10 MAR 2019 by ideonexus

 AI Can't Tell You Why It Did Something

The problem comes when the database and the engine go from )ach to oracle. It happens quite often that I will ask one of the students about a move from one of their games, and why he made it. If the move comes early on, the answer is almost always, "Because that's the nain line." That is, that's the theoretical move in the database, likely 5layed by many Grandmasters before. Sometimes the move isn't thery, but the student prepared it with the help of an engine, so the anwer is similar: "It's ...
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07 AUG 2017 by ideonexus

 Discussion Rhythm to Promote Student Participation

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: Directly following that student’s response. Almost 50 years ago, Mary Budd Rowe (1969) famously discovered multiple benefits associated with intentionally pausing at these tw...
Folksonomies: discussion education
Folksonomies: discussion education
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23 MAY 2015 by ideonexus

 Why Do We Like Certain Tunes or Understand Certain Senten...

Contrast two answers to the question, Why do we like certain tunes? Because they have certain structural features.Because they resemble other tunes we like.   The first answer has to do with the laws and rules that make tunes pleasant. In language, we know some laws for sentences; that is, we know the forms sentences must have to be syntactically acceptable, if not the things they must have to make them sensible or even pleasant to the ear. As to melody, it seems that we only know som...
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09 AUG 2014 by ideonexus

 Survey, Question, Read, Recite, and Review (SQR3)

Survey The first step, survey or skim, advises that one should resist the temptation to read the book and instead glance through a chapter in order to identify headings, sub-headings and other outstanding features in the text. This is in order to identify ideas and formulate questions about the content of the chapter. Question Formulate questions about the content of the reading. For example, convert headings and sub-headings into questions, and then look for answers in the content of the ...
Folksonomies: education
Folksonomies: education
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22 JAN 2014 by ideonexus

 Ask Nature Many Questions at Once

No aphorism is more frequently repeated . . . than that we must ask Nature few questions, or ideally, one question at a time. The writer is convinced that this view is wholly mistaken. Nature, he suggests, will best respond to a logically and carefully thought out questionnaire; indeed if we ask her a single question, she will often refuse to answer until some other topic has been discussed.
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Against the common wisdom of asking one question at a time.

30 DEC 2013 by ideonexus

 The Advantage of Offline Source

Sharif smiled hesitantly. “In all honesty, I was as surprised as you about that. Professor Gu and I were talking freely when he arrived on campus. He got rather quiet as we came down the slope from your Warschawski Hall. And then for no apparent reason, he turned left and we went around the north side of the library. The next thing I knew he was walking into the freight entrance—and I lost contact. I don’t know what more I can say. My own wearable security is of the highest order, of co...
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An interesting critique on the bias of the Internet in how it brings you exactly what you are looking for, while the paper-books only brought you approximations, challenging you.