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 ...

 Teens Need a Psychological Moratorium

She remembered psychologist Erik Erickson's exhortation about teenagers: they need a "psychosocial moratorium," he wrote, an environment and a stretch of time in which they can explore different aspects of their personality and try on a series of identities without fear of consequence. In a way, that was what school was supposed to offer, but it didn't always do so with much success. She realized that this was exactly what virtual worlds offered all the time, to anyone with a computer and an ...

 Teachers Must Put Themselves in the Student's Place

According to Devlin, teachers have a responsibility to learn about kids' interests. "It's not the students' responsibility to put themselves in our place. As teachers, it's our responsibility to put ourselves in the students' place. And if they are in a digital world, where they will invest many hours solving difficult, challenging problems in a video game, it would be criminal if we didn't start where they are and take advantage of the things they want to do. That's the world they live in, t...

 Children's Art Has Its Own Logic

Even simple scribbles are meaningful. While it was once thought that kids only scribbled to experience the physical sensation of moving their arm along the page, “now it’s been shown that when children are scribbling … they’re representing through action, not through pictures,” said Boston College’s Winner. “For example, a child might draw a truck by making a line fast across the page and going ‘zoom, zoom,’ and so it doesn’t look like a truck when the child is done, but i...

 The Double Multiplicative Nature of Fraction or Ratio Equ...

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 thinking and necessarily involves rational numbers. Consider a final example. If you ask a rising 6th grader to compare 13/15 and 14/ 16, chances are that the student will say...

 Gamification Stock Holding Mechanic

Mrs. Lazarus has some experience with games such as this and decides to construct a blank environment (a planet without biomes) with a 10 × 10 grid, thereby creating a board with 100 squares. Before play, each student is given three different animals or plants (one with a broad tolerance for several different habitats, one that is a bit more particular, and one that is very fussy indeed). The players then use their numbered tiles and shares to shape and manipulate this blank environment to t...

 Gamification Simultaneous Action Selection Mechanic

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 explains the rules. During each turn, one student is going to pick a card from the component deck and read it out loud. Then the other students select a card from their hand (...

 Teaching with Pokemon Go

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 accomplish the learning objective you set. Perhaps after traveling about campus, they have to return to your classroom and use the data they’ve gathered like PokéBalls to solve mor...

 Math Exercise: Comparisons

Select two boxes or cans of food that weigh 8 ounces and 16 ounces, respectively. Have students hold each as you tell them (or they read) the weights of the containers. Give students a box or can with the weight covered and have them compare the weight of the new package to the weight of the 8- and 16-ounce samples. Th ey can then estimate whether the new item’s weight is closer to 8 or 16 ounces. As students become more successful, they may want to predict a more specifi c weight. Ask them...

 Delay Method of Errorless Math Practice

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 “correct response.” Start with review and confi dence building. For example, show the question 3 × 4 = __ on the card and without any delay say the answer. Th e student re...