Edutech - Revision history

Tim at 20:38, 3 February 2015

2015-02-03T20:38:50Z

← Older revision		Revision as of 16:38, 3 February 2015
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	:Problem generators that interact with the student and teacher continuously with way more that a hint button. Each problem would draw on multiple and diverse standards. The job of the software would be to help them think about the problem offering many routes through it with little endorphin boosts of success along the way while keeping students on the edge of what is possible for them.		:Problem generators that interact with the student and teacher continuously with way more that a hint button. Each problem would draw on multiple and diverse standards. The job of the software would be to help them think about the problem offering many routes through it with little endorphin boosts of success along the way while keeping students on the edge of what is possible for them.

	:Reading comprehension tools built to handle custom, interesting and challenging text in science, literature history and mathematics. From students answers ~~to questions it~~ would hone in on the those parts misunderstood bringing students back to the sentence or paragraph or idea that is causing them confusion and helping them to keep from going off the tracks.		:Reading comprehension tools built to handle custom, interesting and challenging text in science, literature history and mathematics. From students answers the software would hone in on the those parts misunderstood bringing students back to the sentence or paragraph or idea that is causing them confusion and helping them to keep from going off the tracks.

	All of these tools would be under the control of the student and the teacher and would take advantage of the social dynamic in the classroom or in the online classroom community. Its purpose ~~wouldn't~~ be to report to the parents, administrators or corporate headquarters, rather the software would encourage cheating and conversation. Accountability would be to your fellow students.		All of these tools would be under the control of the student and the teacher and would take advantage of the social dynamic in the classroom or in the online classroom community. Its purpose would not be to report to the parents, administrators or corporate headquarters, rather the software would encourage cheating and conversation. Accountability would be to your fellow students.

	I'd like to educate young people to be like Malcolm Butler, to have them skilled and practiced able to read the formation in front of them and assess the situation, then decide to make jump on the slant route and grab that ball, contributing big to the game. That's what ~~they~~ call synthesis, right?		I'd like to educate young people to be like Malcolm Butler, to have them skilled and practiced able to read the formation in front of them and assess the situation, then decide to make jump on the slant route and grab that ball, contributing big to the game. That's what we call synthesis, right?

Tim at 20:32, 3 February 2015

2015-02-03T20:32:32Z

← Older revision		Revision as of 16:32, 3 February 2015
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	All of these tools would be under the control of the student and the teacher and would take advantage of the social dynamic in the classroom or in the online classroom community. Its purpose wouldn't be to report to the parents, administrators or corporate headquarters, rather the software would encourage cheating and conversation. Accountability would be to your fellow students.		All of these tools would be under the control of the student and the teacher and would take advantage of the social dynamic in the classroom or in the online classroom community. Its purpose wouldn't be to report to the parents, administrators or corporate headquarters, rather the software would encourage cheating and conversation. Accountability would be to your fellow students.

	I'd like to educate young people to be like		I'd like to educate young people to be like Malcolm Butler, to have them skilled and practiced able to read the formation in front of them and assess the situation, then decide to make jump on the slant route and grab that ball, contributing big to the game. That's what they call synthesis, right?



	===[[e2020]]===		===[[e2020]]===

Tim at 20:21, 3 February 2015

2015-02-03T20:21:54Z

← Older revision		Revision as of 16:21, 3 February 2015
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	To me it is the 'problematic', the automatic software produced practice problems, that is the problem. Let me digress. When I had had enough of terrible administrations and stopped teaching I thought that maybe I'd find some innovation in the edutech sector. I identified companies that I thought were innovative and got jobs doing things very similar to Education Acumen's opportunities in algorithm production and standards based curriculum development. I did it for math, science, history and humanities, targeting a particular standard like 6.ns.2.a and producing content that the 'engine' could swallow and spit back out to the kids relentlessly data-mined in endless variation.		To me it is the 'problematic', the automatic software produced practice problems, that is the problem. Let me digress. When I had had enough of terrible administrations and stopped teaching I thought that maybe I'd find some innovation in the edutech sector. I identified companies that I thought were innovative and got jobs doing things very similar to Education Acumen's opportunities in algorithm production and standards based curriculum development. I did it for math, science, history and humanities, targeting a particular standard like 6.ns.2.a and producing content that the 'engine' could swallow and spit back out to the kids relentlessly data-mined in endless variation.

