Hands-on Math: Why and How to Make It Happen

Posted on by Society for Classical Learning

Classical education is holistic and embodied. It creates deep understanding and integrates across subjects. Hands-on activities are an effective means for classical math learning. They provide seamless differentiation and build intuition for both ends of the bell curve.
But how can I start? Where do I find the time and resources? What will actually work for me? We will workshop ideas to help you find the right fit for your classroom.

Monica Perumal

Monica Perumal has been at The Cambridge School for 7 years. She is a Singapore Math specialist, helping the ends of the bell curve thrive and supporting elementary math teachers. She teaches 6th grade math, where she has become passionate about hands-on projects to build intuition and improve learning.

Teaching Science and Mathematics as Liberal Arts

Posted on by Society for Classical Learning

The dominant model for science and mathematics education does not always integrate well with a classical approach. The disconnect results from a set of assumptions about mathematics, science, and educational methodology passed down to us by a modernist worldview. I will talk briefly about the formation of those assumptions and propose a different view of the nature, limitations, and goals of both science and mathematics. This alternate view recognizes science and mathematics as liberal arts more in keeping with classical education.
I contend that the first step toward pursuing science and mathematics as liberal arts is to explore their history and philosophy. Both the content and the methods of science and mathematics developed out of a rich cultural context with strong philosophical commitments. That context formed and was informed by the discoveries and developments of science and mathematics (with the geometry of the Greeks being a prime example). By looking at historical and philosophical context, students can gain a deeper understanding about how science and mathematics actually work and thereby come to appreciate the nature of this quintessentially human endeavor of understanding our world.

Dr. Chris Swanson

Chris Swanson, president and tutor at Gutenberg, was one of the men who began planning Gutenberg College a few years before it opened in 1994. Prior to that he taught at the University of Oregon, Bushnell University, and Westmont College (his alma mater). He holds a Ph.D. in physics from the University of Oregon. He became Gutenberg College’s second president in 2016. Chris believes that Gutenberg’s discussion-based approach helps students to retain far more of the material than do other teaching methods. He also values the Christian commitment shared by the faculty because it provides a forum for pursuing truth as students form their worldview. Chris primarily teaches mathematics and the sciences, but he also greatly enjoys tutoring in the humanities.

Teaching Science Classically by Seeing the World Classically

Posted on by Society for Classical Learning

In this workshop I will present how I strive to help my biology students see reality in terms of Aristotle’s four causes instead of modern sciences reduction of reality to only the material and efficient. Applying four causes to modern biology is actually more helpful than using only two e.g. species concept, ENCODE project. I will give an overview of how I structure my entire biology class to fit within our classical curriculum, but I will focus on reclaiming the categories of natural history and how it relates to natural philosophy along with the competing metaphysical positions of realism vs. nominalism. If you have no idea what the last two sentences mean, then this seminar is for you. My goal is to help give you, the classical science teacher, categories that can help build real bridges to your colleagues in the humanities as well as giving your students more conceptual tools for thinking about God’s good world.

Robbie Andreasen

Robbie Andreasen joined the Geneva faculty in 2007 and teaches Biology (ninth grade) and Anatomy & Physiology (twelfth grade). Robbie has a contagious passion to study the intersection of faith and science, and his students have come to expect a challenging, active classroom characterized by their teacher’s love and enthusiasm for learning. This is also true when he teaches Sunday School or gives a children’s homily at his church. He is also very excited to be partnering with Lisa Hines to lead and grow the house system​ by training the students to take on leadership roles and build community within the upper school.​ Robbie received a BS in Marine Science and Biology from the University of Miami and an MA in Bioethics from Trinity Evangelical Divinity School. He was the upper school recipient of the 2013 Paideia Award for Teaching, an award that recognizes excellence in teaching. Robbie and his wife Janet (a math education professor at the University of Central Florida) have two children—both students at TGS. In his spare time, he enjoys challenging himself through activities such as jiu-jitsu and training for and participating in Tough Mudder.

