The aim is to create students who are independent. They know what to do, they know what to bring to class, and they have alternatives when they run out of things to do.
The room has signs like
This is a Newspaper Office
This is a web studio
This is an advertising agency
Ask the manager how to build your portfolio
LEADING QUOTES
The children are working as if the teacher didn't exist. Maria Montessori.
Until the students tell us their passion, it's just school. When students can connect and adjust the school work to their passion, then school becomes interesting. Dennis Littky
Time is a variable. J. Fontán and Abraham S. Fischler.
Make the learning visible.
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How do we make a
The room has signs like
This is a Newspaper Office
This is a web studio
This is an advertising agency
Ask the manager how to build your portfolio
LEADING QUOTES
The children are working as if the teacher didn't exist. Maria Montessori.
Until the students tell us their passion, it's just school. When students can connect and adjust the school work to their passion, then school becomes interesting. Dennis Littky
Time is a variable. J. Fontán and Abraham S. Fischler.
Make the learning visible.
=====
Version:1.0 StartHTML:0000000167 EndHTML:0000053311 StartFragment:0000000487 EndFragment:0000053295
Why
are we working on
other projects during math class?
We
are asked to work only 25 minutes on math (at the beginning of math
class). Then we can work on other subjects. Then we are asked to
review the new work in math at the end of math class. Why?
Review
in an hour; then in a day
Forgetting follows a pattern. There are steep drop offs in retention after 60 minutes and after 24 hours. Immediately after learning something, you will be able to retrieve a great deal of information. But then you will forget the information rapidly if you do not review it - first within an hour and then within a day. The best times to review information are right before you go to sleep and right when you wake up. This is so for three reasons. First, in sleep the brain secretes chemicals that cement memories. Second, forgetting happens because information we learn later knocks out information that is already in our heads. Third, most forgetting happens because our heads are already full of information and have trouble packing more in (Waddington 2009).
Forgetting follows a pattern. There are steep drop offs in retention after 60 minutes and after 24 hours. Immediately after learning something, you will be able to retrieve a great deal of information. But then you will forget the information rapidly if you do not review it - first within an hour and then within a day. The best times to review information are right before you go to sleep and right when you wake up. This is so for three reasons. First, in sleep the brain secretes chemicals that cement memories. Second, forgetting happens because information we learn later knocks out information that is already in our heads. Third, most forgetting happens because our heads are already full of information and have trouble packing more in (Waddington 2009).
Procedure
in Math Class
Arrive
with a lecture in your head.
Your
homework usually includes a video lecture found on the Internet.
Your prime job for the class is to write the key points of that
lecture in your math journal. The math journal stays in the
classroom and it becomes your daily record of learning.
We make our learning visible in that journal.
Arrive
with at least one question.
Bring
an SAT question into class. Carry it on your mobile phone or put it
on a blog or website that you are using. Or store it on your laptop
or in your math journal.
Put
the key points on a scrap sheet of paper
(do not write directly in your math journal). You make a draft
first. (Did Leonardo make a sketch before painting Mona Lisa?)
Show
your “draft” to a partner.
Did
your partner create a more beautiful page? If so, Adapt your draw
and layout
Follow
the Elements of Design and the Principles of Design.
You
can find these items on johnlovett.com and on the walls of the
classroom. Search "john lovett design"
Create
a beautiful demonstration about
what you learned from the “lecture of the day.”
Your
learning is made visible in your math journal.
Timing
Before
you come to class
Bring
with you the things you need for your project. Perhaps you are
reading a magaizine article or you have drawing materials.
Bring
notes for your SAT Question of the day and from the lecture on video
from the previous night.
In
the first five minutes
Grab
a draft sheet of paper. Sketch the design of your notes for the
“lecture of the day.”
5
- 9 minutes
Show
your sketch
to a partner. Decide if you want to collaborate (and design the
notes together) and then copy your joint work. Or you can create a
beautiful and elegant page in your math journal by yourself.
10
- 15 minutes
Finish
the notes from the “lecture of the day.”
16
to 25 or ?? minutes
(Time is a varible)
Work
on the SAT Question of the day that you brought with you. If you
can't find an answer with your partner, at least show your work in
your math journal. Write a reflection (at least three sentences)
answering these qustions:
What
is the exercise about?
