#139 Michael Pershan: Teaching with worked examples - part 2
Mar 19, 2021
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Michael Pershan, a New York mathematics teacher and author, shares his insights on using worked examples in math education. He discusses the significant role mistakes play in enhancing understanding and how labeling characters in examples can boost student confidence. Pershan highlights the contrast between real and fictitious names, the importance of self-explanation, and adaptive teaching strategies for diverse learning needs. This engaging conversation emphasizes reflection and evolving teaching methods to foster deeper comprehension and engagement in mathematics.
Michael Pershan emphasizes the necessity of adapting teaching methods based on recent research and individual classroom experiences to enhance learning.
The role of mistakes in learning is crucial, as they provide valuable opportunities for deeper understanding and foster a supportive classroom culture.
Self-explanation is highlighted as a key strategy, promoting active engagement and improved problem-solving skills among students during mathematics instruction.
The discussion on naming examples reveals potential impacts on students' learning perceptions, urging educators to adopt more inclusive practices in presenting worked examples.
Deep dives
The Evolution of Worked Examples
Michael Pershing discusses how his understanding of worked examples has developed over time, particularly since his last podcast appearance in 2019. He highlights the significance of adapting his approach based on new research and classroom experiences. Michael’s recent work culminated in his book, 'Teaching Math with Examples,' where he elaborates on the strategies he utilizes in teaching mathematics effectively. This evolution showcases the importance of continuous learning and adaptation in educational practices.
Role of Mistakes in Learning
The conversation emphasizes the significant role mistakes play in the learning process, particularly in the context of worked examples. Michael shares a personal experience where he realized his shortcomings in addressing a student's unique visual needs, which opened his eyes to the importance of understanding individual student requirements. This reflection led to a broader discussion on how mistakes can serve as a learning opportunity for both teachers and students. Identifying and discussing mistakes is essential for fostering a deeper understanding of mathematical concepts.
Self-Explanation and Its Impact
Michael explores the concept of self-explanation, which encourages students to articulate their reasoning and understanding during learning. He highlights the various functions of self-explanation, including its role in promoting deeper comprehension and facilitating the connection between specific examples and broader concepts. The literature on self-explanation suggests that students who actively engage in explaining their thought processes tend to perform better in problem-solving contexts. This further underscores the necessity of integrating self-explanation prompts into mathematical instruction to enhance students' learning outcomes.
Modeling vs. Worked Examples
The discussion introduces the distinction between modeling and worked examples, particularly in teaching geometric concepts. Michael points out that while worked examples display a step-by-step procedure, modeling involves demonstrating the process through a live-action example, which can be particularly useful when the reasoning is not apparent. He notes that both strategies can complement each other, especially in situations where students struggle to grasp complex ideas. This points to the necessity for teachers to be flexible in their instructional approach, adapting their methods based on the content being taught.
The Influence of YouTube on Teaching
The conversation shifts to online learning environments, particularly YouTube, and how it shapes teaching styles and pedagogical approaches. Michael expresses curiosity about how he would adapt his classroom techniques to a YouTube format, considering the challenge of maintaining student engagement in a more solitary setting. He suggests incorporating prompts and pauses in videos to encourage self-reflection and interaction. This highlights the need to rethink traditional instructional methods for online platforms to maximize the learning experience.
Research and Implementation in Practice
Throughout the discussion, Michael reflects on how research informs his classroom practices while simultaneously expressing the importance of personal experience. He notes that while research can provide insights, effective teaching strategies must be contextualized based on the unique dynamics of each classroom. The dialogue illustrates the interplay between established educational theories and the realities of classroom instruction. This emphasis on blending research with practice is vital for developing a responsive and effective teaching style.
Naming and Attribution in Education
The podcast highlights the implications of assigning names to examples in educational contexts, especially when identifying mistakes or students' work. Michael explains that attributing names can affect students’ ability to generalize concepts, potentially hindering their transfer of knowledge to different situations. The discussion raises essential questions about how naming practices influence students’ perceptions of learning and errors. This consideration prompts a reevaluation of how teachers present examples in order to foster a more inclusive and adaptable learning environment.
Creating a Culture of Error
The conversation emphasizes the importance of fostering a culture where mistakes are viewed positively and serve as valuable learning tools. Michael explains how he aims to create a supportive atmosphere in his classroom, encouraging students to share their errors without fear of judgment. This culture of error not only helps normalize mistakes but also highlights their role in the learning process. By addressing mistakes openly, teachers can help students engage with their learning more deeply and collectively.
In a follow-up to Part 1, US teacher, blogger and author Michael Pershan joins me to compare and contrast our two approaches to delivering worked examples. And then we discuss two fresh and fascinating areas: the role of mistakes in worked examples, and then the issue of using names in worked examples (either real or fictions). I loved this conversation.
