Implementing Common Core Standards in Mathematics In the beginning stages of Common Core implementation for Mathematics, it is only natural for teachers to examine the shifts in content. We are driven to answer the question, “Exactly what skills do I have to teach?” But if we are truly going to meet the requirements of the Common Core in Mathematics, there is a section of the CCSS that absolutely cannot be overlooked: The Standards of Mathematical Practice. A close reading of these practice standards will reveal that true CCSS implementation in math depends not only on what students must do, but also on how they do it. I want to draw attention to one word within them that may be the key to unlocking the rest: Persevere. The first Standard of Mathematical Practice is as follows: “Make sense of problems and persevere in solving them.” In math class, how often do we ask our students to persevere? This won’t happen in one lesson of course. I’ve called them the POWs, the Problems of the Week. Where do my POWs come from? For each countertop:
Strategies that Work: Take Stock With Exit Slips 75 Mill Street, Colchester, CT 06415 Math Teachers Strive to Bring Core to At-Risk Students UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /tm/articles/2013/03/13/ccio_math_at-risk.html ) = NO Internal request ( 198.27.81.83 ) = NO Open House ( 2014-04-11 12:24:50 ) = NO Site Licence : ( 198.27.81.83 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (OYLFICEp9zCN4mTHAb/Ar/JV5SPpS1XISnN7) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( aa367a8e-a66b-b7e4-d0a8-ee188a791151 : 3 / 3 ) = NO 0: /ew/articles/2013/01/16/17parents.h32.html 1: /ew/articles/2013/01/30/19adversityside.h32.html 2: /ew/articles/2011/11/09/11wang.h31.html Can add to monthly ( /tm/articles/2013/03/13/ccio_math_at-risk.html ) = NO Access denied ( -1 ) = NO Site Licence : ( 66.151.111.58 ) = NO
Feedback Loops in Games – What Makes Monopoly, World of Warcraft, and Mario Kart So Much Fun | Systems & Us We’ve tackled everything from epidemics, labor unions, and skyrocketing rent prices in San Francisco, but today we’re going to nerd out and talk about games. And when we say games, we’re not talking about game theory or a hypothetical model for decision making. We’re talking about real games. Hardcore games like League of Legends and Magic: The Gathering. Casual games like Farmville and Candy Crush. Board games like Monopoly and Risk. What do games have to do with systems? TAKEAWAY 1:Reinforcing loops reward winnersBalancing loops forgive losers Sports were designed with fairness in mind- the same rules apply to each player. Essentially, Reinforcing Loops make it easier for the player to continue scoring against opponents, such as: Increasing your Assets (e.g. Not every game has reinforcing loops. Derek Fisher throws up a 3-pointer with just 0.4 seconds left in Game 5 of the Lakers-Spurs Playoff series in 2004. Conversely, balancing loops can keep a game competitive to the end. Related
Sticks and Stones The Sticks and Stones game is based on the Apache game "Throw Sticks." To play the game, students throw three sticks, each decorated on one side. Students move their pieces around the game board based on the results of the throw, as described below. Allow students to decorate three sticks on one side only; the other side should be blank. (If playing this game as part of a larger unit about Native American culture, you can allow students to decorate the sticks with tribal symbols.) To create the game board, arrange 40 stones in a circle, preferably divided into four groups of 10. The rules of the game are as follows: Object of the Game: Be the first player to move your piece around the board past your starting point.Set-Up: Each student should place a marker on opposite sides of the circle. Player 2 then throws the sticks and moves accordingly. Pair students together, and let them play the game once, for fun. Allow students to compare the relative heights of the bars on the graph. 1.
