Here’s a video of my son practicing at the playground. Prior to this, my son had already spent about five minutes trying to accomplish the same task.
I have two questions now after seeing my son practicing at the playground:
- How is this practice different than what practice typically looks like in math class?
- How can we make practice in a math class more like practice at a playground?
Susan Jones says:
Maybe make it more kinesthetic 😉 include moving….
Make it so I feel stronger all over when I’m done 🙂
October 10, 2019 — 1:20 pm
Jessica Breur says:
Love this analogy – Thanks for sharing David.
The student understood the success criteria and had a clear vision for the goal. The student was thinking what was making him more/less successful during repeated attempts. It was a singular “skill” that the student was working on. The student showed persistence. The task was “worthy” of feeling some sort of success and accomplishment when done.
October 10, 2019 — 6:04 pm