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Wednesday, August 21, 2013

Sorry to Drexel University

I have heard that Drexel University has copy written "I notice......I wonder....."

My problem comes from knowing that my students will see "I notice" as less than Drexel U. is anticipating. My modification will seem insignificant, a matter of semantics but I know that for my students it should make a significant difference.

To me the questions should be:". I SEE......I NOTICE.....I WONDER..."

First off threes seem more complete than two's. (at least to me and Blind Melon they do) 

Next, I know that if I don't separate "see" from "notice" the students won't either.   To see means to observe with the eyes.  To notice implies the brain being involved in the observation.   I want my student's brains involved before the wonder portion.

I don't want my students simply giving me visual observations before posing questions about the situation being offered to them.  I want them thinking, and preferably thinking deeply about their questions.   Our brains need to warm up before asking truly valuable questions.  Getting the brain working from concrete to abstract is a natural and valuable progression.  Without this progression I am afraid that my students will not delve deeply enough into the problems which I am giving them.

How do I see this playing out in the classroom?

Me:  Take a look at this:{1, 4, 9, 16...}  What do you See?

Multiple students:  I see a group of numbers.  I see a set of numbers.  I see 4 numbers.

Me:  What do you notice?

Multiple Students:  positive numbers.  +3, +5, +7.  Squares

Me:  What do you wonder?

and so on.

Of course, perhaps I'm just looking for a reason to use the previously linked song in my classroom/blog. (Note to Drexel University...there's a copy write thing at the bottom of my blog

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