I Didn't Know I Could Do That!

My dream job would be investigating the mathematical thinking of students in grade K-8 as they played around with math. The job doesn’t exist (to my knowledge) right now, so I choose to simulate these dream experiences as I prepare to partner with districts and teacher leaders. 

This year I worked with Charlotte-Mecklenburg Schools as they implemented the OUR version of Illustrative Mathematics: IM K-5 Math. Over the course of about 8 months we supported teacher leaders and coaches in implementing problem-based instruction. During our February meeting we got the chance to watch and listen to a student move from “I know I can, to I think I can, to I cannot believe I just did that!”. Moments like these make amazing opportunities for learning together as teaching colleagues.

This student is very clear about the fact that she knows how to compare, add, subtract and multiply fractions. She is very proud of what she can do and I love that for her. In this clip, I was curious about the ideas she was still constructing around fractions and how ideas were connecting for her. In this encounter the student is thinking through how to use fourths to generate eighths, when she stumbles upon a surprise!

One awesome thing about this clip is the learning journey that Avery represents. I have only used this video once since recording it and watching it again takes me back to that moment of joy that happens when a person moves into discovery. As an educator of educators, I find myself reflecting on my leadership, my teaching, my learning and my learning design. Here are a few ideas that are present for me:

The moment of discovery belongs to the learner

Avery deserved the space and time to discover what she was capable of. The same is true of my teaching colleagues, coaching peers and math leadership peers.

I can rob the learner of that moment of discovery, with the best of intentions, as a result of my own excitement and desire for them to learn or know a thing

My desire for others to experience the joy I have found in stumbling into ideas in math and coming to know things is beautiful and dangerous. I have to remember to curb my enthusiasm enough to get out of the way of someone else’s discovery.

Leading and educating fellow educators involves stepping back and looking at your decisions publicly and discussing what you are learning from each decision

Leadership that results in learning and growth involves vulnerability. When I take the time to reflect back over my choices and re/consider them, I create trust and space for revision. My best work has come from the fourth or fifth iteration. Revision is so powerful and in our work learning to celebrate the practice of reflection and revision is a game changer!

When I chose education, I had no idea how profoundly it would impact my life. As we plan for summer and the upcoming year of work with learners at all stages, I pray we make space for discovery and revision because… guess what? It really works!

All the best,

Kaneka