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Reshaping Geometry
Three weeks ago, if you had asked me how I felt about teaching geometry, I would have said I enjoy it. It’s active. It’s visual. It gives students something to move, build, and at times, argue about. It can feel refreshing after long stretches of number work. However, I don’t think I had fully examined…
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From Isolation to Integration
This project is the culmination of my work this semester and, honestly, it began with frustration. As Berger (2014) reminds us, better questions lead to better thinking. Instead of continuing to complain about a perceived problem in education, I decided to ask a more precise question. To explore that question, I surveyed teachers and examined…
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Looking for the Right Angle
If a child walked up and asked, “What is an angle?” how would I respond? Two rays that share an endpoint.A measure of rotation.A fraction of a full turn. I know those answers. But do I understand what it means to teach that idea to someone? Geometry has always felt like the “last” unit. When…
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Forced Perspective in Third Grade Geometry
Today I created a forced perspective hallway as part of a quickfire activity, and it ended up being much more engaging than I expected. I initially reached the “no color” stage and could have easily stopped there, but I was enjoying the process and decided to keep going. Once I added color and detail, the…
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Surveying the System: Questioning Curriculum Design
When I started designing my survey for my Wicked Problem Project (WPP), I thought I had my question nailed down. I quickly realized I didn’t. Back to the drawing board. After refining, I landed on this:Why is elementary curriculum typically structured in isolated, subject-specific programs instead of integrated frameworks that support cross-curricular learning? Wicked, I…
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Making My Thinking Visible
For this week’s assignment, I created a sketchnote video to document and reflect on my Quickfire questioning process. While I have lightly edited videos before, this was my first time producing a short, highly structured video that required visual organization and concise narration. I used iMovie to edit my recording, which allowed me to trim…
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Building A Solid Foundation
When my students and I work on spiral review of concepts from previous years, they often question why we go back to “easy” math so frequently. This usually leads to a conversation about building a house. “If I wanted to build a house, where would I start?” I ask. “Would I build it on cotton…
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When Questions Matter More Than Answers
In a world where we seem to have all the answers at our fingertips, are we unintentionally failing to understand? Technology has brought about numerous opportunities and pathways to obtain answers to our questions. However, should simply getting an answer be the end goal or should there be an end goal at all? Through the…
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Speechify as a Cross-Curricular Support for Students with Dyslexia
Dyslexia impacts much more than reading time for many students. Students with dyslexia can understand grade-level ideas but struggle to access written materials because decoding is so demanding and stressful. This becomes an ill-structured classroom problem because there is no single fix. Students encounter text in every subject in various ways, and success depends on…
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Hello, Coding World
This week was honestly a mix of frustration and small wins. One of my biggest “wins” was simply figuring out where the sounds were in Scratch. That felt like a tiny thing, but it took way longer than I expected and felt like progress once I got it. I spent a lot of time trying…
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