	I started to wonder what was so innovative about this approach? Is this really what "young students need and want". At least they don't have to carry around that huge algebra book, 800 pages of mini algorithms like 'move two decimal places this' and 'cross multiply that'. I had to agree with my uncooperative students; this was nonsense. We fracture the subject into these discreet meaningless competencies then drill and kill, while carefully posting the days standards in front of the room and the kids 'perform' and we check off ~~their competencies~~. Then we wonder why the kids suck at the midterms and the SAT's. Why can't they solve problems, think, reason or argue (well)? Why are US kids so far behind so many other kids?		I started to wonder what was so innovative about this approach? Is this really what "young students need and want". At least they don't have to carry around that huge algebra book, 800 pages of mini algorithms like 'move two decimal places this' and 'cross multiply that'. I had to agree with my uncooperative students; this was nonsense. We fracture the subject into these discreet meaningless competencies then drill and kill, while carefully posting the days standards in front of the room and the kids 'perform' and we check them off. Then we wonder why the kids suck at the midterms and the SAT's. Why can't they solve problems, think, reason or argue (well)? Why are US kids so far behind so many other kids?

	Is it Taiwan's algebra book that is like 40 pages? As an exercise I boiled down Algebra1 to 4, 8-1/2 x 11" sheets of paper. I contend that those ~~for~~ pages address the standards and everything else is unnecessary and even destructive.		Is it Taiwan's algebra book that is like 40 pages? As an exercise I boiled down Algebra1 to 4, 8-1/2 x 11" sheets of paper. I contend that those four pages address the standards and that everything else is unnecessary and even destructive.

	~~So what could innovation look like?~~ No matter how you dress up Example Non-Final and Final Code with		I looked at the transition between the 'story' and the 'assigned task' in your template looking to see if the story did truly illuminate the task. I didn't see sufficient connection. No matter how you dress up Example Non-Final and Final Code with

	<blockquote> <i>		<blockquote> <i>
	"Think about how much of the whole amount,", a, ", is represented by the part,", b,". Is", b, "a big part of", a,"or a small part of",a,"? Imagine that you were going to walk", a,"miles and you had already gone", b, "miles, are you almost finished or have you just begun? These questions can help you understand how", b, "is related to", a,"by percentages." </i></blockquote>		"Think about how much of the whole amount,", a, ", is represented by the part,", b,". Is", b, "a big part of", a,"or a small part of",a,"? Imagine that you were going to walk", a,"miles and you had already gone", b, "miles, are you almost finished or have you just begun? These questions can help you understand how", b, "is related to", a,"by percentages." </i></blockquote>
	it still comes down to 'just do it kid' <i>"Use cross-multiplication to solve this equation"</i>		it still comes down to 'just do it kid' <i>"Use cross-multiplication to solve this equation"</i>.

			So Devin you can see how 6 years of teaching has created an opinionated monster of me. Maybe its that once you take the interaction with the kids away there is really no there there. I miss stepping in front of the classroom particularly that first ten minutes when your shit is on the line and you have to make a case for why the kids should care about what you are about to do.

			I appreciate the offer but I will take a pass on this particular project. Even if we used drag and drop and D3 and all the coolest libraries and dressed it up like Grand Theft Auto it would still drive me crazy to again be working in the piecemeal.

			For the last 4 years I have heard great things about you. I am grateful that Ari and Natalie have found cool, interesting colleagues. Cotapaxi is better for it.

