I don't want to give the impression that I'm giving them a worksheet and being all like, "You're on your own, kids! Time for me to kick back and drink coffee." Because I'm running around, scanning for common questions or points of confusion or missed connections, re-capping with the whole group every five to ten minutes, encouraging and validating, etc. But if you believe "teaching" = "lecturing" then you are not going to see the validity of this approach, and I can't help you.

Phase 1: Productive Struggle
Hook the new thing to something they already know or know how to do. Then make them do it. A few times. Let them discuss and work together. No reason this has to be done in silence. Whether calculators are allowed depends on whether the calculator will let them avoid the things you want them to remember and see. (This particular lesson is no-calculators.)

Phase 2: Generalize. Make them write whatever they have been doing with letters. This is harder for most kids than you'd probably expect, especially if they've never been asked to do it before.

Phase 3: Use it. Presumably this new thing you've discovered is good for something. Even if that something is obviated by ready access to a shmancy calculator.

Phase 4: Prove it. The hardest part for kids, and the hardest part for me to figure out how to get them to be the ones doing the work. I have had some success with this approach of setting up an organizer and basically telling them what to write. But they still need lots of hand-holding. But at least they are doing more than watching/copying a dramatic performance.

Phase 5: Lots and lots of practice. I want them to understand, but I also want mental automation of relationships and procedures. Because later they are going to use this stuff to learn something new.

I would like to say Phase 6 is apply it to a novel and interesting problem, but I'll be real, I'm not there yet with log laws. Though I am there with good projects on some other topics that lend themselves to applications. Give me another seven years.