I discuss his key idea: that systemic thinking is a liberal art, and I explain a corollary idea, that textbooks suck
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Book: Visible Maths by @MrMattock - 2 views
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"Usually, being able to visualise mathematical concepts to students is an important step in helping them understand techniques to illustrate connections with previous learning, helping them master maths notions to progress their skills. The importance of visualising concepts is clearly integral for Peter Mattock who has collected together a valued resource of mathematical activities that can be used with manipulative across the age and ability range."
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Rylstim Screen Recorder - Recording On-Screen Manipulations to AVI File | Rylstim - 4 views
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Download this simple screen capture software. The videos do not have a watermark and are made using a easily editable AVI format. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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shared by Ed Webb on 26 Apr 12
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Alan Kay, Systems, and Textbooks « Theatrical Smoke - 2 views
wedaman.wordpress.com/...lan-kay-and-why-textbooks-suck
education learning systems LiberalArts gaming
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the story of the last few hundred years is that we’ve quickly developed important ideas, which society needs to have to improve and perhaps even to continue to exist, and for which there are no pre-existing, genetically created categories. So there’s an idea-receiving capacity gap.
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Education’s job should be, says Kay, to bridge this gap. To help, that is, people form these necessary new idea-receiving categories–teaching them the capacity for ideas–early on in their lives, so that as they grow they are ready to embrace the things we need them to know. Let me say that in a better way: so that as they grow they are ready to know in the ways we need them to know.
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cultivate the ability to conceive of, work with, create, understand, manipulate, tinker with, disrupt, and, generally, appreciate the beauty of systems
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a game, or a simulation, thought of as a thing we might create (rather than a thing we only act within), is a visceral example of systems thinking
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It’s the Flatland story–that we need to train our 2D minds to see in a kind of 3D–and Kay’s genius is that he recognizes we have to bake this ability into the species, through education, as close to birth as possible.
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Systems thinking is to be conceived of as a platform skill or an increased capacity on top of which we will be able to construct new sorts of ideas and ways of knowing, of more complex natures still. The step beyond seeing a single system is of course the ability to see interacting systems – a kind of meta-systemic thinking – and this is what I think Kay is really interested in, because it’s what he does. At one point he showed a slide of multiple systems–the human body, the environment, the internet, and he said in a kind of aside, “they’re all one system . . .”
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The point is to be able to see connections between the silos. Says Kay, the liberal arts have done a bad job at “adding in epistemology” among the “smokestacks” (i.e. disciplines)
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What happens when you’re stuck in a system? You don’t understand the world and yourself and others as existing in constant development, as being in process; you think you are a fixed essence or part within a system (instead of a system influencing systems) and you inadvertently trap yourself in a kind of tautological loop where you can only think about things you’re thinking about and do the things you do and you thus limit yourself to a kind of non-nutritive regurgitation of factoids, or the robotic meaningless actions of an automaton, or what Kay calls living in a pop culture
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A downside of being epistemologically limited to thinking within a system is that you overemphasize the importance of the content and facts as that system orders them
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shared by Martin Burrett on 05 Dec 11
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Find the Area & Perimeter - 0 views
www.mathplayground.com/...AreaandPerimeter_secure.swf
area perimeter maths numeracy shape and measure shapes
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A maths whiteboard resource about area and perimeter. Watch an explanation and then complete randomised questions with a virtual ruler to measure. http://ictmagic.wikispaces.com/Maths
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Geoboard - 19 views
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A maths geoboard resource which is great for teaching shape, area and perimeter. http://ictmagic.wikispaces.com/Maths
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shared by Brendan Murphy on 18 Sep 12
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Is technology sapping children's creativity? - The Answer Sheet - The Washington Post - 3 views
www.washingtonpost.com/...e1-a31e-804fccb658f9_blog.html
technology children creativity post Resources education
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Kids need first-hand engagement — they need to manipulate objects physically, engage all their senses, and move and interact with the 3-dimensional world.
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Play is a remarkably creative process
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but still not grasp the underlying concepts of number.
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shared by David Wetzel on 06 Jul 10
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Best Strategies for Eliminating Elementary Student Math Misconceptions - 12 views
www.teachscienceandmath.com/...ry-student-math-misconceptions
assessing math understanding writing prompts strategies for using manipulatives student misconceptions teaching elementary teach
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Eliminating math misconceptions is difficult and merely repeating a lesson or extra practice will not help. Telling students were they are mistaken will not work either. Recognizing student misconceptions and immediately focusing on the misconception is important. Providing guiding questions using inductive reasoning is the best approach, along with the use of writing prompts which help reveal further student misconceptions.
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ALPHAILA » Blog Archive » Fast Food - Ads vs. Reality - 21 views
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The difference between advertised fast foods and what they really look like when bought. Photoshoot conducted by a professional, and images of actual food purchased are compared to the idealized version from advertisements. Great study for marketing and photography students.
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Wow! That's an amazing representation of what I've always noticed, but never captured on film. This site would be a great addition to a unit on advertising and persuasion. I did such a unit in the past with really terrific results; see http://teachwithpicturebooks.blogspot.com/2010/05/as-seen-on-tv-media-messages-unmasked.html for some ideas I incorporated.
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That's exactly what I was thinking too Keith; using the site in a lesson, or unit, about advertising, and how manipulative it can be. There's another site with images here, although it doesn't have any of the contemplative thoughts of the original bookmark (http://www.thewvsr.com/adsvsreality.htm).
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Deleting your digital past -- for good - 0 views
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But what if you don't just want something massaged, manipulated or suppressed? What if you want it gone? Is it possible for an ordinary person to get some damaging tidbit entirely erased from the Web?
