published by David Wees on Tue, 11/26/2013 - 03:09
I recently facilitated a workshop on social media for a school. I created two short videos to act as discussion starters, and then I created a workshop structure around the video clips that the school could use to facilitate the discussion with their students.
Outline of a workshop for students on social media:
published by David Wees on Mon, 11/18/2013 - 18:15
As I watched my son over the past few days learn about shape, I am struck by not only how much we need to learn to make sense of the world, but also by how even simple things cannot be taken granted as known by children.
published by David Wees on Wed, 11/06/2013 - 13:21
I'm currently working on creating a sample sequence of lessons for teachers to use for a geometry unit. At this stage, students will have been exposed to (but will not necessarily have learned all of) geometric transformations, constructions, and some review on geometric vocabulary.
My objective is to create a sequence of lessons which include:
published by David Wees on Fri, 10/25/2013 - 20:59
published by David Wees on Fri, 10/25/2013 - 20:30
When I was 8, my father gave me my first computer. There were two things I could do on this computer; program or write. I found programming to be much more interesting! So with a little bit of support from my father, and a copy of the Wang BASIC reference manual, I began the long process of teaching myself how to program.
Here is basically what you need to learn how to program:
published by David Wees on Fri, 10/25/2013 - 19:21
My wife and I decided a couple of weeks ago to withdraw our son from our local community school and homeschool him. We realized that the constraints on the school, and the choices made at the school were going to prevent him from getting the exercise, play, and intellectual stimulation he needs to remain healthy in body and mind.
published by David Wees on Thu, 10/24/2013 - 07:19
Today I observed a teacher using this toolbuilt by Jennifer Silver to engage her students in mathematical reasoning. It was a powerful reminder to me of the intersection between effective uses of technology to provoke thinking in students, and the pedagogy used to support that student reasoning.
First, the teacher brought up the interactive diagram up on her Smartboard, and then she asked a student to come up to change the slider values. She repeatedly asked students to say what they noticed each time the slider was changed. She took the time to have multiple students clarify what they said, to have their peers restate and respond to each other's reasoning, and to have students take the time to make mathematical observations. She engaged students in collaborative mathematical thinking for 30 minutes. At the end of the class, at least 10 students came up en masse to play with the interactive diagram themselves and continued to ask her questions and make observations. She had to promise them she would email them the link to the diagram so that they could continue to play with it themselves.
The point here is that the technology made the conversation easier. Instead of creating 20 different examples of graphs and seeing what happens as each variable is changed, students were able to visualize the changes, both in the graph representation, and in the formula representation. When asked if they noticed anything after the "Point on the line" slider was changed, one student said they noticed the Intercept-slope form of the equation did not change. Another student responded to him with "that form of the line doesn't depend on which points you use."