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Mike Hetherington's Library tagged teaching →  View Popular

15 Apr 08

What makes Mathematics hard to learn? - OLPC

  • In particular, it seems to me, that we should try to get children to learn
    use the “T-test” method, which is a simple statistical test, yet which handles
    huge ranges of situations. Also they should understand using square roots to
    assess variations. Example: Basketball scores are frequently not statistically
    significant!

15 May 07

41 Minutes Per Day... ~ Stephen's Web ~ by Stephen Downes

  • The skills are there, the tech's there, all that's missing is the desire of those not in the know to learn.
28 Jan 07

kuro5hin.org || Comments || The Declining Quality of Mathematics Education in the US

  • Division is, at it's core, an abstraction over subtraction in the same way that multiplication is an abstraction over addition. It's a second order concept - you need to understand "number" as an abstract concept as opposed to constantly visualising it as some number/collection of physical objects.
19 Jan 07

Moving at the Speed of Creativity » Blog Archive » Answers for too much content, too little time?

  • Part of the answer there may involve getting students to help teach content to their peers in class. While students won’t get into the same amount of “deep study” with the topics they don’t research themselves and they hear others present, they will still get exposed to that content. The content they research and present themselves, however, will be learned better because of greater depth they get into when they TEACH the content.
12 Jan 07

Cool Cat Teacher Blog: When it is OK to lecture

  • I talked to a veteran teacher of 30 years and this is what she said to me:

    "Lecture them over and over and over because they need to hear it. We don't just teach our subject here, we teach these students who to live their lives. They are kids and no matter how old they are, they need to hear it again and again and it WILL have an impact."
06 Jan 07

Remote Access: Blogging and 2.0 Classrooms

  • There is so much that can be done, I think, with the limiting factors being: The amount of freedom your district/division will give you 2) You willingness to try.
02 Jan 07

growing changing learning creating: Getting framed by epistemic frames

  • If I question "how are you good?", you have been framed by my use of idiosyncratic evaluation. I assume there is no comparison to others and there is much inside of you to bring out. Without any explicit guidance, you will find your voice, express yourself, and bring your gifts to the world. You are being cultivated to use an epistemic frame of creativity that will nurture other's informal learning. You will get the idea that learning is a flow experience and intrinsically rewarding.

    Thus any "epistemic frame" is where I'm coming from, what I am assuming, what premise I'm using, the context I'm creating, the basis for my outlook or the way I am acting as-if. The effect on learning, performance and outcome measures is profound.

04 Dec 06

Weblogg-ed » Teachers Tech Use on the Rise…So?

  • We have to stop focusing on what teachers are doing with technology and start focusing on how they are learning with it.
14 Nov 06

CHERRIELAND: Second and third lectures of the Sir Douglas Robb Lectures 2005

  • Interesting lectures, primary on science, but with some relevent teaching method discussions - mikeheth on 2006-11-14

EDUCAUSE | Resources | Educating the Net Generation

  • Comprehensive review of 21st century technologies and their impact on education - mikeheth on 2006-11-14
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