			We could still talk tonight or anytime. I love software development. It is magic. Currently I am immersed in front-end framework like Angular, ReactJS and playing with non-LAMP stacks like Node and MongoDb. I replaced all my thermostats with temperature sensors and relays controlled by an arduino talking to a restfulAPI in the cloud whose interface is any phone tablet or laptop.

			I want to eventually flesh-out projects in edutech that I started when I was teaching in a High School where every kid had a laptop. So what could innovation look like?

			I'd like to see...
			:An online version of Geometer's Sketchpad that uses Scalable Vector Graphics and runs on the front end. To that I'd add some tools to make it a more powerful authoring environment for both students and teachers

			:Problem generators that interact with the student and teacher continuously with way more that a hint button. Each problem would draw on multiple and diverse standards. The job of the software would be to help them think about the problem offering many routes through it with little endorphin boosts of success along the way while keeping students on the edge of what is possible for them.

			:Reading comprehension tools built to handle custom, interesting and challenging text in science, literature history and mathematics. From students answers to questions it would hone in on the those parts misunderstood bringing students back to the sentence or paragraph or idea that is causing them confusion and helping them to keep from going off the tracks.

			All of these tools would be under the control of the student and the teacher and would take advantage of the social dynamic in the classroom or in the online classroom community. Its purpose wouldn't be to report to the parents, administrators or corporate headquarters, rather the software would encourage cheating and conversation. Accountability would be to your fellow students.

			I'd like to educate young people to be like

	===[[e2020]]===		===[[e2020]]===

Tim: /* education acumen */

2015-02-03T19:24:41Z

education acumen

← Older revision		Revision as of 15:24, 3 February 2015
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	<blockquote> <i>		<blockquote> <i>
	"Think about how much of the whole amount,", a, ", is represented by the part,", b,". Is", b, "a big part of", a,"or a small part of",a,"? Imagine that you were going to walk", a,"miles and you had already gone", b, "miles, are you almost finished or have you just begun? These questions can help you understand how", b, "is related to", a,"by percentages." </i></blockquote>		"Think about how much of the whole amount,", a, ", is represented by the part,", b,". Is", b, "a big part of", a,"or a small part of",a,"? Imagine that you were going to walk", a,"miles and you had already gone", b, "miles, are you almost finished or have you just begun? These questions can help you understand how", b, "is related to", a,"by percentages." </i></blockquote>
	it still comes down to 'just do it kid' "Use cross-multiplication to solve this equation"		it still comes down to 'just do it kid' <i>"Use cross-multiplication to solve this equation"</i>

	===[[e2020]]===		===[[e2020]]===

Tim: /* education acumen */

2015-02-03T19:23:51Z

education acumen

← Older revision		Revision as of 15:23, 3 February 2015
Line 14:		Line 14:

	<blockquote> <i>		<blockquote> <i>
	"Think about how much of the whole amount,", a, ", is represented by the part,", b,". Is", b, "a big part of", a,"or a small part of",a,"? Imagine that you were going to walk", a,"miles and you had already gone", b, "miles, are you almost finished or have you just begun? These questions can help you understand how", b, "is related to", a,"by percentages." </i></blockquote>		"Think about how much of the whole amount,", a, ", is represented by the part,", b,". Is", b, "a big part of", a,"or a small part of",a,"? Imagine that you were going to walk", a,"miles and you had already gone", b, "miles, are you almost finished or have you just begun? These questions can help you understand how", b, "is related to", a,"by percentages." </i></blockquote>
			it still comes down to 'just do it kid' "Use cross-multiplication to solve this equation"

	===[[e2020]]===		===[[e2020]]===

Tim: /* education acumen */

2015-02-03T19:22:03Z

education acumen

← Older revision		Revision as of 15:22, 3 February 2015
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	So what could innovation look like? No matter how you dress up Example Non-Final and Final Code with		So what could innovation look like? No matter how you dress up Example Non-Final and Final Code with

