**Chris Assignment 2 Feedback**

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Activities

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**— General**

I think you probably have many of the complexities of the learning problem written down. I think emphasizing/breaking-down those complexities is most important before suggesting a larger training solution.

3 years ago

**— General**

What is "constructive" learning? Why does math lend itself naturally to this?

We didn't have time for you to elaborate on this in class but make sure it's addressed in your writing

3 years ago

**— Simplified Argument Critique: Audience**

Is implementing CRT in math classrooms different form other classes? If there are specific differences that lead to it being more prone for mistakes, that might lead to interesting questions.

3 years ago

**— Simplified Argument Critique: Mistakes**

Sarah: Focus on identifying the mistakes, what are teachers' individual biases and mindsets and how do they affect what these teachers learn from CRT training? Or is there a set of more general, non-individualized problems?

3 years ago

**— Simplified Argument Critique: Solution**

Trey: Will different teachers need different supports in this learning experience?

3 years ago

**— Simplified Argument Critique: Mistakes**

Teacher mistake: Deficit perspective (ie "Your culture is wrong"

Why do they make that mistake: They don't have these concepts (No, they don't have the proper mindset)

3 years ago

**— Simplified Argument Critique: Research question**

In consideration of what I wrote before- why might teachers feel lack of efficacy in teaching CRT? Is it a culturally different issue and less an "I don't know HOW to teach CRT" issue?

3 years ago

**— Simplified Argument Critique: Research question**

Could a potential research question be:

What are the features of a teacher training program that allows teachers to feel confident in implementing CRT in their math classroom?

3 years ago

Trey Smith - I'm on board with this. I am definitely wondering myself what supports / learning conditions teachers might need in a space where they are learning about and to use the CRT framework.

3 years ago

**— Simplified Argument Critique: Research question**

What assumption does this make about the population of the teachers? Are they white, black, green? Rich, poor? Or does that even matter? If it does matter, then perhaps your problem can be how to approach CRT with a diverse group of teachers OR a group of teachers who come from a different background than students

3 years ago

**— Simplified Argument Critique: Solution**

#watchout to make sure you are using learning theories in whatever you give teachers as a part of your solution (ie should it be just a lecture?)

3 years ago

**— Simplified Argument Critique: Solution**

We need to pull out all of the complexity that is part of the training program

3 years ago

**— Simplified Argument Critique: Research question**

You are listing a lot of demographic factors ( I love demographics!). Is it possible that you can shift your focus to HOW teachers can integrate the demographic factors into HOW they do CRT? Or something like that?

3 years ago

**— Simplified Argument Critique: Mistakes**

The reason your teacher training program is so important is that you cannot just give them a piece of paper with "how to use CRT in math" best. It's complicated, so the problem involves how and why so that your training program is successful. The problem is important because poor CRT can be detrimental.

3 years ago

**— Simplified Argument Critique: Task**

"Culture is ever-changing" is the hardest part about teaching with CRT methodology

3 years ago

**— Simplified Argument Critique: Mistakes**

Good answer to Matt's question with the mistakes that learners make:

(1) culture is ever changing

(2) hard to identify with students (teacher identity)

(3) resolving conflict

3 years ago

Allena Berry - You answer Matt's question by saying #1 is most important, so you need to focus at least your practical solution on #1.

3 years ago

**— Simplified Argument Critique: Task**

Chris: how do you do math talk in a way that acknowledges and allows cultural variation?

(This is a very different task, but a related implication)

3 years ago

**— General**

Chris- The hard thing

Identity- how do you ID w students?

Culture- changing and different understandings and how ascertain? all cultures need to be relevant and represented

Conflict- how you do resolve conflict?

Discourse- how do you address math talk?

3 years ago

**— Simplified Argument Critique: Mistakes**

If teaching CRT is still really hard after being told how to do it, then that's a more interesting LS question

3 years ago

**— General**

Matt: What is complicated for teachers to teach math using the CRT framework?

3 years ago

Trey Smith - I think I was thinking along these lines myself: how do math teachers respond to/make sense of CRT framework?

3 years ago

**— General**

End goal= Students learning math in CRT framework

Chris- the hard part is getting teachers to do it

Matt- may be a policy problem

Matt- if doing CRT is complicated- becomes more interesting LS problem and want to know what is complicated for teachers to DO CRT?

3 years ago

**— Simplified Argument Critique: Research question**

So I think what you are saying- is that CRT already exists and we need to get teachers to implement it. So- your idea is HOW? do we best teach teachers the CRT framework?

3 years ago

**— General**

In season 4 of The Wire, Mr. Prez tries to use students' (from the Baltimore housing projects) backgrounds to teach math in the classroom. Prob not pedagogically based... but it seemed to work on TV :)

3 years ago

**— Simplified Argument Critique: Solution**

Difference between training and a tool. If you can just give instruction manual to someone, then is that a good learning problem?

How does the training lead to self-efficacy?

3 years ago

**— Simplified Argument Critique: Mistakes**

Are the learners the teachers? If the answer is yes, is it a matter of teaching the teachers how to use Cultural Relevant instruction?

3 years ago

**— General**

Looks like you have a solution in your problem definition #lookout

3 years ago

**— Simplified Argument Critique: Mistakes**

What is the classroom model that you refer to?

3 years ago

**— Simplified Argument Critique: Solution**

Somewhere, make sure you have a framework for why adapting the CRT framework for math would be effective. #warning

3 years ago

**— Simplified Argument Critique: Audience**

Wanting and not knowing how isn't really an action; what are they DOING as a result of this want and lack of knowledge?

3 years ago