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Jackie Byford

Technology adds to students' math comprehension | eSchool News | eSchool News - 7 views

  • The animations are so powerful; bisecting an angle becomes a really visual experience,” Bates said.
  • The report found that students often referred to the roles of visual imagery, animations, and videos in helping them understand key concepts.
  • Moving imagery was clearly a key means for [students] to ‘see what is meant,’ rather than their trying to ‘imagine what is meant’ when it is just described by teachers,” the report found
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  • the [MathsAlive] resources enabled a more collaborative environment to emerge, where they were working with students to construct problems and devise methods to solve them,” the study found.
    • Jackie Byford
       
      This article discusses using technology in the Mathematics classroom with findings that suggest that the experiences by students with the animations and visual imagery help them "see" the mathematical concepts verses having to visualize how math works. For many of us this is the case. We learn better when we see or have hands-on experiences with the concepts we are learning. There is a deeper understanding because it takes more for the brain to encode the information into memory when a true experience with critical thinking comes together simultaneously, (Medina, 2008). Schools spend millions of dollars on textbook adoptions every year, needless to say it is a booming business. If research shows that hands-on visual learning will improve not only the learning of the material, but improve critical thinking to empower and build the next generation of problem solvers, why do many educators still stand at the front of the room and lecture from a textbook or tell their students to read this chapter and fill out this worksheet? Compare the experiences you had as a child in school with the experiences today's children have with technology, not only at school, but at home with electronic devices such as ipads. Do you think the next generation that started with an ipad or computer in their hands by age 5 will be more experienced learners because of the visuals and hands-on thinking that is needed to work these devise? Has the induction of these devices helped you become a more in depth better learner? Medina, J. (2008). Brain Rules. Seattle, WA: Pear Press.
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    Very interesting! Your comments made me wonder if teachers, more often than not, stand in the way of learning more than trying to act as mediators. It is sad to see that young children start their lives at school eager to learn and being active participants of that amazing process of discovery that is the acquisition of knowledge and then see them 3 years down the road, so discouraged and demotivated! What happened? Somehow that is regarded as a normal process, part of their growing and maturing. I have to say that I disagree. Answering your questions...I belong to the generation of the Commodore, Basics and Texas Instruments. I remember spending hours programming my computer. It did make me more curious about technology and I found fascinating that just a few symbols could create so much magic. Children nowadays do not have that much of a connection with the process of creation but they do develop a lot more hands on skills that are essentially the ones they will need in the future. These skills are key but they still require the development of critical thinking in order for them to acquire a more in depth knowledge of any topic. It is at this juncture that teachers are invaluable partners in the educational process. In my opinion, this should be the center of every planning and strategic use of educational methodologies.
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    Jackie, I do think the next generation will have more experienced learners. There has never been a more important time to apply principles of development and learning when considering the use of cutting-edge technologies and new media. When the integration of technology and interactive media in early childhood programs is built upon solid developmental foundations, and early childhood professionals are aware of both the challenges and the opportunities, educators are positioned to improve program quality by intentionally leveraging the potential of technology and media for the benefit of every child.
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    I really liked the piece you picked for the discussion group. In my school district we are implementing a 1:x initiative that all students will have Ipads and use them in the classroom. I think this is great on some instances and bad on others. Like the discussion says kids learn more when a video or some other form of multimedea follows with instruction. I get that and I am trying to use this in my classroom. The hard part about this philosophy right now is most of the students that we have, have grown up with the Ipad as a toy not an educational device and having the students think about the Ipad as an educational device is harder said than done it seems. My son is in the 4th grade and was given an Ipad 2 weeks ago. He has been able to some great things with it as a learning tool BUT he still sees the Ipad as something he gets to play Mine Craft on and not a learning tool. My high school students are having a harder time using the Ipad for educational use. I did not mean to derail this thread with this topic but my experience is telling me that we are at a cross roads right now. We have students that started with pen and paper and slowly have moved to a more technology based education are struggling using the technology because they have only used the technology as a toy up until now. The students coming up have had the technology earlier in life and are able to use it in class but they are still having a hard time associating the technology with learning. I guess what I am saying is that I know that the use of the technology will help the students learn but the students are having a hard time realizing that the technology is an educational tool as well as a game. What can we do to help the students realize the powerful tools they have at their disposal these days that we did not growing up?
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    Maria, I have to admit that I am guilty of standing in the way of technology. It is hard to incorporate the technology in a way that is resourceful and useful. I think Adam hit the nail on the head when he talks about the fact that today's student thinks of the technology as a toy not an educational tool, even if they played educational games. Martha has the key that the integration of technologies needs to be built on a strong foundation so that the new generation can see the ipad as a tool instead of a toy.
