I recently stumbled across this video about a wonderful child and his creative explorations at his father's auto parts shop. It is so inspiring in so many different ways. Of course I love that this documenter decided to share what this kid has done with the world; but more than that it shows off how providing enough resources can allow for true learning to take place.
I don't profess to know exactly what I am doing in my classroom every day - far from it. I still think I have a lot to learn about making lessons engaging, fun, and interesting for reasons over and above what my students ultimately care about: their grades.
Unfortunately, I think the system I teach in is not set up for such a feat. It is difficult to maneuver the standards and curriculum I must follow in a way that fosters true creativity. I want my students to play with numbers and doodle just like Vi Hart does. But how do I justify "playtime" to someone vetting my lesson plans? Is there a standard for "make the coolest graph?"
I am hoping to do a lot of thinking over the summer and analyze some of the lessons I've created to see where I can incorporate some of the lessons of Caine. For example, a Fun Pass only costs $2.
I don't profess to know exactly what I am doing in my classroom every day - far from it. I still think I have a lot to learn about making lessons engaging, fun, and interesting for reasons over and above what my students ultimately care about: their grades.
Unfortunately, I think the system I teach in is not set up for such a feat. It is difficult to maneuver the standards and curriculum I must follow in a way that fosters true creativity. I want my students to play with numbers and doodle just like Vi Hart does. But how do I justify "playtime" to someone vetting my lesson plans? Is there a standard for "make the coolest graph?"
I am hoping to do a lot of thinking over the summer and analyze some of the lessons I've created to see where I can incorporate some of the lessons of Caine. For example, a Fun Pass only costs $2.
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