Browsing All Posts published on »March, 2015«

Blended LEarning, Chapter Two

March 9, 2015

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This chapter had its ups and downs. I really appreciate the whole concept of focusing on interactions, since I do tend to focus on Content, Content, Content. However, it still suffers from Educationalese . Yes, I”m familiar witht he “hole in the wall” experiment.   Yes, it’s fascinating that the kids who found the computers […]

Visual Models of Fractions

March 7, 2015

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So, #dlday was a bit of a disappointment, but Friday I found http://home.edweb.net/visual-models-math-connecting-concepts-procedures-fraction-addition-subtraction/    It blends extremely well in its language with our “part whole” foundation to our Transitions course. Common Core is something I don’t interact directly with (at least not yet).   I hear about how it will affect how students will be placed […]

ALEKS links

March 6, 2015

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One of our math faculty let me know today that teachers will soon be able to add links in ALEKS to outside resources.   This would probably explain the existence of the movie I found explaining how to do the convoluted integer problem (the one that inspired me to do subtracting integers for my app), […]

#dlday

March 6, 2015

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That would be “digital learning day” and this webinar about “co-creating.”   Okay, this is a Google Hangout but … I’m just watching a live youtube. I  wonder about the demographics of the schools where these folks are from.   Granted, budget is mentioned early and often, but (of *course* they’re all white bread) I […]

khan again…

March 5, 2015

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Khan Academy’s New Thing is “LearnStorm.”  No, it has pretty much absolutely, positively nothing to do with the stuff they promoted about Growth Mindset.     It’s back to “how many times did *you* click the right answer?”   Got this email: ” During LearnStorm we’ll be awarding two Monthly Cups for the students, schools […]

#automaticityDreams

March 4, 2015

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Eavesdropping on a conversation and starting a wish list of things I wish students knew automatically. I’d like students to recognize that if the “right answer” is 32.77 and their answer is .3277 that they’re off by a factor of 100. I’d like students to automatically know that multiplying by somethin gbigger than 1 grows […]

Speaking of automaticity

March 4, 2015

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So, I’m looking at http://www.oercommons.org/courses/analyzing-word-problems-involving-multiplication/view   and realizing that this is exactly the kind of lesson where automaticity can make or break the experience for the student. If we’ve really, thoroughly explored parts and wholes in addition and subtraction, and students are basically automatic at recognizing when that’s happening and how to tell the difference between […]