What
information are they not telling me?
What
do I need to do to find the answer?
What
prior information do I need?
If
you find the answer, what helped you get there?
25
to 85 minutes:
DELIVERY HOUR
After
your notes for the “lecture of the day” and your SAT question are
in your math journal, then you can work on anything you want. This
is the “Delivery in One Hour” procedure:
You have to get something done in the next 60 minutes.
“I
finished the magazine article and I put notes about the main ideas
and two key quotes that I'm going to use in my report.” Record
your achievement in your math journal.
“I
found two images that I need for my civics project.”
“I
was bored so I looked at a National Geographic magazine and I found
this cool photo.” (Paste
the photo in your journal).
“I
didn't have anything work on, so I read page 73 in A Whole New Mind.
Now I know what's in the FedEx Logo and I promise not to show it to
anyone. I know why it's important to exercise the right side of the
brain.”
Write
at least two sentences in the section of your journal called “I
delivered this today.”
Answer:
What did you work on today? What did you accomplish?
A
bell rings at Minute 85 to remind you to review your notes about the
“lecture of the day.”
You
have about 10 minutes to talk with a partner about the coming
homework. What lecture will you be watching tonight? (Or can you
find someone who has made video notes about the procedure? Perhaps
someone has created a post of screenshots on the blog called Math
For Artists?
MathForArtists.blogspot.com).
95
minutes
A
bell or music starts at 95 minutes.
For the next five minutes, you can recite one of your favorite
monologues from movies or plays. Example: Patton's speech, Al
Pacino's monologue in Godfather 3 or in that football movie Any Given
Sunday. Recite it quietly.
Or
review one of the lyrics in your “I want to remember this” list.
Or
recite the lyrics of at least one of the musicals that are on the
wall. Mr. Mac prefers Sound of Music, 1776, Up With People, but he
is flexible. You can suggest an inspiring lyric to add to the Book
of Inspiring Lyrics, Monologues and Poems
The
class ends at minute 100.
Push in chairs...
Frequently
Asked Questions
Can
I work on any project?
It
will be nice if the project is related to school work. Designing a
nuclear bomb to support the overthrow of the mayor's office is not
allowed. I have to draw the line somewhere.
Why
do we work on other projects? This is math class!
Read
the Cornelius article. It is clear that math is best learned as part
of something you are already doing. The goal is to find math in your
project. Show me your project and tell me how you think math can be
inside and how math can support your work.
If
I want to work JUST ON MATH, is that okay?
Sure.
Keep notes in the section of your journal called “I delivered this
today.”
For
example, you could do two or three more SAT questions during the
DELIVERY HOUR or you can do some additional examples from previous
math in your journal.
(2)
Forgetting happens because information we learn later knocks out
information that is already in our heads.
- Most forgetting happens because our heads are already full of information and have trouble packing more in
(Waddington
2009).
References
Waddington,
T. (2009) “Smarts:
It's Not How Much You Learn That Matters. It's How Much You
Remember.” Psychology
Today.
Retrieved on August 1, 2013 at
APPENDIX
Here
are complete versions of the articles that were quoted:
Review
in an hour; then in a day
Forgetting follows a pattern. There are steep drop offs in retention after 60 minutes and after 24 hours. Immediately after learning something, you will be able to retrieve a great deal of information. But then you will forget the information rapidly if you do not review it - first within an hour and then within a day. The best times to review information are right before you go to sleep and right when you wake up. This is so for three reasons. First, in sleep the brain secretes chemicals that cementmemories. Second, forgetting happens because information we learn later knocks out information that is already in our heads. Third, most forgetting happens because our heads are already full of information and have trouble packing more in.
Forgetting follows a pattern. There are steep drop offs in retention after 60 minutes and after 24 hours. Immediately after learning something, you will be able to retrieve a great deal of information. But then you will forget the information rapidly if you do not review it - first within an hour and then within a day. The best times to review information are right before you go to sleep and right when you wake up. This is so for three reasons. First, in sleep the brain secretes chemicals that cementmemories. Second, forgetting happens because information we learn later knocks out information that is already in our heads. Third, most forgetting happens because our heads are already full of information and have trouble packing more in.
Work
on what you want to remember
Working on what you want to remember is one of the ways you beat the forgetting curves. For example, "Hi," she said, "I'm Marion Brown.
