My initial response to both videos was a loud “YES.” In fact the “YES” was so loud it disturbed
the dogs. What could be so thought-provoking
about math instruction and group dynamics to risk five minutes of barking and tussling?
The suggestion that problems and
questions need to be expressed in the simplest of terms is that provoking, but
in academia is too often overlooked in the interests of (supposed) erudition.
This is particularly clear in the math
teacher’s decision to rewrite the text so that less material is presented at a
time so that students can digest and apply it in sequential doses that build
upon one another.
The second video about problem solving addressed more
fundamental issues of personality and group interactions to solve
problems. Those groups that were most
successful were composed of people who were willing to try prototypes in order
to pre-test their ideas; thus, they succeeded in solving the problem by
thinking and applying the ideas in an atmosphere that allowed for mistakes to
be used as learning steps.
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