Jon Orr

Math Teacher | Curiosity Instigator | Fuelling Sense Making Ninja | Math Moment Maker | Desmos Fellow | Geek | Invested Teacher

[Jon Orr @MrOrr_geek]

@FeralMathPhysic Have a peek here. https://t.co/MyDE0Tv2ay

[Jon Orr @MrOrr_geek]

If your math improvement plan depends on one person, it’s not a plan – it’s a gamble.

[Jon Orr @MrOrr_geek]

@MrRoeschIsMath Woot woot!

[Jon Orr @MrOrr_geek]

@MelAGCampbell @MathletePearce @MakeMathMoments

[Make Math Moments @MakeMathMoments]

The host of our favourite daily overview of the financial markets show, @KeithMcCullough from @Hedgeye has been sharing the love for @joboaler’s new book, #Mathish.

#MacroPlusMathishEqualsLove

[Jon Orr @MrOrr_geek]

@mschivious @MathletePearce @nwmathconf @BCAMT @MathEdLeaders @deannabrajcich @MakeMathMoments @MathIsVisual @MathBeforeBed Glad you could make it! What was your big takeaway?

[MrsF 🇨🇦 @MrsFrier]

One tough pumpkin. #PumpkinTimeBomb @MrOrr_geek
"Best Math class ever" is nice to hear. One of my favorite lessons.

[Jon Orr @MrOrr_geek]

Who want's to be the 10,000th educator who registers for the 2024 Make Math Moments Virtual Summit? https://t.co/TwVWO5bDho

[Jon Orr @MrOrr_geek]

If you’re looking to shift teacher pedagogical practice, help them build their own mathematical proficiency first!

Deep conceptual understanding will cause pedagogical shifts. It doesn't always work the other way around.

[Jon Orr @MrOrr_geek]

Follow matters most when it comes to adoption of new teaching strategies.

[Jon Orr @MrOrr_geek]

Building a lasting impact in math improvement in your organization requires more than tools and ideas—it demands clear objectives, follow-up support and efficient structures to turn strategies into sustainable implementation.

[Mel C @MelAGCampbell]

Am I focused on firefighting or the big rocks? Short episode from @MakeMathMoments , but definitely deep & cause for self reflection ! @AmstiUAH @MathletePearce @MrOrr_geek

[Global Math Department 🌍🌎🌏🧮 @GlobalMathDept]

📢Attention #Math Teachers! Check out @MakeMathMoments upcoming Free Virtual Summit 11/15-11/17🗓️ Get close and personal with 30+ of the most influential math education speakers in our profession
#mmmsummit2024 #ITeachMath #MTBoS #MathChat

Register 🆓👇
https://t.co/O89fOc2jUQ

[Make Math Moments @MakeMathMoments]

Pre-Conference sessions have begun at @MathEdLeaders #NCSM24

Are you with us, Math Moment Makers?

cc: @MrOrr_geek

[Make Math Moments @MakeMathMoments]

It warms our heart when reading this ....

[Conrad Wolfram @conradwolfram]

My podcast with @MathletePearce and @MrOrr_geek at @MakeMathMoments revolutionising education for the AI age. Pushed me hard on maths education reform. Fun to discuss! More on https://t.co/DJcRVtt4rM
https://t.co/7yDDNNHMMW

[Amy Rudd @AmyJoRudd]

Module 1 COMPLETE in the @MakeMathMoments Course: The Concept Holding Your Students Back with @MathletePearce and @MrOrr_geek!

#edchat #mathchat #TCHYSB Such great learning! Thank you so much guys! #alwayslearning #therudder

[Susan Carriker @techknowmath]

There are many false assumptions made about an #inquiry approach to teaching & learning. Here are the top 5 most annoying (false) assertions:

1) It is too easy.

It actually is intuitive, but that does not mean it is easy. Sometimes it takes significant mental energy to stop years of memorized approaches, to truly observe something and make sense of what is happening.

2) The work is not rigorous.

Thinking deeply is hard work. Students are challenged as they formulate and test conjectures, and find errors in their thinking and iterate and improve. Sustaining this depth of thinking over a longer period of time is what sets inquiry methods apart (which is why some people gravitate back to easier direct methods at times).

3) it takes too long to "get through" the curriculum.

What is most effective about inquiry is least effective with other methods and that is fostering retention of understanding. The time spent with inquiry tasks pays off when those ideas are firmly established in students' thinking. If students are working quickly through the curriculum with direct methods, there is inevitably a lack of retention which necessitates repetition, reteaching and remediation (and makes "getting through" the curriculum a true challenge)

4) The kids teach themselves, and the teacher does nothing.

No decent teacher does 'nothing' ... The amount of preparation necessary to provide quality inquiry tasks for kids is higher than most other methods (at least initially), but the payoff happens during and after the lessons when the learning is happening, kids are active participants and even "grading" of more authentic assessments is more fulfilling (and sometimes less time consuming). Inquiry tasks demand questions and answers. Kids and teachers should be asking a lot of questions throughout any inquiry task to better understand not only the content, but the thinking.

5) Scores will drop.

I have had no negative impact on scores with an inquiry approach (after abandoning years of direct methods and test prep). I have actually seen gains with some groups. There is a lack of research about this topic (which is telling, since quality research could help settle this debate). Scores will not go down, and for kids who have mentally "checked out" of your classes, there is a much better chance that inquiry could re-engage them with your content #iteachmath

[Jon Orr @MrOrr_geek]

@DavidKButlerUoA Yes. Many of us need to strengthen this side so we’re confident to engage the pedagogy.

[Jon Orr @MrOrr_geek]

If you had to write down one teacher move goal and one math proficiency goal you're working on, who would you commit them to? Pass your commitment card to that person. #iteachmath

[Jon Orr @MrOrr_geek]

@LieslMcconchie I read this article awhile back and knew it would be beneficial in our coaching work with educators. https://t.co/jEMAoSxyLZ