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Chris Harrow

The Problem With Lectures : Uncertain Principles - 1 views

  • What's this have to do with lectures and my students' complaints? Well, far too often, lectures and recitation sessions are just like the conversations Steve and I had with Paul. When somebody else is presenting a detailed explanation of how they solve some problem, it's very easy to nod along and say "Yes, yes, of course, that's the thing to do." You leave the room perfectly convinced that you've understood everything, but when you try to apply what you think you know by explaining it to someone else, you find that you didn't really understand a thing.
  • That's the problem with good explanations: they're incredibly seductive, convincing you that you understand things that you don't understand at all.
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    Great post I found via John Burk
Robert Ryshke

Making Learning Real: Problem based learning resources - 0 views

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    Site for resources on pbl and problem-based learning.
Chris Harrow

Story Telling, Teaching, and Mathematics « Mr Honner - 0 views

  • a surprising source of mathematical problem-solving and teaching
Chris Harrow

f(t): This Logic Game Needs a Name - 3 views

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    A spectacular (yet-to-be-named) game for teaching formal logic!
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    Looks like an interesting game. All the information is there so the students need to use the cards to come up with an "answer" to a problem OR construct their own problems. I like this kind of game for learning. Are you familiar with SET. Not the same, but similar idea. Bob
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    Absolutely! SET rocks. Lots of possibilities with that. As long as we're posing excellent games, I think Blockus is magnificent!
Chris Harrow

Pre-Calc Post-Calc « Suburban Lion's Blog - 3 views

  • I petitioned my counselor to let me skip Algebra II and Pre-Calc to go straight into AP Calculus.
  • A common problem throughout math education is the "When am I ever going to use this?" attitude. I already knew where I was going to use the math I was learning.
Chris Harrow

The Importance of Frustration in the Creative Process, Animated | Brain Pickings - 4 views

  • When we tell stories about creativity, we tend to leave out this phase. We neglect to mention those days when we wanted to quit, when we believed that our problem was impossible. Instead, we skip straight to the breakthrough. We tell the happy ending first.
Chris Harrow

Why great ideas come when you aren't trying : Nature News & Comment - 3 views

  • A study now suggests that simply taking a break does not bring on inspiration — rather, creativity is fostered by tasks that allow the mind to wander.
  • From an evolutionary perspective, mind-wandering seems totally counterproductive and has been viewed as dysfunctional because it compromises people’s performance in physical activities. However, Baird’s work shows that allowing the brain to enter this state when it is considering complex problems can have real benefits. Zoning out may have aided humans when survival depended on creative solutions.
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    Some evidence that 100% "time on task" might actually be counterproductive if you want to develop creativity.
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    Thanks Chris. I'm currently reading Jonah Lehrer's "Imagine: How Creativity Works." lots of tie-ins with this research (Kounios is one of his main sources). I wonder if we can build such mind- wandering into our classes...do physics labs allow for "deliberate zoning out time"? Probably not.
Chris Harrow

How Thinking in 3D Can Improve Math and Science Skills | MindShift - 1 views

  • scientists from the University of Chicago reported that young children who understand how shapes fit together are better able to use a number line and to solve computation problems.
Chris Harrow

10 Children's Books About Math | Delightful Children's Books - 0 views

  • The theme here is fun math books. Thus, if a book says something like “this is a division sign,” you will not find the book on this list. These books get kids thinking about numbers and problem solving in neat ways without realizing that they are learning math.
Chris Harrow

Are after-school math centers really worth the money? - Magazine - The Boston Globe - 0 views

  • “One stereotype we have not been able to break in the United States is that ‘faster is smarter,’ ”
  • “Sometimes it’s the person who is more reflective and introspective about thinking through the problem and might take a little longer to get to the answer who illustrates more understanding of the mathematics involved.”
  • students learn math best when the focus is on exploration and understanding, not just regurgitation and computation
Robert Ryshke

Education Sector - 0 views

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    Developing Innovative Solutions to Our Nation's Most Pressing Education Problems.
Robert Ryshke

Eric Mazur on new interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 1 views

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    In 1990, after seven years of teaching at Harvard, Eric Mazur, now Balkanski professor of physics and applied physics, was delivering clear, polished lectures and demonstrations and getting high student evaluations for his introductory Physics 11 course, populated mainly by premed and engineering students who were successfully solving complicated problems. Then he discovered that his success as a teacher "was a complete illusion, a house of cards." THIS IS A MUST READ ARTICLE!
Chris Harrow

{Musing Mathematically}: Measuring Roots - 0 views

  • For many students, no matter their age, math begins with an answer. You then form a question, jeopardy style, to help disguise the number.
  • Most students learn to expect math questions and problems to be short, quick, to the point, solvable and structured around "clean" answers (often related in some way to integer components). They anticipate the answers before they anticipate the questions. I am not sure if they even consider the math.
  • They completely miss the point and the empowering strength of math process and pattern.
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    This is a spectacular posting that could be used with ES or MS students (or possibly HS students, too) to explore square roots.
Chris Harrow

Devlin's Angle: The difference between teaching and instruction - 0 views

  • I quickly figured out how to play that game successfully – success in that case being measured by my being able to solve under exam conditions, problems like the ones the teacher had shown us and we had practiced in class and done for homework.
  • In fact, you can’t separate real teaching from learning. They are simply two perspectives of the same human interactive process.
  • For whereas technology can provide instruction and can provide teachers and students with resources to assist them, what is cannot do on its own is teach them.
Robert Ryshke

Teachers Use Cell Phones in the Classroom - High School Notes (usnews.com) - 1 views

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    You won't find Willyn Webb telling her high school students to put away their cell phones, even though they are technically banned in her Colorado district. She's been using cell phones to augment her lessons at Delta County Opportunity School for years.
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    Teachers talk about this problem from a 'restrictive" perspective, can it be a learning tool?
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    Greg Kulowiec has done some great work with cell phones in his classroom. You can learn more on his blog: http://kulowiectech.blogspot.com/ Specifically, he has used them for blogging and as a student response tool: http://kulowiectech.blogspot.com/search?q=cell+phones
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