🫂

Oh, that’s amazing. ❤️

We’re used to it, true… but this is clearly a breach of the agreed-upon time window. 🤬

Mmhm. I get that. I don't think I'd trade, as grumpy as it makes me. It was gonna hit sometime. 😔

"We all want generalization. We want to see how it all fits together. We want to know how a particular idea flows from something bigger." Insightful, I'll give him that. But yah, not funny. 🥸

tl;dr: An enjoyable podcast episode today, with inquiry/qual ideas hiding there in plain sight.

#mtbos friends & leaders: have a listen. With a bit of translation, there's a lot here we agree about.

Thanks @mrzachg.bsky.social and @douglemov.bsky.social
/🧵

SO... while there are real differences in our underlying assumptions in the Cog and Inquiry camps, and we remain forehead-smackingly stuck on what "counts" in research... leave those for another time.

I get a kick out of edu folks getting excited about deep, complex pedagogy from *any* angle.
7/

It makes total sense to me that the Cog community (eventually) invented ideas & methods like the ones I know from Inquiry. It just had to emerge from their own theory & practice, couched in their own language and worldview.

Things like routines and anticipating Ss' methods are just *useful*.
6/

In other words: Teaching is *hard*. It takes a lot of thought, planning, and practice to create a digestible learning environment.

Both camps agree on that, even if we differ on what "digestible" means, and therefore how we design and carry out our instruction.
5/

In the K-12 qual/inquiry math research world these are old news, some ~30 yrs! They form a comprehensive, rigorous worldview.

And importantly, NONE of these are easy to pull off -- they are a blend of cognition & practice and are *very* demanding! Cog leaders talk insighfully about that, too.
4/

Also to my excitement/amusement 💖, many of this ep's practical techniques and the reasons behind them mirror the Inq world: use routines to free up attention for deeper thinking; launch tasks simply & clearly; closely observe student work. (Also, in other eps: reflective video coaching & more.)
3/

I'm coming from K-12 qual/inquiry math research, &some of our gems ✨ were just outside the frame in this episode! e.g.: Lampert, Ball on the sheer complexity of teaching; Goodwin, Sherin, van Es on teacher vision & noticing; Stein, Smith "five practices" and anticipating Ss' execution & errors.
2/

[note: forgive the broad brush I'm using in this thread; "Cognitive" and "Inquiry" communities each contain multitudes.]
1.5 /

By my scoring system, par on this project would be… 🤔 *one* trip to the hardware store, if you could wrap your head around the problem and then go get the right supplies in one shot. You birdied it. Well done, sir. 🫡