Comments for Democratizing Knowledge http://mikegwaltney.net/blog Helping Spread Humanity's Most Valuable Asset Thu, 15 Mar 2012 03:00:09 +0000 hourly 1 http://wordpress.org/?v=3.3.1 Comment on Why Teachers Should be on Twitter by Liam http://mikegwaltney.net/blog/?p=70#comment-1789 Liam Thu, 15 Mar 2012 03:00:09 +0000 http://mikegwaltney.net/blog/?p=70#comment-1789 I totally agree with these reasons, many people call it developing your own Personal Learning Network or PLN. Teachers who do not use twitter often may say that they do not have time, however, in this day and age, making time to use and develop your PLN is essential. I totally agree with these reasons, many people call it developing your own Personal Learning Network or PLN. Teachers who do not use twitter often may say that they do not have time, however, in this day and age, making time to use and develop your PLN is essential.

]]> Comment on History Education in a World of Information Surplus by Nancy Hudak http://mikegwaltney.net/blog/?p=255#comment-1658 Nancy Hudak Mon, 26 Dec 2011 00:01:34 +0000 http://mikegwaltney.net/blog/?p=255#comment-1658 I agree that history (and other subjects) can and should be taught differently than the sage-on-the-stage model. Most teachers, old and new, understand that. The problems, however, are many: (1) students have to be introduced to the concepts before they can understand them well enough to go any further; there needs to be someone to do that. (2) Students will not necessarily research well - either the basic information or the conclusions that can be drawn from that information. Someone needs to help them do that. (3) Good research takes time; many schools don't - particularly at the junior high/middle school and high levels - have 45 minute blocks that don't lend themselves well to in-depth research. (4) Not all history is interesting to all people (young or old). There is simply stuff one has to know and memorizing it (so to speak) may be the only way to do so. (6) The whole test-taking accountability culture in this country doesn't allow for much leeway from knowing just the facts. I think most adults who believe in the power of the internet don't fully appreciate that our ability to use the tools is based on our backgrounds. Assuming that students will be able to access information without similar background information and skills is naive. I agree that history (and other subjects) can and should be taught differently than the sage-on-the-stage model. Most teachers, old and new, understand that.

The problems, however, are many: (1) students have to be introduced to the concepts before they can understand them well enough to go any further; there needs to be someone to do that. (2) Students will not necessarily research well – either the basic information or the conclusions that can be drawn from that information. Someone needs to help them do that. (3) Good research takes time; many schools don’t – particularly at the junior high/middle school and high levels – have 45 minute blocks that don’t lend themselves well to in-depth research. (4) Not all history is interesting to all people (young or old). There is simply stuff one has to know and memorizing it (so to speak) may be the only way to do so. (6) The whole test-taking accountability culture in this country doesn’t allow for much leeway from knowing just the facts.

I think most adults who believe in the power of the internet don’t fully appreciate that our ability to use the tools is based on our backgrounds. Assuming that students will be able to access information without similar background information and skills is naive.

]]> Comment on History Education in a World of Information Surplus by Shawn McCusker http://mikegwaltney.net/blog/?p=255#comment-1613 Shawn McCusker Tue, 06 Dec 2011 15:17:49 +0000 http://mikegwaltney.net/blog/?p=255#comment-1613 I am not sure how I missed this when it was posted but I am glad that I found it. My mind reals at what the classroom of the future might look like and I am crafting a new model in my mind every time I enter the classroom. more and more I see that the center of my classroom needs to be evaluation of multiple sources and perspectives. we have to divine the meaning behind all of the voices we are exposed to. I have added this post to the materials I review regularly that help me keep my eyes on the prize. Thanks for your help in formulating my path to get there. I am not sure how I missed this when it was posted but I am glad that I found it. My mind reals at what the classroom of the future might look like and I am crafting a new model in my mind every time I enter the classroom. more and more I see that the center of my classroom needs to be evaluation of multiple sources and perspectives. we have to divine the meaning behind all of the voices we are exposed to. I have added this post to the materials I review regularly that help me keep my eyes on the prize. Thanks for your help in formulating my path to get there.