Essai de modélisation et de systémisation du concept de Classes inversées Dans ce Blog, j’ai plusieurs fois documenté la « méthode » des Classes inversées. On y trouvera aussi un essai sur le rapport entre le Tsunami des MOOCs et les « renversements » proposés par les Classes inversées . Dans ce nouvel essai, j’essaierai de répondre à celles et ceux qui nous disent régulièrement « Mais, les classes inversées, ça existe depuis longtemps … ». Mais, est-ce bien cela, n’est-ce que cela, une Classe inversée … prendre connaissance (le mot est intéressant) de la matière avant « le cours » et faire des applications ensuite ! Dans la première phrase de ce billet, j’ai mis volontairement le mot « méthodes » entre guillemets pour signifier que l’approche des Classes inversées est surtout un changement de paradigme, de mentalités dans les rapports que nous construisons avec les termes « Savoirs », « Apprendre » et « Enseigner ». 1. (1) L’enseignement traditionnel transmissif se passe en classe ; les interactions et les activités des élèves y sont bien souvent limitées.
10 Good Video Sources for Math Students and Teachers Earlier this week I shared ten video sources for history students and ten video sources for science students. To wrap-up the week I have a list of ten video sources for math students. Like the other lists, I've intentionally left out Khan Academy because everyone knows about that option. WowMath.org is developed by high school mathematics teacher Bradley Robb. His YouTube channel has more than six hundred videos covering topics in Algebra and Calculus. You can access the videos on a mobile version of WowMath too. Numberphile is a neat YouTube channel about fun number facts. Bright Storm is an online tutoring service. Ten Marks is another online tutoring service that offers mathematics tutorial videos on their site as well as on their YouTube channel. Math Class With Mr. The Open University is one of my go-to YouTube channel for all things academic. Yay Math! Knowmia is a website and an iPad app for creating, sharing, and viewing video lessons.
Bill Gates on The Verge: Can online classrooms help the developing world catch up? By Adi Robertson We're excited to have Bill Gates as our guest editor in February. Throughout the month, Bill will be sharing his vision of how technology will revolutionize life for the world's poor by 2030 by narrating episodes of the Big Future, our animated explainer series. In addition, we'll be publishing a series of features exploring the improvements in banking, health, farming, and education that will enable that revolution. And while the topics reflect the bets Bill and his wife Melinda are making with their foundation, they've asked us for nothing less than fully independent Verge journalism, which we're more than happy to deliver. Nilay Patel, Editor-in-Chief In 2012, a 15-year-old named Battushig Myanganbayar aced a circuits and electronics course designed for sophomores at MIT — from his school in Ulan Bator, Mongolia. In his foundation’s 2015 annual letter, Bill Gates describes a future in which world-class education is only a few taps away, for anyone in the world.
I Love Maths (16-19) Knot just a piece of string Have you ever struggled to untie a particularly tight knot, battled with the jumbled mess of cables hidden behind your PC, or wondered why your shoelaces won't stay tied? If so, you're in good company, as mathematicians have wrestled with knots for over 200 years. What’s the biggest number? To our ancestors, a million was as big as numbers needed to get. A colourful problem How many colours do you need to fill in a map? Divine inspiration A self-taught genius from India and one of the greatest mathematicians of the 20th century. A mathematical legacy Pythagoras was an ancient Greek philosopher who discovered the mathematical structure behind music during the 6th century BC. What's in a maths-based degree? What degree to take at university is an important decision, and it can be a difficult one.
Assessing What Your Students Know, Want to Know, and Learned Measuring student success is a top priority to ensure the best possible student outcomes. Through the years instructors have implemented new and creative strategies to assess student learning in both traditional and online higher education classrooms. Assessments can range from formative assessments, which monitor student learning with quick, efficient, and frequent checks on learning; to summative assessments, which evaluate student learning with “high stakes” exams, projects, and papers at the end of a unit or term. One way to measure student learning quickly and efficiently is to use KWLs. Created by Donna Ogle, the letters KWL stand for “what we know”, what we want to know”, and “what we learned” (Ogle, 1986). This type of assessment is fantastic for instructors to gauge each student’s prior knowledge. The KWLs also fall into a category of formative assessment Clariana and Koul (2005) categorize as “multiple try feedback”. How do we implement KWLs in the online classroom?