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Teachers are partnering with students to establish a new rhythm in classroom questioning. This rhythm provides teachers and students with a silence for thinking at two crucial junctions in the questioning process: • Wait Time 1: After a question is posed but before a student is called on to answer. • Wait Time 2…
Most real-world numbers aren’t always so nice and neat, with wholenumber multiples. If, say, Plant A grew from 2 to 3 feet, and Plant B grew from 6 to 8 feet, then we would say that Plant A grew 1/2 of its original height, whereas Plant B only grew 1/3 of its original height. Such reasoning exemplifies multiplicative…
One cluster looks, for example, for new ways of representing and understanding complex systems. A second cluster aims for more access to knowledge by undoing contemporary media’s restrictions (such as the restriction of the screen, which produces, with its peek-a-boo access to complexity, impenetrable forms of…
As algorithms push humans out of the job market, wealth and power might become concentrated in the hands of the tiny elite that owns the all-powerful algorithms, creating unprecedented social and political inequality. Alternatively, the algorithms might themselves become the owners. Human law already recognizes…
Dr. Mays uses the Simultaneous Action Selection mechanic to structure his lesson. He creates two decks of cards—one with names of different cellular components (e.g., ribosomes, endoplasmic reticulum) and another with a wide assortment of cellular functions and processes. He seats students in groups of five or six and…
Mr. Hedges realizes that this technique could neatly simulate the complexity of the Iowa caucuses. He creates a deck of cards to represent Democratic and Republican candidates and all of the different kinds of factions and perspectives that might influence how voters behave in their individual caucus sites. He has one…
Mrs. Lee creates five decks of cards to structure her assessment—each deck has two cards more than the total number of students (to increase variability). The cards in Deck 1 have the name of a 20th century poet who was not the subject of an in-class discussion. The cards in Deck 2 each feature a poetic theme (e.g…
Jean Piaget’s work is the origin of Constructivism, which is the foundation of learning-centered classrooms (Bogost, 2007). Constructivism is a broad theory of learning that argues (quite unlike Essentialism) that what matters in learning is not the accumulation of facts, paradigms, and theories but rather the meaning…
Magnus broods in his black tower, peering into the depths of the Great Ocean for validation, a sign that he was right to act as he did. He will find nothing, for there is nothing to find. His actions were never his own, for he forgot the first rule of the mysteries. He let his ambition and hubris blind him to his…
Learning objectives that ask students to assemble and integrate data (like a language or math class) are well-suited to the capture and find aspects of Pokémon Go!. Imagine setting up a variety of PokéStops around your campus. Each one can be visited by students as they go about gathering the data they need to…
“Right now, I’m a little thirsty, so I will drink a bit of water. And when I do that, I experience a thin slice of joy both in space and time,” he told CBC News. “It’s not like ‘Yay!”” he notes in Joy on Demand. “It’s like, ‘Oh, it’s kind of nice.’” Usually these events are unremarkable: a bite of food, the sensation…
41. Death Death Is a great Change— Is life’s greatest Change. We honor our beloved dead. As we mix their essence with the earth, We remember them, And within us, They live. ∞ = Δ 42. We have lived before We have lived before. We will live again. We will be silk, Stone, Mind, Star. We will be scattered, Gathered…
God is Power— Infinite, Irresistible, Inexorable, Indifferent. All that you touch You Change. All that you Change Changes you. The only lasting truth Is Change. God Is Change. As wind, As water, As fire, As life, God Is both creative and destructive, Demanding and yielding, Scultpor and clay. God is Infinite…
"The reason kids go through this is probably because it's a Moebius strip," he said, referring to the sort of looped one-surface shapes Escher was fond of drawing. "It can't be drawn continuously, but it does have a perpetual flow." I think he was on to something. Most nine-year-olds can't draw, so when someone hands…
For example, if the problem was to fi nd the answer to 8 × 6, students may suggest three options: memorizing the multiplication table for 6, knowing that 8 × 5 = 40 and adding another 8 to equal 48, or adding a column of six 8s. Allowing students to personally choose among approaches all confi rmed as correct and to…
Buzz. An example of a low-stress, win-win game is Prime Number Buzz. Students stand in a circle or at their desks and go around the room in order, saying either the next sequential number if it is a composite or “buzz” if it is a prime. If they are incorrect, they sit down, but they keep listening and when they catch…
Prepare a list of the calculations from the flash cards on a sheet of paper. These can be on a template, with multiplication facts at the appropriate level pulled and copied for the student. On these forms, include three columns next to each multiplication question, labeled “correct repeat,” “correct wait,” and…
Stanislas Dehaene brings up the Ramanujan-G.H.Hardy anecdote concerning the number 1729. The idea of running through the cubes of all integers from 1 to 12 in order to arrive at Ramanujan's spontaneous recognition of 1729 as the smallest positive integer that can be written in two distinct ways as the sum of two…
Since no one has succeeded in showing me what I'm missing, we're left with the second option: I'm just incapable of understanding. I'm certainly willing to grant that it may be true, though I'm afraid I'll have to remain suspicious, for what seem good reasons. There are lots of things I don't understand -- say, the…
Begin with a story or explanation of the term. Modeling how you use the word in your life or in conversation may be helpful to students. Have students put information into their own words. This process, which I call “recoding,” is necessary to make sure students understand the word. This is a vital step in the memory…