]]> Comment on Math is dead. Long live Mathematics! by Peter Deal http://mikegwaltney.net/blog/?p=178#comment-1596 Peter Deal Fri, 02 Dec 2011 00:56:47 +0000 http://mikegwaltney.net/blog/?p=178#comment-1596 Math classes do incorporate real world applications into the lessons. They're called "story problems", and in my experience they evoke far more terror from students than factoring polynomials. Math classes do incorporate real world applications into the lessons. They’re called “story problems”, and in my experience they evoke far more terror from students than factoring polynomials.

]]> Comment on Math is dead. Long live Mathematics! by Heather N. http://mikegwaltney.net/blog/?p=178#comment-1591 Heather N. Thu, 01 Dec 2011 03:39:23 +0000 http://mikegwaltney.net/blog/?p=178#comment-1591 I'm with you, Mike- I had a rough experience with math during junior high, and decided I wanted to study other areas more in-depth during high school. This video instantly made me think of a poster that hung in my geometry teacher's classroom (and undoubtedly many others). At the top it said, "When will I actually use this?" above a giant chart, connecting math concepts to occupations. It was kind of a wake up call, and yet I wondered if those concepts would be better learned in the occupation itself, or years before in school. I think there needs to be a balance. Using computers is great, and quick, but if one totally relies on a calculator or a computer, he or she will have no idea how to solve a problem when technology fails or isn't readily available. Friends of mine actually like to sit down and do math problems, in order to break from screens and make sure they still know it. Shouldn't you know how a computer is doing this, the order, and why it's necessary? Total reliance on machine computing concerns me. That being said, math definitely needs to be correlated to its real world applications, and not just a poster. I had to do a math assignment while painting murals in college, in order to get accurate quotes, percentages, etc. Our Multivariable students at OSG are asked to find their subject matter within the news, daily life, etc. In other words, a balance needs to be struck. Giving up on hand computation completely, in my mind, devalues the processes and motivation which made those tough problems much more possible to solve with just one's mind. I’m with you, Mike- I had a rough experience with math during junior high, and decided I wanted to study other areas more in-depth during high school.

This video instantly made me think of a poster that hung in my geometry teacher’s classroom (and undoubtedly many others). At the top it said, “When will I actually use this?” above a giant chart, connecting math concepts to occupations. It was kind of a wake up call, and yet I wondered if those concepts would be better learned in the occupation itself, or years before in school.

I think there needs to be a balance. Using computers is great, and quick, but if one totally relies on a calculator or a computer, he or she will have no idea how to solve a problem when technology fails or isn’t readily available. Friends of mine actually like to sit down and do math problems, in order to break from screens and make sure they still know it. Shouldn’t you know how a computer is doing this, the order, and why it’s necessary? Total reliance on machine computing concerns me.

That being said, math definitely needs to be correlated to its real world applications, and not just a poster. I had to do a math assignment while painting murals in college, in order to get accurate quotes, percentages, etc. Our Multivariable students at OSG are asked to find their subject matter within the news, daily life, etc.

In other words, a balance needs to be struck. Giving up on hand computation completely, in my mind, devalues the processes and motivation which made those tough problems much more possible to solve with just one’s mind.

]]> Comment on History Education in a World of Information Surplus by Molly Smith http://mikegwaltney.net/blog/?p=255#comment-1560 Molly Smith Tue, 22 Nov 2011 13:28:42 +0000 http://mikegwaltney.net/blog/?p=255#comment-1560 I have been thinking about this a lot lately. We are doing much more student-centered approach with student questions and research driving the bus. I truly believe that what you describe is the reform that needs to happen. Still, it can feel like a little unsettling, in the face of colleagues who bemoan the loss of content and students who push back when asked to construct their understanding. Shifting what everyone believes learning history to be is essential. Every year I have to battle with students who see memorizing notes for a test as learning history. I look at terms lists from the past to see how much my teaching has changed. One problem is that with the old way of teaching content it was easier for students and teachers to measure success. We are having to work out a new way of measuring mastery, which can be a little scary. I am on board for the ride, but at times it is a pretty bumpy one. I have been thinking about this a lot lately. We are doing much more student-centered approach with student questions and research driving the bus. I truly believe that what you describe is the reform that needs to happen. Still, it can feel like a little unsettling, in the face of colleagues who bemoan the loss of content and students who push back when asked to construct their understanding. Shifting what everyone believes learning history to be is essential. Every year I have to battle with students who see memorizing notes for a test as learning history. I look at terms lists from the past to see how much my teaching has changed. One problem is that with the old way of teaching content it was easier for students and teachers to measure success. We are having to work out a new way of measuring mastery, which can be a little scary. I am on board for the ride, but at times it is a pretty bumpy one.

