Here are some posts that I think give you a good sense of what I’m trying to do here.
I worked really hard on this piece. It’s my favorite thing that I’ve done. The beginnings of this essay were two desires. First, a desire to imitate some of my favorite essays. Second, a desire to talk about how emotions and research get tangled up with each other in teaching: Teaching Rachel: On Learning What You Don’t Know
I also worked really, really hard on this review of the research on Cognitive Load Theory, but then basically nobody read it. Frustrated and (thanks to a baby) up very early in the morning, I quickly tried to fit some of what I thought was distinctive about CLT into a blog post. I was proud of the result, titled Cognitive Load Theory and Why Students are Answer-Obsessed.
I’ve been thinking and writing about feedback in math class for a while, but probably the best summary of that work is Feedbackless Feedback. It’s a post that’s part of a genre that I really enjoy writing, which is practical teaching stuff that spins into larger thoughts. Another post in that spirit that I like is What I’ve Learned About Practicing Multiplication Facts.
I love reading research, and the conversations I’ve had after publishing these posts have been really great. I still like Reading Research: The Case of Mrs. Oublier.
I feel uncomfortable about my role as a critic, for reasons that you can probably guess. In any event, here are some posts where I’m critical of…
I still like this one.