Tag Archives: connection math and science

If a picture is worth 1000 words, what is video worth? (TBT Remix)

Which is most appealing to you?  Which draws you in and generates questions?

Infographic from Bits of Science.

Infographic from Data Visualization Encyclopedia, Information Technology, Symbols, Posters, Infographics

Video from NPR.  (Watch the video, seriously; it’s only 2:34 and well worth it!)

So…Which is most appealing to you?  Which draws you in and generates questions? I think we need all of the above, the hands-on investigation of the data with technology, the infographic that gives perspective, and the video that offers an alternate way to visualize and think about this population growth.

How are we “leveling up” concerning visualization?  Have our learners been introduced to infographics?  Better yet, have our learners produced infographics to communicate data creatively?  How are we using video to engage our learners?  Have our learners produced video to communicate data, learning, and growth?  Are we teaching (and learning) Information Age skills if we are not expecting multiple representations of ideas from our learners?

So… with lots of technology at our fingertips, if a picture is worth 1000 words, what is video worth?…and…what if we only communicate with text?  What learning is lost when/if we only offer one representation of what we want others to learn?

What is lost when we don’t show and tell?

1 image ~ 1000 words…think about it.


If a picture is worth 1000 words, what is video worth? was originally published on January 3, 2012.

Water instead of Soda #PBLidea #AskDon’tTell

Is there PBL potential and academic content in this commercial from Nestlé?

By replacing one sugared beverage a day with [a bottle of water], you can cut 50,000 calories a year from [your] diet.

The fine print in the ad says that this is based on replacing one 12 oz 140 calorie sugared beverage daily with water for a year.

Where could a discussion of this ad take us in class? What questions will learners ask? What questions will we ask our learners?  What questions might be asked to challenge learners apply what they know?  What questions might be asked to promote problem-finding, problem-solving, communication, leadership, initiative, action, service, and other critical competencies?

Ask; don’t tell.  Listen and learn.  Just ask a question…see where it takes us.

Enrichment Activity: The Fibonacci Sequence & Series

What do we do with or for learners that enriches their view and learning of patterns and math?  How to we inspire learners to connect math and patterns to real things?

In our Algebra I team, we’ve been discussing how to offer enrichment learning and activities to promote growth for learners who master topics quickly.  We don’t want to make it “harder” or a “higher pile” so what do we do?

While I was researching video for my previous post, If a picture is worth 1000 words, what is video worth?, I ran across Nature by Numbers:

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The Nature by Numbers video then made me think of Vi Hart and her post Doodling in Math: Spirals, Fibonacci, and Being a Plant [1 of 3].

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The combination of these two videos is awesome.  Which is more engaging to you?  Could we design enrichment opportunities that promote communication, collaboration, creativity, and investigation of real world patterns and beauty? Could these enrichment opportunities lead to project-based learning and integrated studies?

Meet Aidan, Grade 7, Young Naturalist Awards, 2011 and read The Secret of the Fibonacci Sequence in Trees to learn about his redesign of solar panels based on his observations of trees and a connection he made to Fibonacci.

Wow! This is the type of learning – PBL – that I want for my learners.

If a picture is worth 1000 words, what is video worth?

Which is most appealing to you?  Which draws you in and generates questions?

Data represented above gleaned from worldometers: real time world statistics.

Infographic from Bits of Science.

Infographic from Data Visualization Encyclopedia, Information Technology, Symbols, Posters, Infographics

Video from NPR.  (Watch the video, seriously; it’s only 2:34 and well worth it!)

So…Which is most appealing to you?  Which draws you in and generates questions? I think we need all of the above, the hands-on investigation of the data with technology, the infographic that gives perspective, and the video that offers an alternate way to visualize and think about this population growth.

[Note:  I’ve written more about PBL ideas for population at Population at 7 Billion – What PBL can we facilitate?.]

I keep thinking about visualization and having multiple representations of ideas.  In Five Things Students Want Their Teachers to Know about Online Learning from Tech&LearningLisa Nielsen indicates that visualization is important to students.  The “five things” student want us to know:

  1. Socialization is important!
  2. Students Want to See Each Other
  3. Students Want to See Their Teacher
  4. Students Want You to Know Them
  5. Keep it Relevant

If you read the article, Nielsen indicates that visualization is important when learning online.  Video is a tool listed in all five of the above topics.

How are we “leveling up” concerning visualization?  Have our learners been introduced to infographics?  Better yet, have our learners produced infographics to communicate data creatively?  How are we using video to engage our learners?  Have our learners produced video to communicate data, learning, and growth?  Are we teaching (and learning) 21st century skills if we are not expecting multiple representations of ideas from our learners?

So…In 2012, with lots of technology at our fingertips, if a picture is worth 1000 words, what is video worth?…and…what if we only communicate with text?  What learning is lost when/if we only offer one representation of what we want others to learn?

