Startup Weekend Delivered a Magical Weekend in the Magic City

Florida International University was the site of some incredible magic as Startup Weekend EDU saw one of its most diverse group of people come together to learn and practice critical entrepreneurship skills in order to take ideas from concept to creation in less than 54 hours!  It could not be more fitting that Miami, Florida also known as the Magic City was home to a magical experience for a diverse group of aspiring entrepreneurs that included: students from elementary, middle, and high school; university students; university professors; K-12 teachers; parents; ex-convicts; developers; entrepreneurs; and local professionals.  The youngest participants at this event were 8 years old and they both presented with their respective teams!  

SWmiami2Startup Weekend EDU is a 2.5 day event whereby educators, developers, designers, and entrepreneurs come together to pitch ideas to solve problems in education and form teams around the selected ideas.  Teams then spend the weekend taking these ideas from concept to creation, culminating into a final presentation to a panel of all-star judges from the community.  Judges assess pitches based on clearly defined problem statement, prototype design, validation of problem and prototype, and finally, the business model. This theme was critical for a region that is home to some of the largest school districts going through difficult challenges.  

Having facilitated over 16 events around the country, I thought I had seen it all.  However, nothing could have prepared me for this incredibly diverse group of people and all of the challenges and possibilities that would manifest over the weekend.  To be honest, I was concerned about whether the event could be a success and if everyone would figure out how to work well together quickly enough to deliver a final presentation by Sunday evening to a panel of all-star judges from the Miami community. Continue reading

What is the Greatest Barrier to Learning Math?

A couple of weeks ago someone asked me to explain the biggest challenge in teaching math to students of any age.  He mentioned he is not a math person and as a result always struggled with it, as did many of his friends.

The toughest cases that I’ve worked taught me that all people are pre-wired for math because they reason and use logic every single day of their lives.  We are constantly running complex algorithms to make decisions and conclusions in situations that deal with friends, family, sports, and other challenging and high pressure situations.  Essentially, people are practicing and getting tested in math every day, several times a day, without knowing it.

So if lack of wiring for math isn’t the problem, then what is? 

What if the problem has nothing to do with the teaching and learning of math?  What if the problem is unrelated to math?

For the last 10 years, I have been working with math students from 10 to 50 years old.  I have worked with students in a variety of circumstances, including:  private coaching, classroom, workshops, and small group.  The stakes were varied and included: scholarships, graduation requirements, grades, and jobs.  Often times, these situations were of critical urgency with little time to achieve the goal – one time I only had 2 weeks to help a student double their score on an entrance exam in order to start that fall.

A few years into200438089-001 teaching math, I pursued a masters degree in psychology focused on executive coaching because I felt it would be the most helpful on my journey to helping people grow their abilities in math, business, or life.  When I needed to practice executive coaching for my course work, I turned to my students.  They were my young “executive” clients who facing challenges in math.  It was the practice of executive coaching that lead me to discover the biggest barrier to learning to learning math.

The single most important factor to learning math was something that holds us back in so many other areas of life – confidence.

When I work privately with students, I always spend the first several sessions addressing confidence and the limiting beliefs that erode it.  In those first few sessions, I draw out their most powerful negative thoughts and limiting beliefs so that I can challenge them directly.  I start by breaking up their limiting beliefs into smaller thoughts that I can disprove one at a time.  But that’s not enough because as we know, seeing is believing.

Next I show them that they can do math by identifying their skill level, giving them a relevant problem to solve, and increasing the challenge one degree at a time until they achieve their first breakthrough.  This is where their confidence starts to build.  It is only after I have put a dent in their limiting beliefs and caused them to start doubting some of their negative thoughts that we can really begin to work on math.  Any efforts to help my students learn math before that is a waste of everyone’s time.  In all of my experience working with math students, I have learned that if I address confidence first, I position my students for significant growth and development in math.

Looking ahead and more broadly I believe we can thoughtfully design math curriculum and pedagogy to incorporate confidence-building language, growth mindset, and comfort with failure.

I envision a classroom culture where we celebrate and learn from failure, we encourage and reward improvement, and finally, where students look forward to increasing challenges.

I’ll leave you with this.  If you are looking to make breakthroughs and drive massive growth in your classroom, here are a few strategies I applied in my classrooms to build confidence and drive a growth mindset:

  • Fist bumps and high fives if you raised your hand and got the answer wrong – ALL THE TIME.  Consistency is key!  If you celebrate failure, eventually students will learn to not fear it so much.  This opens the door to learning from failure.
  • When students did work on the board, I showed no interest in the final answer.  I asked them present their thought process and work before they even mentioned their answer.  If their process and approach was sound, they got a high five or fist bump, whether the final answer was right or wrong.  If the answer was wrong, I asked them to find and fix the error while another student started presenting their work.
  • Students received a grade bonus if they averaged a growth rate of 5% from quiz to quiz; the class received a grade bonus if the average class grade grew at an average rate of 5% from quiz to quiz, test to test.  These bonuses were implemented to encourage individual performance and supporting your classmates to achieve a class goal that benefits all.

Thoughts, comments, questions?  Share them below!

 

Children are Awesome. Let’s Keep Them That Way.

Kids are awesome, even when they don’t seem to be.  There is absolutely nothing wrong with them.  What we do and say to them are the only things that can ruin that perfection.  Alternatively, what we do and say to them can also make them even more awesome.

Kids just want to play, have fun, learn, be inspired, be heard, try new things, come up with great ideas, have those great ideas heard, be cared for, care about someone, run around, crash in and out of love, run passionately after crazy ideas, challenge the status quo, be given a chance to succeed, have someone believe in them, have someone find the genius in their ideas and words, have deep and meaningful conversations, be rebellious, be fearless, be vulnerable, and most importantly, be awesome.

Children are awesomeEssentially, kids are everything we want to be and spend lots of money to try to become through self-help books, coaches, psychologists, motivational speakers, conferences, workshops, etc.

As teachers, parents, and citizens, it is our opportunity and responsibility to help them become the awesome adults they can become.  It is our opportunity and responsibility to: listen to their ideas and problems; support them when they try and fail; encourage them to fall madly in love again after heartbreak; support their subsequent events after failure; give them a chance even when we don’t think they stand a chance (they will surprise us); help them believe in something again even after they were let down; not tell them I told you so; inspire and motivate them; redirect their rebellious behavior towards situations that need that kind of behavior; look for and encourage the genius in their words; teach them what they want to learn; help them find something they can be awesome at, even if just for the short-term; be delicate when they are vulnerable; buy them a burger and have conversations with them for hours; and most importantly, believe they can be awesome.

So it’s really up to us as teachers, parents, and citizens.  Children are ours to ruin or make great.  Let’s focus our efforts on the latter.  It’s really that simple.