Check this out! Students were randomly assigned to experience 1 of 2 conditions: Productive Failure (PF), in which students collaboratively solved complex problems without any instructional support or scaffolds; or Direct Instruction (DI), in which the teacher provided strong instructional support, scaffolding, and feedback. Findings showed that although PF students generated pictorial representations and methods for solving […]

# Tag: bansho

The other day I was working with the teachers at a school who are investigating how they might improve their math instruction. We began by brainstorming characteristics of the “ideal” math lesson. I gave teachers this prompt: What does an effective mathematics classroom and lesson look like and sound like to meet the needs of […]

TL;DR Mathing is the process of students understanding math concepts. Studenting is the process of students applying that understanding to a worksheet. Both need to happen. Mathing is more important than studenting. — Let me briefly share a recent 1st grade lesson I taught to explain what are mathing and studenting and why we need […]

In my last blog post, I shared my mental model for how to teach a lesson that incorporates both student-centered inquiry and direct instruction. There are eight steps in this instructional model, but it really is three main phases: introduction, inquiry, and direct instruction. This lesson structure is very similar to the 5 Practices for […]

In earlier blog posts (this one and this one) I’ve talked about two – seemingly opposing – views of math instruction: direct instruction and student-centered instruction. There is plenty of evidence that students benefit tremendously when given an opportunity to invent/investigate their own understanding prior to formal instruction by the teacher. There is also plenty of evidence that […]

Every three years the OECD administers and publishes the Programme for International Student Assessment, better known as PISA, which evaluates 15 year-old students around the world to determine how well their education system has prepared them for life after compulsory schooling. This test is important because it allows the performance of educational systems to be […]