What is lost when we don’t show and tell?

1 image ~ 1000 words…think about it.

Integrated Studies: Gardening, Obesity, Open Source Learning

In Synergy we have six groups working on community issues: obesity, cafeteria design and cleanliness, Nancy Creek, designing a fair to raise awareness for Habitat for Humanity, sleep, and graffiti.

How do we create a movement to raise awareness?  How do we connect people to work for a common cause?  How do we learn from one another?  (All good questions critical to Synergy success.)

Listen to Roger Doiron, the founder of Kitchen Gardeners International:

Could you pick out the essential learnings from many areas of school?  Economics, persuasive writing, biology, arithmetic, algebra, geometry,  environmental science, and more, right?  Did you catch how he used social media to promote his agenda?

How much space does the White House vegetable garden require on the lawn?  How much would it cost to buy the plants to grown in this garden?

Suppose you don’t have that much space to dedicate to a garden?  How much space do you have?  How much would the plants you need for your garden cost?  What plants should you grow?  How will you determine the nutrients needed to amend your soil?  Will you eat more vegetables if you grow them yourself?  Will you save money by growing some of your food?

Live in an apartment?  Don’t like dirt?  Interested in having a garden in your classroom? Got a window? Want to see “Learn and Share” open-source collaboration in action? Listen to Britta Riley talk about Windowfarms, vertical hydroponic platforms for growing food in city windows:

What could we learn if we built the latest windowfarm design, the V3.0, the Modular Airlift Multicolumn Array?

Increasing intake of healthy food is one way to fight obesity.  I wonder if our teams can find threads to connect their projects – could they choose to work in their interest for a common cause?  Could the Nancy Creek team raise awareness of how to care for Nancy Creek and advocate for a healthier lifestyle at the same time? Would they consider creating exercise information stations along the trail that follows Nancy Creek? Is there a link between the appropriate and necessary amount of sleep, exercise, and health?  How could the spring fair team plan to advocate for all Habitat Houses to have a garden in the backyard?  Could one team build a “getting started gardening” resource guide?  Could the graffiti team create a movement using art to motivate making healthier choices?

Zooming out, what can we learn about integrated studies, student choice, and interdependence?  Could we choose to work in our field of interest for a common cause?  How do we harness the power of social media to create opportunities for open-source collaboration to improve, learn, create, innovate, reflect, and revise?

FAAR – Connecting Peer Observations to Learning for Life

As part of our formative Faculty Assessment and Annual Review (FAAR) plan, we engage in a process of peer observations. We also have a new Learning for Life vision statement.  With his permission, I am publishing my peer observation of my friend and colleague, BC.  As I reviewed my notes taken during his class, I realized that he, in this one lesson,  seized the challenges and opportunities of the 21st century by promoting all six essential actions called for in our Learning for Life vision statement.

____________________

Focus of the observation (if any) and class context:

Algebra I team’s lesson study on Phases of the Moon.

Teaching methods and practices observed (strength-based)/Indicators of student learning.

  •   Integrated Studies
  •   Project-based Learning
  •   Learning Spaces
  •   Teachers working in teams
  •   Assessment and feedback
  •   Content that connects us to the larger world and the world to us.

Assessment and feedback, Teachers working in team, Project-based learning
BC uses inquiry to engage our learners in the context of the lesson.  He solicits prior knowledge to have learners take an active role in driving the lesson.

Integrated studies, Teachers working in teams, Content that connects us
CB used multi-media, a video from the History Channel (http://www.youtube.com/watch?v=nXseTWTZlks), to confirm the students’ prior knowledge and introduce necessary vocabulary not discussed by the students.

Teachers working in teams
In the face of no network access, BC calmly transitioned to the team’s Plan B.  Rather than using  the resources for Phases of the Moon on our Google Site, he used a Keynote presentation.  This modeled for our learners that we continue to learn; we do not stop because “we have no Internet.”

Teachers working in teams, Content that connects us, Learning spaces
While the students did not leave the classroom, they definitely utilized spaces.  The students used their MacBooks to find answers and questions concerning the moon.  CB addressed visual and kinesthetic learning styles by having the learners graph the illumination of the moon over the days of a month.

[Note:  Video evidence inserted here.¹  ]

Some questions to consider:

Did you like teaching graph interpretation this way?
How can we have more classes like this?
Where do we turn for more resources to find integrate lessons that engage our students and connect their learning to many disciplines?

What did I observe that I would like to incorporate into my own teaching/Other notes:

This is an awkward question since we built the lesson together.  We observed each other; we all went to DD’s class as a team.  DD and I went to BC’s class while WB was teaching Algebra II.  It is difficult to say what I would like to incorporate since we observed, learned, and tweaked the lesson as it was delivered to all Algebra I learners.

