I took only sporadic notes during the presentations at the CIME workshop I attended last week, assuming that the speakers would post their slides at some point. (This may have been rash; videos from the previous workshops in the series can be found here, but there don’t seem to be any lecture notes.) Here are some quotes I wrote down; apologies to the speakers for any transcription errors.
- Alan Schoenfeld: “Formative assessment is not summative assessment given frequently.”
- Deborah Ball: “We don’t have names for how we ask questions. What does ‘good question’ mean?”
- Kristin Umland: “We make inferences about what students know.” (If I recall correctly, this was a response to an audience member who suggested that tests show us exactly what students know.)
- Ann Shannon quoted one student talking to another about a shared task: “We don’t have to do any math! We can just think about it!” Ann went on, “they think math is just about remembering how to do things.”
- Phil Darrow (one of the three lead CCSSM writers): “Sleeping problems have been awakened by Common Core. Why are people saying CC is so much harder? We’ve been hiding the math that teachers didn’t know.”
- Sara Rezvi (a high school teacher and Math for America fellow): “I have, on average, 33 kids in class for 55 minutes. We teachers on the front lines need support. [The improvement we want is] not going to happen unless there’s a fundamental shift in support for teachers.”
I see that I’m about to lose all battery power; no outlet nearby at this lovely Berkeley coffee shop. Incisive commentary on the above to follow…or not.