	<blockquote>		<blockquote> <i>
	"Think about how much of the whole amount,", a, ", is represented by the part,", b,		"Think about how much of the whole amount,", a, ", is represented by the part,", b,". Is", b, "a big part of", a,"or a small part of",a,"? Imagine that you were going to walk", a,"miles and you had already gone", b, "miles, are you almost finished or have you just begun? These questions can help you understand how", b, "is related to", a,"by percentages." </i></blockquote>
	". Is", b, "a big part of", a,"or a small part of",a,"? Imagine that you were
	going to walk", a,"miles and you had already gone", b, "miles, are you almost finished
	or have you just begun? These questions can help you understand how", b,
	"is related to", a,"by percentages."</blockquote>

	===[[e2020]]===		===[[e2020]]===

Tim: /* education acumen */

2015-02-03T19:20:01Z

education acumen

← Older revision		Revision as of 15:20, 3 February 2015
Line 7:		Line 7:
	To me it is the 'problematic', the automatic software produced practice problems, that is the problem. Let me digress. When I had had enough of terrible administrations and stopped teaching I thought that maybe I'd find some innovation in the edutech sector. I identified companies that I thought were innovative and got jobs doing things very similar to Education Acumen's opportunities in algorithm production and standards based curriculum development. I did it for math, science, history and humanities, targeting a particular standard like 6.ns.2.a and producing content that the 'engine' could swallow and spit back out to the kids relentlessly data-mined in endless variation.		To me it is the 'problematic', the automatic software produced practice problems, that is the problem. Let me digress. When I had had enough of terrible administrations and stopped teaching I thought that maybe I'd find some innovation in the edutech sector. I identified companies that I thought were innovative and got jobs doing things very similar to Education Acumen's opportunities in algorithm production and standards based curriculum development. I did it for math, science, history and humanities, targeting a particular standard like 6.ns.2.a and producing content that the 'engine' could swallow and spit back out to the kids relentlessly data-mined in endless variation.

	I started to wonder what was so innovative about this approach? Is this really what "young students need and want". At least they don't have to carry around that huge algebra book, 800 pages of mini algorithms like 'move two decimal places this' and 'cross multiply that'. I had to agree with my uncooperative students; this was nonsense. We fracture the subject into these discreet competencies then drill and kill, while carefully posting the days standards in front of the room and the kids 'perform' and we check off their competencies. Then we wonder why the kids suck at the midterms and the SAT's. Why can't they solve problems, think, reason or argue 0(well)? Why are US kids so far behind so many other kids?		I started to wonder what was so innovative about this approach? Is this really what "young students need and want". At least they don't have to carry around that huge algebra book, 800 pages of mini algorithms like 'move two decimal places this' and 'cross multiply that'. I had to agree with my uncooperative students; this was nonsense. We fracture the subject into these discreet meaningless competencies then drill and kill, while carefully posting the days standards in front of the room and the kids 'perform' and we check off their competencies. Then we wonder why the kids suck at the midterms and the SAT's. Why can't they solve problems, think, reason or argue (well)? Why are US kids so far behind so many other kids?

	Is it Taiwan's algebra book that is like 40 pages? As an exercise I boiled down Algebra1 to 4, 8-1/2 x 11" sheets of paper. I contend that those for pages address the standards and everything else is unnecessary and even destructive.		Is it Taiwan's algebra book that is like 40 pages? As an exercise I boiled down Algebra1 to 4, 8-1/2 x 11" sheets of paper. I contend that those for pages address the standards and everything else is unnecessary and even destructive.

