Slow-Paced Book Study of Math on the Move [June 1 – November 30, 2018]

 

Creativity (6)

 


BOOK STUDY SECTION HASTAGS (Updated 6/9) 
#Foreword #movingmath
#Introduction #movingmath
#CH1pp1thru8 #movingmath
#CH1pp8thru15 #movingmath


OVERVIEW
Based on the tenet that learning takes time I am starting a slow-paced investigation and discussion of the ideas and activities in my book Math on the Move: Engaging Students in Whole Body Learning. The book study opens June 1, 2018 and wraps up November 30, 2018 on both Twitter and in our book group on Facebook. If you have a FB account you can join the group by clicking here.  When requesting to join (if you aren’t yet a member) please make sure to answer the question so I know you’re not a robot or whatever. And, just to be clear, You can progress through the book as quickly or slowly as you like.

This post will serve as an introduction and reminder of the processes by which we will be making meaning together around the topic of whole-body math learning and teaching. Our book study format is a combination of individual public reflection on the reading and conversations in community focused on the ideas and questions we have while reading.

MATERIALS NEEDED
If you do not yet have a copy of Math on the Move you can download the free sample chapter which includes the Foreword, Introduction and first chapter. This will begin your book study journey. Download this chapter and/or buy the book at the Heinemann website. If you are outside the U.S. please check a Book Depository website in your part of the world.

FORMAT
This book study includes small sections of reading followed by responses to four standard questions for each section. This format is adapted from the Reflective Review Protocol from the Artful Tools resource. Artful tools create a descriptive setting in which learners are supported in perceiving deeply, thinking critically, and making meaning, and asks:

  • How do we create a safe space for all voices to come forward?
  • How do we honor all perspectives and encourage critical thought and questions?
  • What is the value of deferring judgment in a learning setting?

KEEPING TRACK 
Each section of text will be denoted and searchable with the same hashtags used on both Facebook and Twitter. For example, we will start by reading the Foreword by Max Ray-Riek; the hashtags for this first section of reading will be #forward and #movingmath. From there we will use a #CHpp format (ex: #CH1pp1thru8) and #movingmath. As we move (ha!) through our reading You will be able to return to the discussions in any section using the specific hashtags, all of which will be updated and archived in this Google doc.

PROCESS FOR RESPONDING TO EACH SECTION OF TEXT
Book study participants respond to each section by answering the following four questions:

  1. What do you notice? Describe what you read without judgment. If judgment emerges, please provide evidence on which the judgment is based: What did you read that makes you say that? How did this section feel to you as a learner? As a teacher? Answer using descriptive terms, without making judgments about the quality of the work or offering personal preferences: “I notice that . . .”
  2. What questions does it raise? What  questions does the text trigger? Raise any questions about the work with “I wonder…”
  3. Speculate about what the text helps you understand: What do you think is the author’s intent? What do you think are the intended understandings? What is the author trying to help readers understand? Respond with what meaning you take away using the phrase: “I speculate that . . .”
  4. Respond/Open Dialogue/Reflect: Participate in an open dialogue with other book study participants about the section in question. This is time for participants to share new ideas for next steps and respond to one another directly about what they read, what they still wonder about, etc.

FINAL THOUGHTS
I am very much looking forward to learning and thinking with you! However, I can also imagine that once things get started there may be some hiccups or little things to be worked out in our process. If this happens I will communicate any changes/adjustments on Twitter and Facebook and record any changes I make to the process as edits to this post. Please don’t hesitate to get in touch with me if you have any questions or concerns along the way.

Let’s get started!


Malke Rosenfeld is a percussive dance teaching artist, author, editor, math explorer, and presenter whose interests focus on the learning that happens at the intersection of math and the moving body. She delights in creating rich environments in which children and adults can explore, make, play, and talk math based on their own questions and inclinations.You can find out more about her work at malkerosenfeld.com,  on Twitter,  Instagram, or Facebook.

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