]]> Comment on Misunderstanding Sal Khan, and Missing the Point by Matt Amaral http://mikegwaltney.net/blog/?p=827#comment-1556 Matt Amaral Sun, 20 Nov 2011 17:43:48 +0000 http://mikegwaltney.net/blog/?p=827#comment-1556 Mike, I might give you the point that in the subject of Math, some teachers could benefit from a series of videos they could play at the front of the room while they are working the rows and helping students. Yet, in the end you are missing my point. Even this "flipped" classroom, as you call it, won't work with the kind of teacher who isn't good at lecturing, and teaching in general. Look, unless you're talking about paying teachers more and making sure we have highly intelligent, energetic leaders in the room, nothing will improve. Let me give you an example. There is a program called AVID that is nation-wide that focuses on peer studying and support. It has its own curriculum and protocols. When a great teacher is in the room, AVID works, when it is a bad teacher, AVID doesn't work. KA is the same. The problem in education is not direct instruction, and our inability to reach our students on their desks. Lecturing is teaching, and if you take our voice from the subject matter, we are not teachers anymore, we are Techs. None of this matters, don't you see? There is this idea that we can fix education BY TAKING THE TEACHER OUT OF THE EQUATION AT EVERY STEP. What we need is for ALL teachers to be highly qualified, and the only way to get that is to increase pay. I concede at many points in my piece that Khan is great for what he is. But the problem with education is not In-the-Room Lecture. That is direct instruction, and it works. It IS teaching (as long as you do everything else along with it, scaffolding, individual instruction, group work, etc.). Direct instruction is the least of our worries. Anyways, taking questions during lecture is the best way to address problem issues to the entire class. If one student has a question, chances are 40% of the room has the same question. In one fell swoop you've answered it for everyone, instead of walking around the room answering the same question at 20 different desks. In the end, most of us need help lecturing like we need help driving to work in the morning. And I'm sorry, but when Sal Khan says he dreams of a future free of bored students being lectured at, and how he hated how teachers weren't able to show the beauty of what they teach, if that doesn't piss you off, I don't know what will. And when he sees the future of education as "Lecture Libraries," instead of classrooms with teachers in it, if that doesn't sound like he's talking of a panacea, I don't know what does. Mike,
I might give you the point that in the subject of Math, some teachers could benefit from a series of videos they could play at the front of the room while they are working the rows and helping students. Yet, in the end you are missing my point. Even this “flipped” classroom, as you call it, won’t work with the kind of teacher who isn’t good at lecturing, and teaching in general. Look, unless you’re talking about paying teachers more and making sure we have highly intelligent, energetic leaders in the room, nothing will improve.

Let me give you an example. There is a program called AVID that is nation-wide that focuses on peer studying and support. It has its own curriculum and protocols. When a great teacher is in the room, AVID works, when it is a bad teacher, AVID doesn’t work. KA is the same. The problem in education is not direct instruction, and our inability to reach our students on their desks. Lecturing is teaching, and if you take our voice from the subject matter, we are not teachers anymore, we are Techs. None of this matters, don’t you see? There is this idea that we can fix education BY TAKING THE TEACHER OUT OF THE EQUATION AT EVERY STEP. What we need is for ALL teachers to be highly qualified, and the only way to get that is to increase pay.

I concede at many points in my piece that Khan is great for what he is. But the problem with education is not In-the-Room Lecture. That is direct instruction, and it works. It IS teaching (as long as you do everything else along with it, scaffolding, individual instruction, group work, etc.). Direct instruction is the least of our worries. Anyways, taking questions during lecture is the best way to address problem issues to the entire class. If one student has a question, chances are 40% of the room has the same question. In one fell swoop you’ve answered it for everyone, instead of walking around the room answering the same question at 20 different desks. In the end, most of us need help lecturing like we need help driving to work in the morning.