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    Jackie, You bring up very interesting points as do Adam and Martha. I would reflect on the different issues tackled maybe separating them into their different components. One element is the learning process: as Martha says, applying proper methodologies and evidence-based research in the classroom is essential. My question would be: as teachers, we have all been taught and trained in developmental theories and educational methodologies, however, very little of that seems to trickle into our practice, I wonder why. Another point would be the use of technology as such and the definition of a learning process: if the learning process is restricted to the acquisition of data, technology can do very little for us, since internet, ipads, etc. are, for the most part, meant to facilitate the spread of information. Maybe the emphasis should be on the development of skills that would allow students to process and discriminate sources and facts, and be able to apply them to a variety of real life situations. The acquisition of data should be dependent upon the development of higher order thinking skills. In this sense, the line separating the use of technology as a toy and the use of technology to facilitates the access to data is not very easy to draw. It has been argued that the development of problem solving skills and creativity is at the core of many games. Should the educational process be limited to games? Most certainly not, but, I think that technology is forcing us to redefine the way we see learning.
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    Interesting dialogue! Maria, I completely agree that the emphasis should be on the development of higher order skills. I know, too, that technology can rapidly turn off students if it is slow or boring or whatever they are doing with it doesn't interest them. I think real learning is always going to come back to meeting students where they are and getting them to think in new ways about topics they care about--whether they are using technology or not. So technology may be forcing us to redefine the way we teach, but I don't think it's redefining the key elements of effective teaching.
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    I'm amazed we know as much as we do given the way we were taught and how it is so "wrong" compared to the way our brains actually work. I think that says something for human resilience and adaptation. In spite of the classrooms we endured and seemingly endless lectures, a lot of us have still been able to come out ok and be pretty darned effective in our lives and jobs. Do I think the next generation will be more experienced learners because of the hands on nature of various devices they've been exposed to? Not necessarily. It still depends on how it is used. If all my 5 year old does is play some game on my iPhone, I don't know if that is making her a more experienced learner. Just like anything else, it takes the parent or educator to be involved and help the child use the device in the most effective way.
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    Maria you are absolutely correct! As educators we know what we should do, but it is not the easy road so we fall short sometimes in using proper methodologies. I believe there are many reasons "excuses" such as: classes are large with too many learning styles, paperwork gets in the way of planning, not enough time in class to apply methodologies. Let's face it when it comes down to the wire the use of methodologies are just good teaching skills, which should include the use of current technologies in the right context and for the right reason. I think too many times educational games just become "play" time and a break for the teacher to get other work done. They are called educational, but many times the kids just see the game not the educational aspect. Jennifer and Jeff, I don't think I could have said it any better. In order to be an effective teacher, one must incorporate the available tools in a way that meets the needs of the students. It all breaks down to how we use technology. Thinking about how "we" learned referring to those of us over 30 who did not have all this technology in school, we did turn out okay. If I talk to my colleagues who have taught more than 15 years they would say that the technology has taught our current students to be less effective at critical thinking when it comes to academics, yet they can learn, maneuver, and use problem solving skills to navigate the newest video games. Have any of you tried to play "Call of Duty" or "World of Warcraft?" They are not easy! It takes time, repetition, and good problem solving skills to get through each level. Maybe we as educators need to be more versed in the problem solving skills in popular games and be able to show our students the connection between the skills they use in the classroom and the skills they use in those games. It would give them the answer to that age old question, "Why am I learning this_____________?"
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    Totally in accord, Jackie! Technology should be only one more tool and, consequently, it should be used only under certain criteria.
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    Teacher do become an obstacle in the classroom, but not of their own accord. They get their hands tied by state testing the ruins education and district politics that can end their careers. It is really sad to see what education has become, if you as a few generations before us, it was a privilege to go to school and today students seem to have to go kicking and screaming. The misconception I have gotten from several teachers that I know is that they have this odd belief that the technology is there to replace them or simply teach the class for them. Technology is a tool that is meant to be wielded by someone who understands it. I think in the next few years we are going to see an exodus of pre-technology teachers and and influx of Generation iPad teachers who are tech savvy and have grown up with the technology. I think that will be a game changer for education and good serving of job security for students in our field.
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    I normally will skip articles which mention arithmetic. My eyes are easily caught by a visually appealing graphic, a photograph or a poem. But I absolutely agree that "animations and visual images help students see the mathematical concepts and to visualize how math works." Particularly when integrated learning with games, it will make learning more effective and proficient. I believe next generation children will definitely acquire a different learning style with technology, and is much unlike ours.
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    Jackie, i found a great article on why some children are bad in math! I do not believe that some kids lack the aptitude for math ! http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/03/27/why-is-math-so-hard-for-so-many/
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    It is certainly lovely to see children learning in different ways that make sense to the particular individual. I wish I had the chance to learn new concepts with the aid of visualization. The question is: how many teachers are truly using the resources that are available to them?
Katy Lu

