On cold calling
I can still remember the third quarter calculus course I took my senior year of high school. The professor had developed this teaching style of continuously cold calling on students to work through problems he wrote on the board. He’s start off a lecture by writing an integral on the board, and then methodically start calling on students:
“What is the next step in this problem, Mr. Smith?” he’d ask, and if that student didn’t know, he’d casually switch over to someone else, “Well, perhaps Ms. Johnson can help you out.”
He did this so frequently that even in a class of 25, you were basically guaranteed to get called on at least twice. I can remember dreading this class every day, especially the moment I would be called on and wouldn’t know the answer, and suddenly everyone would realize I was the calculus impostor from high school sitting in on a college level class. From that moment on, I’ve always stayed far away from cold calling students when I’m teaching.
Last night, Bowman Dickson gave an awesome presentation on developing conceptual understanding before introducing mathematical formalism to the Global Math Department *. In his presentation, Bowman mentioned the great value he finds in cold calling on students, especially to bring out a range of different responses when trying to introduce an idea conceptually. He also stressed the need to explain to students from the beginning why he’s cold calling, and never to use cold calling as a form of punishment to call out students who aren’t paying attention.
This totally got to reconsider about a practice I’d previously written off. What if I when I started the year, and we were discussing the value of making mistakes and having everyone contribute to the conversation, I talked about cold calling as a way of working to intentionally help build our class culture to encourage mistake making and to help me quickly gauge our understanding as a class. I think this would dramatically change the tone of a practice that I’ve found distasteful in the past, and I’m sure most students find stress inducing.
It also made me think of how many of the friction-inducing practices we do as teachers, like not directly answering student questions, and instead answering with questions, would probably far more palatable and effective if we simply took the time to explain their rational and build a bit of buy-in.
* Incidentally, the GMD has been on a tear with some incredible presentations lately. Check out @sophgermain‘s great discussion of race and privilege, @suevanhattum’s excellent presentation on math circles and becoming invisible in discussion, and Ben Orlin‘s teaching as a form of writing.