There are three main directions for this work:
Discussion-based learning in a mathematics classroom:
With the past 7 years of implementation of discussion-based setting in my classroom, I have developed expertise and knowledge of how to successfully establish this practice, called Harkness Teaching. If anyone is interested in pursing this direction in their practice, I can offer my consultation of how to proceed, resources, etc.
Instructional Coaching Cycle:
As an instructional coach, I employ the Coaching Cycle methodology when working with teachers to refine their practice. This approach allows for an impactful, meaningful and collaborative process to examine, understand, set goals, create change and track the progress over time. This method has a proven track record all over the world and is research-based.
Contemplative Practice in the Classroom:
For the last 3 years I have been implementing contemplative practices in my classroom with much success. Students are very eager to participate and the data that have been emerging, is showing excellent progress and effect not only on students’ personal well-being, but their cognition as well. Contemplative practices allow students to turn inside and examine the sensations, feelings, and thoughts that surface as they become more confident practitioners. The model that I brought forward is depicted below invoking of the concept of awareness and the ring of awareness that allows for the construct of Mathematics Education as Contemplation model. In this model, we center the self and extend from it via contemplative practices (CP) where we are allowed “inside” the awareness circle and the dialogue enables the researcher to understand the internal connections the learner is making with respect to mathematics. At the same time, the area of connection, the so-to-speak “synapse” area on the outer ring of awareness allows the researcher, now armed with informed ideas about the learner’s product of contemplative practice and Mathematics Learning (ML) reflections (to be elaborated on later) to become Mathematics Education as Contemplation (MEC) instances exhibited by the learner.