Comments on: Problems vs. Exercises /blog_archive/2016/05/15/problems-vs-exercises/ iteration, making, building, and coding in education Tue, 17 May 2016 04:36:45 +0000 hourly 1 https://wordpress.org/?v=5.7.6 By: Evan Weinberg /blog_archive/2016/05/15/problems-vs-exercises/#comment-461 Tue, 17 May 2016 04:36:45 +0000 http://evanweinberg.com/?p=2448#comment-461 In reply to Clara Maxcy (Cleargrace).

I think we are in agreement. I like the distinction you made on practice – problems can be opportunities to demonstrate mastery and understanding, while exercises are more focused on developing fluency. There is a place for all of these in our classrooms.

]]> By: Clara Maxcy (Cleargrace) /blog_archive/2016/05/15/problems-vs-exercises/#comment-460 Sun, 15 May 2016 14:53:25 +0000 http://evanweinberg.com/?p=2448#comment-460 I use ‘problems’ to set the stage for productive struggle. I think that parallels what you are saying. Exercises are practice. I also need variations of exercises to check for mastery. I go one step further in that the answers tell me (sometimes) what the child’s misconception may be, and I can address it. I have found a really interesting resource for problems that highlight misconceptions in the GCSE emails I am getting from Craig Barton craig@diagnosticquestions.com

]]> By: Xavier /blog_archive/2016/05/15/problems-vs-exercises/#comment-459 Sun, 15 May 2016 10:43:08 +0000 http://evanweinberg.com/?p=2448#comment-459 Following this [https://www.youtube.com/watch?v=zhNqhBltoDQ] now I classify activities in “when” (real-life, application, etc.), “how” (procedural, rutine based) and “why” (conceptual understanding). I hope it serves you

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