Achieving Without Goals : zenhabits - 1 views

shared by Katy Lu on 02 Sep 13 - No Cached
    • Katy Lu
       
      Enjoy what you do is the most easiest way to find happiness. So enjoy what you do, NOW!
  • Isn’t having no goals a goal?
  • Love what you do. This seems obvious, but so often people do things that they’re not excited about. I try to find things that I love doing, and if there’s some mundane task I have to do for some reason, I either eliminate it or find a way to enjoy the hell out of it.
    • Juan Saldana
       
      i couldn't agree with this more, how many mindless drones do we know that hate their jobs and let it snowball the rest of their lives? The fields I work in pay well and I get new toys to play with all the time! I tell my mids to do something they love, it might not pay a 6-7 figure salary but you will be happy, live longer, and enjoy your life that much more..
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  • Love what you do. This seems obvious, but so often people do things that they’re not excited about. I try to find things that I love doing, and if there’s some mundane task I have to do for some reason, I either eliminate it or find a way to enjoy the hell out of it.
    • Adam Hovde
       
      One of the best posts I have ever seen. I try and live by these guidelines. I was not always a teacher. I started out as a programmer and hated the job. I went back to school and fell in love with working other students and decided to make a career change into the education field. I have now been a teacher for the past 12 years and still love getting up each day and working with the students. I tell my students all the time. Find something you love doing and then find a way to make it your career.
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    I have to agree with you wholeheartedly Katy. Teaching can be a tough job with all the paperwork and extra jobs that seem to be never ending. I think that is why so many new teachers just don't make it. Until you are in that classroom dealing with the kids day in and day out you really don't realize what a hard job it is. And its not just the kids that disrupt the class that makes it tough. It is the kids who inspire you or bring you to tears because of the hard work they do even if they have a terrible life at home. I love teaching not because I necessarily love math, but because I like the idea that I make an impact on many students lives every year. Even if it is just one child that I can get motivated and inspire them to be great, I have done my job.
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    one I applaud teachers for the work that they do, I know fully well that this is not something I could do. I remember being in K12 and teachers having to deal with the hecklers in the back of the class that didn't want to be there and chose to ruin the experience for every one. This is why I have chosen to take my aquired skills and put them to better use. Simply put teachers need all the help that they can get and I believe that incorporation of technology is the answer. Work smarter not harder...
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    Yes Katy, doing what you love to do makes you job easier and enjoyable. I enjoy orienting first time online students on how online courses work and makes my time worthwhile when I see them taking another online course after another every semester. That means to me that I guided them correctly and makes me enjoy my job even more.
Adam Hovde

Ted Talk by Alan November - 8 views

  • Alan November is recognized internationally as a leader in education technology. He began his career as an oceanography teacher and dorm counselor at an island reform school for boys in Boston Harbor. He has been a director of an alternative high school, computer coordinator, technology consultant, and university lecturer. As practitioner, designer, and author, Alan has guided schools, government organizations and industry leaders as they plan to improve quality with technology
  • Thisþff is a brilliant speech. We need our students to have purpose, they really need to be exposed to content but they really need to control the purpose. Technology can help us with this really bright idea.
  • As teachers for tomorrow we agree that students must have the opportunity to create a legacy through their work.þff Students are not learning for us they are learning and creating information for the world. Empowered to develop and create relevant work can only happen when teachers open their minds to what education is. Authentic learning gives student ownership and the ability to create knowledge and instill a lasting desire to learn.
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  • Finally we have an educator that discusses ways to solve a problem rather than definingþff a problem. Thank you for your practical ideas and strategies to improve education.
    • Adam Hovde
       
      Do we educate our students this way? Do you educate your students this way? How can this help our students become better PROBLEM SOLVERS?
    • Maria Austin
       
      Very interesting video! I would look at it in a different way though. I would focus on the sense of purpose that is inside every human being. No matter what we do, we need to care about it, we need to see the reason behind it. More often than not, students are just seen as recipients of data and they are very seldom invited to find the purpose behind everything they learn. Moreover, in order for us to learn we need to have an emotional connection to what we learn. Unfortunately many an educator fail to connect with their students let alone inspire a thirst for knowledge.
    • Adam Hovde
       