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"Removing content from Google or another search engine would still leave the original content that exists on the Web," says a Google spokesman.
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the webmaster of the page or the Internet hosting companies or ISPs hosting the content to find out their content removal policies."
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Can you erase your tracks online? We tried to get a few bad mentions off the Net forever. Here's how we did.
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How to get rid of information for good - not as easy as you think. the problem is that nasty little digital footprints with your full name - even if NOT left by you can influence your life FOREVER. Good information to share. Another reason, digital citizeenship IS an issue.
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John Dewey: School and Society: Chapter 4: The Psychology of Elementary Education - 0 views
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To refuse to try, to stick (97) blindly to tradition, because the search for the truth involves experimentation in the region of the unknown, is to refuse the only step which can introduce rational conviction into education.
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It should also be stated that practically it has not as yet been possible, in many cases, to act adequately upon the best ideas obtained, because of administrative difficulties, due to lack of funds —difficulties centering in the lack of a proper building and appliances, and in inability to pay the amounts necessary to secure the complete time of teachers in some important lines. Indeed, with the growth of the school in numbers, and in the age and maturity of pupils, it is becoming a grave question how long it is fair to the experiment to carry it on without more adequate facilities.
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The aim, then, is not for the child to go to school as a place apart, but rather in the school so to recapitulate typical phases of his experience outside of school, as to enlarge, enrich, and gradually formulate it.
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Since the aim is not "covering the ground," but knowledge of social processes used to secure social results, no attempt is made to go over the entire history, in chronological order, of America
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His experiments are modes of active doing—almost as much so as his play and games. Later he tries to find out how various materials or agencies are manipulated in order to give certain results. It is thus clearly distinguished from experimentation in the scientific sense—such as is appropriate to the secondary period —where the aim is the discovery of facts and verification of principles.
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These subjects are social in a double sense. They represent the tools which society has evolved in the past as the instruments of its intellectual pursuits. They represent the keys which will unlock to the child the wealth of social capital which lies beyond the possible range of his limited individual experience. While these two points of view must always give these arts a highly important place in education, they also make it necessary that certain conditions should be observed in their introduction and use. In a wholesale and direct application of the studies no account is taken of these conditions. The chief problem at present relating to the three R's is recognition of these conditions and the adaptation of work to them.
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1) The need that the child shall have in his own personal (105) and vital experience a varied background of contact and acquaintance with realities, social and physical. This is necessary to prevent symbols from becoming a purely second-hand and conventional substitute for reality.
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The need that the more ordinary, direct, and personal experience of the child shall furnish problems, motives, and interests that necessitate recourse to books for their solution, satisfaction, and pursuit. Otherwise, the child approaches the book without intellectual hunger, without alertness, without a questioning attitude, and the result is the one so deplorably common: such abject dependence upon books as weakens and cripples vigor of thought and inquiry, combined with reading for mere random stimulation of fancy, emotional indulgence, and flight from the world of reality into a make-belief land.
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The final use of the symbols, whether in reading, calculation, or composition, is more intelligent, less mechanical; more active, less passively receptive; more an increase of power, less a mere mode of enjoyment.
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Effects of Technology on Classrooms and Students - 0 views
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Students clearly take pride in being able to use the same computer-based tools employed by professionals. As one teacher expressed it, "Students gain a sense of empowerment from learning to control the computer and to use it in ways they associate with the real world." Technology is valued within our culture. It is something that costs money and that bestows the power to add value. By giving students technology tools, we are implicitly giving weight to their school activities. Students are very sensitive to this message that they, and their work, are important.
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When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information.
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When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast.
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Bloom's Taxonomy - Wikipedia, the free encyclopedia - 6 views
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A great mythology has grown around the taxonomy, possibly due to many people learning about the taxonomy through second hand information.
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It is considered to be a foundational and essential element within the education community as evidenced in the 1981 survey Significant writings that have influenced the curriculum: 1906-1981,
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A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education
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Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives.
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Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.
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Bloom and his colleagues never created subcategories for skills in the psychomotor domain
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shared by Ruth Howard on 23 Feb 10
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Clock - 16 views
www.poissonrouge.com/clock
learning time maths games kindergarten early years analog math elementary
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shared by Adrienne Michetti on 01 Feb 10
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Universal Design in Education: Principles and Applications - 11 views
www.washington.edu/...ud_edu.html
design universaldesign architecture environment principles pedagogy bestpractices techintegrator curriculum
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include
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the design of products and environments to be usable to the greatest extent possible by people of all ages and abilities"
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diversity and inclusiveness
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applications in educational settings: physical spaces, information technology (IT), instruction, and student services.
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UD can be applied to physical spaces to ensure that they are welcoming, comfortable, accessible, attractive, and functional.
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it is possible to create products that are simultaneously accessible to people with a wide range of abilities, disabilities, and other characteristics.
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institutions can express the desire to purchase accessible IT and inquire about the accessibility features of specific products.
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UDL as "a research-based set of principles that together form a practical framework for using technology to maximize learning opportunities for every student"
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curriculum designers create products to meet the needs of students with a wide range of abilities, learning styles, and preferences.
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Unfortunately, most educational software programs available today do not apply these recommendations. Instead of including flexible features that provide access to students with disabilities, they continue to unintentionally erect barriers to the curriculum.
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Universal design can be applied to all aspects of instruction—teaching techniques, curricula, assessment
Venn Diagram - Shape Sorter Applet - 0 views
Fractal Explorer Tool - 7 views
blog.learningtoday.com/...Fractal-Explorer-Tool
algebra geometry fractal applet online math tools virtual manipulatives
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