Student Self-Assessment as an Avenue for Learning

Posted on by Society for Classical Learning

Throughout the past two years, standards-based grading has become a focus of assessment and learning in my classroom. There is a shift that takes place in mindset which then changes assessment practices in the classroom. As part of this shift, it became apparent that student reflection on learning was important. Using student self-assessment provided additional data to indicate areas of strength and areas of growth for my students. Come explore the standards-based mindset and how student self-assessment can communicate learning in the classroom in meaningful ways, both for the student and the teacher.

Dr. Janet B. Andreasen

Janet B. Andreasen, PhD, is an associate lecturer of mathematics education at the University of Central Florida (UCF). She is the coordinator of secondary education and works with prospective and practicing mathematics teachers at the elementary, middle, and high school levels. Dr. Andreasen also teaches high school mathematics at The Geneva School in Casselberry, FL. Dr. Andreasen received a bachelor’s degree in Biomedical Engineering from the University of Miami (FL) and both a master’s degree in Mathematics Education and a Ph.D. in Education, Mathematics Education from the University of Central Florida. Her research interests include examining the mathematical knowledge needed for teaching and using technology to foster mathematical learning. Most recently, she has begun exploring the use of standards based grading practices in the classroom. Her husband, Robbie, teaches at The Geneva School and they have two children, Zachary (TGS c/o 2021) and Sarah (TGS c/o 2023).

Training Physics Teachers for Classical Schools

Posted on by Society for Classical Learning

How does physics fit into the Classical Education paradigm? What must a science student pursuing a minor in Classical Education know about physics? A previously-offered one-credit undergraduate “Teaching Secondary Physics” seminar course in the department of physics at Hillsdale College is being revived. The newly redesigned course is being tailored specifically to target and support physics and science students pursing a Classical Education Minor through Hillsdale’s education department. What should such a course look like? In particular, how should it differ, if at all, from a more traditional “Teaching Secondary Physics” course? What unique touchstones of a Classical Education must be addressed in order to better prepare future physics teachers for a classical education setting? In this talk I will outline some of the basic plans for the seminar course, and discuss how its design attempts to address, at least in part, the question of what physics education in a classical setting should look like.

Paul Hosmer

Paul Hosmer is Chair and Associate Professor of Physics at Hillsdale College in Hillsdale Michigan. He received his BA in Physics from Hilldale College and his MS and PhD in Physics, in the field of nuclear physics, from Michigan State University. He was an instructor at the Navy’s Nuclear Power Training Command in Goose Creek, and has also taught at Spring Arbor University in Spring Arbor Michigan, and at Carson-Newman University in Jefferson City, TN. At Hillsdale, in addition to the usual courses for the physics major, he has taught multiple semesters of Hillsdale’s Liberal Arts Tradition seminar, and in the physics department he teaches the classical liberal arts core course in physics, as well as the classical liberal arts capstone course in physics.

Standards-based Grading in Action

Posted on by Society for Classical Learning

Standards-based grading involves several key aspects of assessment for learning that are different from a traditional grading structure. It provides the opportunity to transform classroom assessment from assessment for a grade to assessment as a tool for learning. Throughout the past school year, we have implemented standards-based grading systems into our respective classes (Biology and Anatomy and Geometry). Come learn more about what standards-based grading can mean for your own classroom, how the mindset of assessment is different, and ways we were able to implement these practices into our own classrooms. Challenges and successes will be discussed.

Dr. Janet B. Andreasen

Janet B. Andreasen, PhD, is an associate lecturer of mathematics education at the University of Central Florida (UCF). She is the coordinator of secondary education and works with prospective and practicing mathematics teachers at the elementary, middle, and high school levels. Dr. Andreasen also teaches high school mathematics at The Geneva School in Casselberry, FL. Dr. Andreasen received a bachelor’s degree in Biomedical Engineering from the University of Miami (FL) and both a master’s degree in Mathematics Education and a Ph.D. in Education, Mathematics Education from the University of Central Florida. Her research interests include examining the mathematical knowledge needed for teaching and using technology to foster mathematical learning. Most recently, she has begun exploring the use of standards based grading practices in the classroom. Her husband, Robbie, teaches at The Geneva School and they have two children, Zachary (TGS c/o 2021) and Sarah (TGS c/o 2023).

