Day 139 (of 184) skills to strategies
From mad minutes to multiple strategies -it’s a significant shift (and exciting time) in education. Moving from ‘one’ way to solve a problem to collaborating on a ‘new’ or different approach: area multiplication was introduced to me this year – and while it’s very different than linear solving, I can see how the method of breaking down big numbers and putting simpler numbers into a box to add makes sense for some learning styles:
10| 200 | 40 |
3 | 60 | 12 |
—|——|——| = 312
Fluency with comprehension. I am still an advocate for sight words & memorized multiplication facts – they make school life SO much easier…..but for those that can’t mentally multiply, spell perfectly the first time, etc, (and note the key difference between “can’t” & “won’t”) I advocate tools to support the skill, so try can focus on strategies and methodologies. I would rather a student rely on spellcheck and create a story that creates an emotional connection than make a list-like story that is perfectly spelt.
The shift is coming….in fact it’s here… – on 3 occasions I had to have ‘a chat with a boss’ about my ‘device use’ – specifically texting siting meetings. Or as I called it ‘taking notes’ – the skill they thought I was doing was texting – the strategy I was using was taking notes & adding connections and questions that I sent to my boss on my way ‘to their office’. In recent years, I’m no longer the only one taking screen shots at presentations and conferences and I am certainly not the only one taking notes on an electronic device (that corrects spelling on the way – often correctly). The skills (while still having value) is not as important as having a strategy that supports the user in working with, and identifying how to use (or adapt or alter) the skills to enhance, not distract from learning.