____________________

Our new technology made this observation a richer experience from my team.  I used my iPhone (forgot my Flip camera) to collect video snippets of examples so that we could review and analyze what happened during class.  I used my MacBook with Pages to import the video into my notes in class during the observation.  My team and I had my raw notes from the observation right after class.  (See my raw notes from the observation at the end of this post.)

If a picture is worth 1000 words, what is video worth?

  • How does technology help us learn?
  • Is it “good enough” to do things the way we’ve always done them?
  • Do our learners need different than what we need?
  • How are we practicing?
  • What one thing could you explore, experiment with, and practice that would blend learning?

Our challenge as learners is to learn by doing, to practice new techniques, to use technology do things better, and to make connections.  The video artifacts in this observation allowed us to “view” parts of the lesson over and over.  The video doesn’t just make the observation different; it makes it better.  We have the opportunity to see what we might otherwise have missed.  We have “replay” to continue to question and observe.

As a learner, I had the opportunity to blend my learning.  I observed a colleague deliver a common lesson designed by our team.  I practiced with technology by integrating the use of video into my note taking.  While I don’t have as many written notes, the video tells the story is a way that my written notes could never tell.  As a team, we have evidence that we are taking steps to transform our traditional classes in order to align learning with our vision.  We had the opportunity to learn together as we revised and refined the lesson between “shows.”

____________________

¹  School policy prevents me from showing you the video of the learning that occurred during this lesson. [Awaiting permission.]

PBL Field Guide: Who forms your learning team?

The Professional Learning Communities reflection in Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age challenges the reader to model collaborative learning, learn and share, and develop learning teams. This is right in line with our Learning for Life vision statement, NET•S, and NET•T.

Three of the essential actions called for in our Learning for Life vision statement are

  • Problems that require critical thinking, creativity, and collaboration
    (Problem-based/Project-based learning)
  • Teachers in teams supporting learning and innovation
    (PLC/Critical Friends Circles)
  • Content and Relationships that connect us to the larger world and the world to us  (Global Citizenship)

Bo Adams (@boadams1, It’s About Learning) and I co-direct our Professional Learning Communities (PLCs).  Our school makes a commitment to adult learning and collaboration by affording teachers job-embedded time to work and learn together.  For a glimpse into our PLCs, see Pull Together, Part II from It’s About Learning and Learning as a Team – A Big PLC Brightspot from my blog.

From Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age:

Professional learning can certainly support your shift to project-based instruction, but the fundamental program changes you make will require frequent and intentional collaboration with your colleagues.  [p. 31] 

In Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital AgeCarmel Crane describes her process when getting ready to launch a project with her students.

Before [introducing] the project to students, I presented it to about 10 teachers.  I laid out all the planning details, and they gave me critical feedback.  It was a great opportunity to see things I may have overlooked.

Other teachers could see how we might work together on future projects to reach our shared goals.  [p. 31]

On Friday, the 4th Period Math-Science PLC took another step toward PBL and Lesson Study by participating in the Eggs Over Easy project that our Science 8 team is planning for the Monday-Tuesday prior to our Thanksgiving break.

In the 55-minute period, we assembled our carriers, did the drops, and debriefed the lesson.  There is more video coming about the debriefing session.  Our plan for Monday is to “do the math” and the reflection questions concerning potential and kinetic energy.  But, the lead teacher for Algebra I has already asked how we can support this lesson in our Algebra classes – another step in integrated studies.  Woohoo!

Again from Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age:

A project-based learning collaboration among students is a lot like a professional learning community among teachers.  For both, the learning is relevant and rigorous, and the “students” learn to learn together. [p. 32]

Bo and I co-facilitate Synergy 8, a non-departmentalized, non-graded, transdisciplinary, community-issues-problem-solving course for 8th graders.  A new school policy about student images on faculty blogs prevents me from showing you how closely the work of our Synergy team matches up with our PLC teacher teams.  [If you want to know more about #Synergy, then you can search that category/tag on either of our blogs.]

Paraphrasing Professional Learning Communities at Work: Best practices for enhancing student achievement:  PBL delivered by a high-functioning PLC of teachers can be the “engine of improvement” that drives a school forward.

Once again from Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age:

Anne Davis, an advocate for blogging with elementary students, suggests using your personal blog as a tool for making connections with like-minded colleagues.  A team of two is better than no team at all, but image the compounding effect of a large team, an entire faculty, or an international community of colleagues. [p. 33] 

If you could assemble your “dream-team,” with whom would you collaborate for PBL? How and with whom do you learn, reflect, and share?  How do you create opportunities for your learners to build their “dream-team” to learn, reflect, and share?  How do we leverage technology to engage with our learning teams?