And I’m sorry, but when Sal Khan says he dreams of a future free of bored students being lectured at, and how he hated how teachers weren’t able to show the beauty of what they teach, if that doesn’t piss you off, I don’t know what will. And when he sees the future of education as “Lecture Libraries,” instead of classrooms with teachers in it, if that doesn’t sound like he’s talking of a panacea, I don’t know what does.

]]> Comment on Misunderstanding Sal Khan, and Missing the Point by Shad Moarif http://mikegwaltney.net/blog/?p=827#comment-1346 Shad Moarif Fri, 21 Oct 2011 14:26:50 +0000 http://mikegwaltney.net/blog/?p=827#comment-1346 Sal Khan is doing what I was doing 28 years ago. Now I wish I had done what he did: clone myself. Not now but 28 years ago. Unfortunately the technology wasn't there to allow that. It would take a 20 Volume encyclopedia to put everything down in print. In a Text Book Publishing course I took at Harvard for my grad study, I was astonished to learn that the amount of knowledge that young learners can officially carry in their heads is a function of the load they can carry on their shoulders via their backpack. Which explained their decision on restricting the number of pages in a text book. Math ideas, say on Fractions, had to be explained in 2 pages, not more. We see the results of such limitations today. I am doing what Sal Khan did. The technology is too tempting to resist cloning oneself as a practitioner. And the good thing is the diversity of technology allows you to clone yourself according to what suits your style as much as fits the needs of the learners. So that's what I am doing. I am doing it all visually, through animation, by distilling mathematical concepts visually down to its essentials so that they lend themselves to numerical reasoning. It is NOT "chalk and talk". But it's far from anything like a constructivist approach. I have my reasons. And beliefs. Recently I started uploading my work on YouTube (around 3 weeks ago). May I share the links with you folks? Here they are: 1.Algebraic Equations Part 1: http://www.youtube.com/watch?v=BhrQSOOz1O0 Algebraic Equations Part 2: http://www.youtube.com/watch?v=4k6IZjsTit4 Algebraic Equations Part 3 http://www.youtube.com/watch?v=0vBqBX9jkps 2.On Understanding "Difference": http://www.youtube.com/watch?v=xuHPGenGV_Y 3.Factors and Factoring Part 1: http://www.youtube.com/watch?v=vrTa07zl9pg Factors and Factoring Part 2: http://www.youtube.com/watch?v=XphYUyzmG_4 Factors and factoring Part 3: http://www.youtube.com/watch?v=yqV2HYZX8X8 4.The Inventing of Some Mathematical Signs: http://www.youtube.com/watch?v=Ctd7txNu9P8 5.Division as Equal Sharing Part 1: http://www.youtube.com/watch?v=6hATKLy0Kxg The Dividing Room Part 2: http://www.youtube.com/watch?v=JnlaQDmzQ-8 Division as Equal Grouping: http://www.youtube.com/watch?v=aVHSIKkkP6Y 6. Fractions as Parts and Wholes Part 1: http://www.youtube.com/watch?v=MS2IW8mOPe8 Fractions as Halves and Wholes Part 2: http://www.youtube.com/watch?v=go4BZlYciac Comparing Fractions Part 3: http://www.youtube.com/watch?v=BaT0sBM5vOI Improper Fractions to Mixed Numbers Part 4: http://www.youtube.com/watch?v=Lf2IiP-bsGU Changing Mixed Numbers to Improper Fractions Part 5: http://www.youtube.com/watch?v=vtRe51gyb_g Review Exercises Part 6: http://www.youtube.com/watch?v=WpvOOjMK8j0 Would like to get some feedback re: comparison with Khan's work. Thanks. Shad Sal Khan is doing what I was doing 28 years ago. Now I wish I had done what he did: clone myself. Not now but 28 years ago. Unfortunately the technology wasn’t there to allow that. It would take a 20 Volume encyclopedia to put everything down in print.

In a Text Book Publishing course I took at Harvard for my grad study, I was astonished to learn that the amount of knowledge that young learners can officially carry in their heads is a function of the load they can carry on their shoulders via their backpack. Which explained their decision on restricting the number of pages in a text book. Math ideas, say on Fractions, had to be explained in 2 pages, not more.