Robbie Andreasen

Robbie Andreasen joined the Geneva faculty in 2007 and teaches Biology (ninth grade) and Anatomy & Physiology (twelfth grade). Robbie has a contagious passion to study the intersection of faith and science, and his students have come to expect a challenging, active classroom characterized by their teacher’s love and enthusiasm for learning. This is also true when he teaches Sunday School or gives a children’s homily at his church. He is also very excited to be partnering with Lisa Hines to lead and grow the house system​ by training the students to take on leadership roles and build community within the upper school.​ Robbie received a BS in Marine Science and Biology from the University of Miami and an MA in Bioethics from Trinity Evangelical Divinity School. He was the upper school recipient of the 2013 Paideia Award for Teaching, an award that recognizes excellence in teaching. Robbie and his wife Janet (a math education professor at the University of Central Florida) have two children—both students at TGS. In his spare time, he enjoys challenging himself through activities such as jiu-jitsu and training for and participating in Tough Mudder.

Saving the Appearances: Lessons from Owen Barfield

Posted on by Society for Classical Learning

Owen Barfield was one of the Inklings—the group of friends and writers surrounding C.S. Lewis and J.R.R. Tolkien. In this workshop, we look at the main themes of Barfield’s 1957 book Saving the Appearances: A Study in Idolatry. Barfield’s argument in this book has important consequences for science education, particularly with respect to the nature of human perception, the nature of human participation with creation, the idolatry that results when people think in terms of objectified phenomena disconnected from any participation with human perception or an immanent Creator, and trends in scientific discovery that suggest that such views about objectification are false.

John Mays

After receiving his BS in Electrical Engineering from Texas A&M University, John D. Mays spent 14 years in industry in engineering and engineering management in the areas of electrical, controls and telecommunications systems. Vocationally drawn toward the field of education, John acquired an MEd in Secondary Education from the University of Houston in 1989, and subsequently completed 36 hours of graduate study in Physics at Texas A&M. Shortly after joining the faculty at Regents School of Austin in 1999, John began work on an MLA at St. Edward's University, which he completed in 2003. John served as the Math-Science Department Chair at Regents School from 2001 until 2009 when he became Director of the Laser Optics Lab at Regents. He founded Novare Science & Math in 2009, and is the author of numerous student science texts and teacher resources. In 2019, Novare Science became part of Classical Academic Press, where John is now Director of Science Curriculum overseeing continued development of the Novare Science curriculum.

Restoring “Science” to the Classical Liberal Arts Tradition

Posted on by Society for Classical Learning

Throughout the tradition of classical liberal arts education, science (or natural philosophy) plays an important role. The teaching of “science” today, however is often undertaken in a way that is deeply incongruous with the tradition’s understanding of the nature and purpose of scientific inquiry. In this seminar, I advocate for a restoration of science to the classical liberal arts tradition through an examination of the history and philosophy of science within that tradition. I argue that classical liberal arts educators should restore the intrinsic value of science by treating it as natural philosophy, grounded in wonder and directed toward wisdom, instead of as a tool to be used for instrumental, utilitarian ends. In so elevating the value of science, classical liberal arts educators also will inculcate in students a humble approach to science given its limits and interdependence on other disciplines.

Dr. David Diener

Dr. David Diener works at Hillsdale College where he is the Headmaster of Hillsdale Academy and a Lecturing Professor of Education. He also is a Fellow on the Alcuin Fellowship National Council, serves on the Board of Directors for the Society for Classical Learning and the Board of Academic Advisors for the Classic Learning Test, is a member of the National Council of Classical Educators, and offers consulting services through Classical Academic Press. He is the author of Plato: The Great Philosopher-Educator and serves as the series editor for Classical Academic Press’ series Giants in the History of Education. He holds a BA in Philosophy and Ancient Languages from Wheaton College as well as an MA in Philosophy, an MS in History and Philosophy of Education, and a dual PhD in Philosophy and Philosophy of Education from Indiana University.