What did I write about in 2014?

In 2014, I only wrote 50 blog posts (3 are still unpublished) as compared to 2013 when I wrote about 180 posts. I wrote a lot less this past year in the previous year, at least on this blog. Is this a sign that I have less to write about? Or is this a sign that I just have less time to write? I tend toward the latter explanation, given how much work it is to keep up with my two-year-old son…

I wrote about a lot of different topics, including formative assessment, social media, language and learning, strategic inquiry, using mathematics, and ways students can understand mathematics. I found myself writing and tweeting quite a bit less about technology and tools this year and quite a bit more about processes.

My most popular posts, as measured by page views, were on effective mathematics teaching, using mathematics to choose my next apartment, 20 things I think every teacher should do, categorizing student work, ineffective feedback and the Khan Academythe confirmation bias cycle, and what mathematics teachers need to know.

The posts that took me the most time to write were on effective mathematics teaching, ineffective feedback and the Khan Academy, supporting english language learners in math, sharing individualized comments using Autocrat, and what mathematics teachers need to know. From a time-to-write to number-of-views ratio, my post on the confirmation bias cycle is a huge hit. My favourite post from the year is on what mathematics teachers need to know.

My blog has been viewed over 9 million times since I started blogging and has generated 1889 comments. This year’s posts have amassed 275 thousand views and generated 95 comments, both of which make sense given that I have far fewer posts than usual and that most of my page views each year come from older posts.

I’m looking forward to the new year. I have some projects that I have been working on that will be fun to blog about. I’m particularly interested in learning more about how teachers develop as teachers and what potential learning trajectories look like for teacher knowledge.

 

 

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