We see the results of such limitations today.

I am doing what Sal Khan did. The technology is too tempting to resist cloning oneself as a practitioner. And the good thing is the diversity of technology allows you to clone yourself according to what suits your style as much as fits the needs of the learners. So that’s what I am doing. I am doing it all visually, through animation, by distilling mathematical concepts visually down to its essentials so that they lend themselves to numerical reasoning.

It is NOT “chalk and talk”. But it’s far from anything like a constructivist approach. I have my reasons. And beliefs.

Recently I started uploading my work on YouTube (around 3 weeks ago). May I share the links with you folks? Here they are:

1.Algebraic Equations Part 1: http://www.youtube.com/watch?v=BhrQSOOz1O0
Algebraic Equations Part 2: http://www.youtube.com/watch?v=4k6IZjsTit4
Algebraic Equations Part 3 http://www.youtube.com/watch?v=0vBqBX9jkps
2.On Understanding “Difference”: http://www.youtube.com/watch?v=xuHPGenGV_Y
3.Factors and Factoring Part 1: http://www.youtube.com/watch?v=vrTa07zl9pg
Factors and Factoring Part 2: http://www.youtube.com/watch?v=XphYUyzmG_4
Factors and factoring Part 3: http://www.youtube.com/watch?v=yqV2HYZX8X8
4.The Inventing of Some Mathematical Signs: http://www.youtube.com/watch?v=Ctd7txNu9P8
5.Division as Equal Sharing Part 1: http://www.youtube.com/watch?v=6hATKLy0Kxg
The Dividing Room Part 2: http://www.youtube.com/watch?v=JnlaQDmzQ-8
Division as Equal Grouping: http://www.youtube.com/watch?v=aVHSIKkkP6Y
6. Fractions as Parts and Wholes Part 1: http://www.youtube.com/watch?v=MS2IW8mOPe8
Fractions as Halves and Wholes Part 2: http://www.youtube.com/watch?v=go4BZlYciac
Comparing Fractions Part 3: http://www.youtube.com/watch?v=BaT0sBM5vOI
Improper Fractions to Mixed Numbers Part 4: http://www.youtube.com/watch?v=Lf2IiP-bsGU
Changing Mixed Numbers to Improper Fractions Part 5: http://www.youtube.com/watch?v=vtRe51gyb_g
Review Exercises Part 6: http://www.youtube.com/watch?v=WpvOOjMK8j0

Would like to get some feedback re: comparison with Khan’s work. Thanks.
Shad

]]> Comment on What’s your Professional Growth Plan? by Dave Truss http://mikegwaltney.net/blog/?p=886#comment-1335 Dave Truss Thu, 20 Oct 2011 08:07:47 +0000 http://mikegwaltney.net/blog/?p=886#comment-1335 Wow, thanks for your kind words and thanks for sharing! I've actually been thinking even more about my 3rd point... empowering participants during the session. You said, <i>' I know I’m much more intentional of my professional development choices as a result of online discussion and anytime learning.'</i> Well, that anytime learning doesn't suddenly stop when we get into a pro-d session. What do we need to do to harness this more effectively? ~Dave Wow, thanks for your kind words and thanks for sharing! I’ve actually been thinking even more about my 3rd point… empowering participants during the session.

You said, ‘ I know I’m much more intentional of my professional development choices as a result of online discussion and anytime learning.’

Well, that anytime learning doesn’t suddenly stop when we get into a pro-d session. What do we need to do to harness this more effectively?
~Dave

]]> Comment on Misunderstanding Sal Khan, and Missing the Point by Jordan http://mikegwaltney.net/blog/?p=827#comment-1303 Jordan Mon, 17 Oct 2011 22:22:03 +0000 http://mikegwaltney.net/blog/?p=827#comment-1303 Mike, I TOTALLY agree with your points here. The quote that best summarizes what you discuss above and what I see as the essence of Sal Khan's work came from him in this pithy quote from last week's PNAIS conference: "use technology to humanize the classroom." Yes! Mike, I TOTALLY agree with your points here. The quote that best summarizes what you discuss above and what I see as the essence of Sal Khan’s work came from him in this pithy quote from last week’s PNAIS conference: “use technology to humanize the classroom.” Yes!

]]>