      I agree Maria.I was thinking about how this video works with rule 4 "We don't pay attention to boring things." Having the students vested in the learning activity takes out all the boring stuff. Giving the students a reason to care about the learning helps both the student and the teacher. :)
    • Jackie Byford
       
      This is an inspiring video. I can almost pick out the students in my classes that would jump into the various jobs of creating a tutorial. I am trying to make the switch where my students are creating their own learning. My team has decided to do an interactive notebook with our 7th Math students, but after 3 weeks in and seeing this video I think we are missing the mark. We still show our powerpoints, the students write their notes in their notebook in an organized way with a table of contents... but they are still just taking the notes for the most part. We give them the tools(manipulatives and models) to work the problems on their own but really give them little time to really work out the problems themselves. I think what makes it hard is the demand on testing and the curriculum requirements. We teach a new concept almost everyday in a 49 minute class, and we barely squeeze in all the TEKS. My district talks more and more about critical thinking and problem solving...make the tests more rigorous, but if we can't make them care and have that purpose for the learning we are just selling them short! This video really has me thinking! By giving the students the power to create their own learning we are giving them the gift of purpose and helping them learn how to solve problems on their own instead of spoon feeding them the curriculum.
    • Jaime Villanueva
       
      Adam, I love the story about the student creating a database for the handicap. As I understand it, a professor contacts the student and wants to pay her for her work but she refuses the money. Most of us would probably have taken the money but I think we would be missing the point that the work or purpose is more valuable than any monetary again. The student's goal was never about the money it was solving a problem that she had identified and had solved. I agree rule 4 applies big time in this situation. Can you image having the teacher give the students busy work and without purpose. Who would have created the database for the handicap? I agree that shifting the learning from teacher to student to peer to peer have better learning outcomes than we would like to believe. The issue I foresee is tenured teachers changing their teaching style to reflect the new teaching strategy. How to do introduce it to teachers as a school district? What percent of the teachers would truly adopt the new teaching strategy?
    • Jaime Villanueva
       
      I agree Jackie, students should have a purpose when learning but you must first convince administration to adopt the idea. It is probably harder than we think it is because too many school districts believe their curriculum is the best and does not need fixing. This is why it should come from the community and students. If people demand change it is hard for school districts to ignore it I am not saying they will but I believe there will be resistance at some point.
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    A Ted Talk by Alan November in March of 2011. Alan November has traveled the world and discussed education and how technology can be incorporated into classrooms.  Alan did an in-service at my district this year and I got a lot of good stuff from his talk.
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    Thanks for prompting the importance of problem solving and suggestions for helping students to create a meaningful learning experience. I absolutely agree with Alan November that involving the community is one of the best ways to help students learn to value different ways of thinking, furthermore to appreciate the differences in each other. Creative-thinking and critical-thinking skills are essential components of problem solving. Students are natural problem solvers, through interaction with one another and participating in decision making offer countless opportunities for students to grow in their problem-solving abilities. Thanks for sharing this valuable information.
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    Excellent video! It's true on how everything has a purpose; listening to that really stunned me. Nothing was created in vain; everything has a purpose. You only have to find out how to use it correctly.
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    Adam asks "Do we educate our students this way? Do you educate your students this way? How can this help our students become better PROBLEM SOLVERS?" I am not a teacher but speaking for my children, I can say that they are being educated in many of the ways November describes. Particularly in OWNING their learning. I love to hear my son talk about what he learned not only from his teacher but, more often than not, what he learned from his peers. He is in a Montessori classroom and it really is a joy to watch the children choose what they are going to work on together and then see how they help each other. They stay in the same room for three years so in the first year, the younger children learn a lot from the older kids. But then, they build their confidence and are soon teaching each other plus, as they get older, they pass their knowledge to the ones below them.
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    Jeff, I have always admired the work of Maria Montessori and her legacy to education. Unfortunately, Montessori and Lev Vygotsky (scaffolding and learning through social interaction in a given cultural context) are not emphasized enough in our school systems, in my humble opinion. The prevalence of the concepts of competition and individualism have overridden cooperation and consensus. There should be a middle ground that could be reached in order to provide a more balanced approach to education.
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    Motivation certainly drives the most ordinary people to do extraordinary things. This video was not only just inspiring but also raises a question of how many of us are actually able to/ willing to change the way we teach based on what would help our students achieve a life-long learning.
Lauren Simpson

The Simple Things I Do To Promote Brain-Based Learning In My Classroom - 8 views

  • The Simple Things I Do To Promote Brain-Based Learning In My Classroom
    • Lauren Simpson
       
