**NCTM** recently asked for Grand Challenges that are ambitious but feasible, positively impacting many people, and which should capture the public interest. Here is my grand challenge:

- Develop a comprehensive, national professional development model that supports the high quality mathematics instruction they have been promoting for many years.

Here's what I think that could look like:

Newsletter:

Imagine you are asked to learn about something, and the only way someone can help you understand it is with words, because there are too few examples of it around to actually see it for yourself. You think you know what it is they are talking about, but you keep getting confused because your image of what it is seems so much different than what the other person is describing.

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For the last two years, the project I am currently working with has been asking teachers in many different schools to use common initial and final assessment tasks. The tasks themselves have been drawn from the library of **MARS tasks** available through the Math Shell project, as well as other very similar tasks curated by the **Silicon Valley Math Initiative**.

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I've been working hard to read research carefully, both research with which I agree, and research with which I disagree. I still struggle with my tendency to overlook the flaws in research with which I agree, and to find fatal flaws in research with which I disagree.

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According to Grant Wiggins, there are **seven essential elements of effective feedback**.

Feedback should be:

- goal-referenced,
- tangible and transparent,
- actionable,
- user-friendly,
- timely,
- ongoing,
- consistent.

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Here is a one minute summary of a post I wrote about **why we teach math**.

I created this summary video as part of an application for TED@NYC. I think my odds of being accepted are improbably slim, but the opportunity cost is low.

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What constitutes "good teaching" is not a well defined term. My evidence for this claim is that so many organizations appear to use very different exemplars of good teaching when sharing their work.

For example, **this is considered good teaching** by the **Whole Brain Teaching institute**.

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This is the presentation proposal I submitted last Thursday to the NCTM conference committee. Would you attend this workshop?

**Description:**

Effective mathematics teaching is more than just teaching procedures; students must have opportunities to grapple with rich mathematics. In this workshop we will collaboratively investigate using rich math tasks to explore students’ use of the Common Core Standards for Mathematical Practice as part of formative assessment for learning.

**Objective:**

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I'm not an expert on standards by any means, but I know that the standards in British Columbia (where I was trained to teach) were coherent and made sense. You could follow the threads through the years and understand why they had been designed that way. I know that the Common Core content standards in Math have the same level of coherence.

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tl;dr: Strategic inquiry is a **lesson study structure**.

One of my roles in my current job is to help facilitate team meetings for two schools. In these team meetings, our objective is to collaboratively study our individual impact on student learning, and work together to design instructional strategies for improving the learning outcomes of students.

Newsletter:

- How many hours do teachers work?
- Powerful ideas in math
- Using my iPhone as a wireless microphone for my computer
- Questions about the flipped model of instruction
- We are homeschooling our son
- Tutorial: Converting between different media formats with WinFF
- A discussion with our Education Minister George Abbott
- Comparison of different learning theories
- I tried the Khan Academy
- The Death of the Amateur Mathematician
- Testing new Captcha system
- Take nothing for granted
- Educational chats on Twitter
- Do iPads improve mathematics instruction? Maybe
- New Math equals trouble, education expert says
- Mathematics and Multimedia blog carnival
- Can educational technology save money for schools?
- Profile of a phishing attempt
- The Case Against 21st Century Schools
- Math apps
- Open-ended problems in elementary school mathematics
- Why we need to change schools
- Children are not railroad trains
- Definition of Cyber-culture
- The competition is fierce

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