This is perfect timing this week for the blog topic. I've been working with my daughter and my nephew - both 7th graders - on some math assignments. Give me a second just to explain!
Taylor: She was working on graphing Cartesian coordinates. She had a worksheet with 150 points to plot. As she plotted the points, certain ones were connected to create a pictures. She was then required to color the picture. The goal for the homework was to plot the points! This is a necessary skill for mathematics. However, if she could successfully complete 5-10 of these, she had mastered the skill. There was no need for 150 points! So I feel like the "creativity" of the assignment defeated the purpose of the assignment itself.
Ryan: He has a project due on Monday. He has to come up with five word problems that involve solving equations. He didn't have much problem coming up with the problems. Nor did he have issues solving the problems. But the project included a power point. As a technologically savvy adult, I don't enjoy typing math problems and solutions. I can't imagine how frustrating this will be for a 12-year-old boy! So again, he understands the material however the extent of the "creativity" is making it much more difficult!
So with all of that said, I'm going to keep my project relatively simple. I want for them to focus on the math calculations regarding credit cards and interest. They will just be writing up a report with the information. If they feel like adding graphics and sprucing it up, that's their prerogative. I would imagine that high school students have a better skill set to complete a power point and this may work just fine. But for this project I want for the focus to be on the knowledge and not so much the "fluff". The assignment itself is creative in that they are "pretending" to be a financial adviser. So the creativity is focused there.
Good points, Tami! I clearly remember getting a poor grade in the 7th grade for a graphing project. It was about plotting points on a graph and coloring it to make them 'pretty' and, as I recall, the vast majority of points were awarded on artistic appeal, not the math concepts. This is going to sound so like 'my dog ate my homework,' but on the way to school, I dropped the assignment, and it got dirty. I had worked very hard, but got a C on it due to it being dirty. What standard was that addressing? But, we have to include technology in our assignments, so asking for something to be a powerpoint....is it busy work, or integrating technology?
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ReplyDeleteYou are making an excellent point here-
On Nick's blog just a few minutes ago, I advocated for having the students devise a project management methodology for their use as they develop and complete a project.
Creativity doesn't have to be glamorous or involve crayons and glitter... Creativity and innovation are simply NEW ways of doing things that invite or showcase a new perspective...
This is really a timely discussion in light of the passing of Steve Jobs last night- arguably one of the greatest creative minds in American history... I wish he was a hero to more people...
I totally understand the frustration out of Taylor and Ryan's assignments. I think you hit the nail on the head when you said " "creativity" of the assignment defeated the purpose of the assignment itself". This is something we need to watch out for as teachers. We have to find the perfect balance between mastery and creativity. I have to agree with your view of creativity in your project. Your students are being creative enough in their role of financial advisor... we don't want the fundamentals getting lost in extra fluff!
ReplyDeleteTami, yes, I agree with you in that innovation isn't always good; it sometime puts more burden on students and interfere with their true learning. The teacher should always be cautious of this issue!
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