			So what could innovation look like? No matter how you dress up Example Non-Final and Final Code with

			<blockquote>
			"Think about how much of the whole amount,", a, ", is represented by the part,", b,
			". Is", b, "a big part of", a,"or a small part of",a,"? Imagine that you were
			going to walk", a,"miles and you had already gone", b, "miles, are you almost finished
			or have you just begun? These questions can help you understand how", b,
			"is related to", a,"by percentages."</blockquote>

	===[[e2020]]===		===[[e2020]]===

Tim: /* education acumen */

2015-02-03T19:14:32Z

education acumen

← Older revision		Revision as of 15:14, 3 February 2015
Line 5:		Line 5:
	I like the common core. Compared to the MA Frameworks the Math standards are a little bit better and the ELA standards are way better. "Using the Common Core State Standards as a compass to guide" is what we as teachers have always used standards for. I see the quest to produce "all of the lessons and practice" as problematic.		I like the common core. Compared to the MA Frameworks the Math standards are a little bit better and the ELA standards are way better. "Using the Common Core State Standards as a compass to guide" is what we as teachers have always used standards for. I see the quest to produce "all of the lessons and practice" as problematic.

	To me it is the 'problematic', the automatic software produced practice problems, that is the problem. Let me digress. When I had had enough of terrible administrations and stopped teaching I thought that maybe I'd find some innovation in the edutech sector. I identified companies that I thought were innovative and got jobs doing things very similar to Education Acumen's opportunities in algorithm production and standards based curriculum development. I did it for math, science, history and humanities, targeting a particular standard like 6.ns.2.a and producing content ~~the~~ the 'engine' could swallow.		To me it is the 'problematic', the automatic software produced practice problems, that is the problem. Let me digress. When I had had enough of terrible administrations and stopped teaching I thought that maybe I'd find some innovation in the edutech sector. I identified companies that I thought were innovative and got jobs doing things very similar to Education Acumen's opportunities in algorithm production and standards based curriculum development. I did it for math, science, history and humanities, targeting a particular standard like 6.ns.2.a and producing content that the 'engine' could swallow and spit back out to the kids relentlessly data-mined in endless variation.

	I started to wonder what was so innovative about this approach? ~~Wasn~~'t it ~~just~~		I started to wonder what was so innovative about this approach? Is this really what "young students need and want". At least they don't have to carry around that huge algebra book, 800 pages of mini algorithms like 'move two decimal places this' and 'cross multiply that'. I had to agree with my uncooperative students; this was nonsense. We fracture the subject into these discreet competencies then drill and kill, while carefully posting the days standards in front of the room and the kids 'perform' and we check off their competencies. Then we wonder why the kids suck at the midterms and the SAT's. Why can't they solve problems, think, reason or argue 0(well)? Why are US kids so far behind so many other kids?

			Is it Taiwan's algebra book that is like 40 pages? As an exercise I boiled down Algebra1 to 4, 8-1/2 x 11" sheets of paper. I contend that those for pages address the standards and everything else is unnecessary and even destructive.

	===[[e2020]]===		===[[e2020]]===

Tim at 17:45, 3 February 2015

2015-02-03T17:45:08Z

← Older revision		Revision as of 13:45, 3 February 2015
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			===education acumen===

			http://www.educationacumen.com/a-different-way-to-multiply/

			I like the common core. Compared to the MA Frameworks the Math standards are a little bit better and the ELA standards are way better. "Using the Common Core State Standards as a compass to guide" is what we as teachers have always used standards for. I see the quest to produce "all of the lessons and practice" as problematic.

			To me it is the 'problematic', the automatic software produced practice problems, that is the problem. Let me digress. When I had had enough of terrible administrations and stopped teaching I thought that maybe I'd find some innovation in the edutech sector. I identified companies that I thought were innovative and got jobs doing things very similar to Education Acumen's opportunities in algorithm production and standards based curriculum development. I did it for math, science, history and humanities, targeting a particular standard like 6.ns.2.a and producing content the the 'engine' could swallow.

			I started to wonder what was so innovative about this approach? Wasn't it just

	===[[e2020]]===		===[[e2020]]===

Tim: /* e2020 */

2012-12-27T18:41:08Z

e2020

← Older revision		Revision as of 14:41, 27 December 2012
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	*8 to write test
	*2 to review
	*3 to repair
	*2 2nd review

	===OER Open Educational Resources===		===OER Open Educational Resources===