      It's important for teachers to help students understand how their brains work and give them strategies to be successful in the classroom. Our job as educators is not only to teach them the subject matter, but to prepare them for life. If they have these strategies I think we are giving students a leg up in being successful no matter what they face.
    • Pedro Rodriguez
       
      I like that she takes initiative to promote brain based learning. Teaching and preparing students for life is very important, because the world is quickly changing in terms of technological advances. Students can easily learn the content using such principles. More teachers need to incorporates these rules in their instruction.
  • Explaining how the brain works is especially important for students who believe that they are “not smart” and that nothing they do can change that. Many children, and even some parents and teachers, think that intelligence is determined at birth and that even intense effort will not budge their academic abilities. The realization that they can literally change their brains by improving how they approach learning and how they study is liberating.
    • Lauren Simpson
       
      This is so true. I often tell my students who say they are not smart, I correct them and say "yet..you are not smart yet" I am one of those teachers that truly feel every students is smart and a budding genius.
  • Students know that the more they practice a basketball shot or rehearse a ballet performance, the more their skills improve. In my class, they learn that brains respond the same way. When a learner goes over multiplication facts or rereads confusing parts of a book, the brain gets better at processing this information because, with such repetition, more neurons grow and connect to other neurons, and neurons get more efficient at sending one another signals.
    • Lauren Simpson
       
      Being able to relate practicing what is learned in school with something a student already likes is vital. It provides a clear picture of what you are trying to teach them about repetition and how your brain needs it to be successful.
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    One of the things I love about Brain-Based Learning is that it creates a paradigm shift about learners and learning. I suppose that my background in Special Education makes me appreciate it even more. All students CAN learn. The trick is to find out how they learn best. Techniques are explored and used to maximize learning. "The realization that they can literally change their brains by improving how they approach learning and how they study is liberating." This has been the focus of most of my training as a teacher and Brain-Based Learning shows you how. I appreciate that one of the things that this article stipulates is that the learner should be aware of how the brain works. It empowers a student to take charge of their own learning at the core of process.
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    As I read this article, I couldn't help but think of my adult basic education students. I think the explanation of how the brain works to students who believe they are "not smart" is key for my students. These particular adult learners are participating in a GED/Adult High School program. The majority of the students were kicked out of school or dropped out of school. They understand that they in a foundational skills program and must develop their basic educational skills to advance in other areas of life. Unfortunately, I think that many of them have the mindset that they believe that are "not book smart." I think it is wonderful that this teacher/neurologist found that her students became more engaged and confident and they also began to change their student practices. This is my goal/hope as I work on a Problem Based Learning Module which applies the Brain Rules to an everyday mathematical scenario. I plan on presenting this PBL Module to a few adult basic math classes as a pilot to see how the adult basic education students respond to the lesson(s) and Brain Rules compared to their traditional classroom lectures and instruction.
jennalsmith

Brain Rules Schools - 1 views

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    I find it interesting that the author of this brief article outlines such a non-traditional agenda / timeline for a school day and I am also interested in knowing the impact on a school system who might implement such a "bold" change to a traditional school schedule / calendar! I also find it interesting that for the most part, everyone who made a comment on the posting seemed to be in favor of seeing changes which support the Brain Rules! Maybe this means that society is ready for these changes!?!?! (What are your thoughts?)
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    I think the time is a bit long, but the shorted compressed timeframes are appropriate. If anything, I think they are about 5 minutes too long. There have been studies conducted showing brain activity in people. When you start studying, your brain activity spikes. As the studying drags on, your brain activity hits a low point. As you get closer to your end time, your brain knows that you are almost done, so it spikes again. Think of it as a reverse bell curve. Well, at the points that are spiking, you are retaining more, even if you do not realize. Yet so many people spend hours studying. Most of that is in the low point of brain activity. So, you are retaining less and less. Compressed moments of teaching tend to be better. But, schools are reluctant to adopt this model.
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    One of the first things that I noticed when I read this article is that it says that the playlist consists of 10 minute intervals. This is one of the things we learn from Brain Rules and TedTalks and other presentation preparations. Attention is gathered for about 10 minutes before you need to do something to capture your audience again. We don't pay attention to boring things, as Brain Rule #4 says and we definitely don't pay attention to things that run on and on. The playlist also compiles visual math which applies to sensory integration with rule #9 where we learn that the best way to remember things is to activate the most senses possible. The playlist also "recycles through concepts they have already mastered." Here we see rule #6, Remember to Repeat, in action. The article also talks about part of the day being "gender-separated." This made me reflect on rule #11, Male and female brains are different. It is fantastic to see Brain Rules at work. It is an effective testimony to what works!
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