Working on what you want to remember is one of the ways you beat the forgetting curves. For example, "Hi," she said, "I'm Marion Brown.
"Darn,"
I said to myself, "I am lousy with names." But then I
recalled that you remember things that you work on so I thought: This
Brown is a blonde. Maybe she went to Brown University. She wears a
wedding ring so Marion is the marrying-type. But she's a one
r-marrying type. Marion has only one r.
The
best way to make information memorable is to use the keyword method,
because it links our verbal memory with our spatial memory. Suppose
you were learning Japanese. The word の,
pronounced ‘no,' works like the possessive (apostrophe s) does in
English. Remember it by saying to yourself, "It looks like a Pac
Man. Do I want to be eaten by (be possessed by) a Pac Man? Why, the
answer is No."
Repeating
improves recall
If you seem never to be able to remember your doctor's phone number when you need it most, consider using the phone number as part of a password on your computer, for example, Dr5551212Jones. Your recall of the phone number will greatly improve by incorporating it into a procedure you repeat very often. Doing a task over and over can improve your memory of the task details considerably. Make a conscious effort to incorporate important facts into tasks you practice often.
If you seem never to be able to remember your doctor's phone number when you need it most, consider using the phone number as part of a password on your computer, for example, Dr5551212Jones. Your recall of the phone number will greatly improve by incorporating it into a procedure you repeat very often. Doing a task over and over can improve your memory of the task details considerably. Make a conscious effort to incorporate important facts into tasks you practice often.
Don't
go beyond seven
The average short-term memory capacity is 7 plus or minus 2 pieces of information. That is 5 to 9 pieces. This is why phone numbers are seven digits long. "Ten digits," you say? Yes and no. You are supposed to have the area code stored in long-term memory so that you say, "New York is 212." Then you hold in short-term memory the other seven digits that somebody is rattling off until you successfully dial the number. So if you don't already know the area code, you'd better get a pen.
The average short-term memory capacity is 7 plus or minus 2 pieces of information. That is 5 to 9 pieces. This is why phone numbers are seven digits long. "Ten digits," you say? Yes and no. You are supposed to have the area code stored in long-term memory so that you say, "New York is 212." Then you hold in short-term memory the other seven digits that somebody is rattling off until you successfully dial the number. So if you don't already know the area code, you'd better get a pen.
Short
term memory is only what you hold in your mind at the moment. If you
don't elaborate on it - find some way to make it stick - then as soon
as you stop repeating the information to yourself, it will be gone.
To
remember, focus not on sound, but on meaning
In addition to the 7 plus or minus 2 limit, short-term memory last for only about 20 seconds. When it comes to language, short-term memory generally encodes information by sound, while long-term memory encodes information by meaning. If you give somebody as list of words with the word labor in it and distract them so they can't work on the information to transfer it to long-term memory, they are likely to make the sort of mistake represented by reporting that the word later was on the list. If you give them time to memorize the list, but not enough time so that that they can memorize it perfectly, then they are likely to make not sound-mistakes, but meaning mistakes, such as reporting the word work.
In addition to the 7 plus or minus 2 limit, short-term memory last for only about 20 seconds. When it comes to language, short-term memory generally encodes information by sound, while long-term memory encodes information by meaning. If you give somebody as list of words with the word labor in it and distract them so they can't work on the information to transfer it to long-term memory, they are likely to make the sort of mistake represented by reporting that the word later was on the list. If you give them time to memorize the list, but not enough time so that that they can memorize it perfectly, then they are likely to make not sound-mistakes, but meaning mistakes, such as reporting the word work.
Therefore,
when you want to remember something, don't rely on catchy rhymes or
other auditory tricks, aim for meaning. Similarly, to make your words
more memorable, try to make it meaningful and to help people make
connections between what you are saying and things they already know.
Make
it memorable by using first and last
Items at the beginning and end of a list are more easily recalled than items in the middle. So too with the first and last topics in a speech or in a text so put the important points in the introduction and conclusion. Within paragraphs, put the ideas you want remembered in the first or last sentences. So too with conversations, begin and end with what you want remembered.
Items at the beginning and end of a list are more easily recalled than items in the middle. So too with the first and last topics in a speech or in a text so put the important points in the introduction and conclusion. Within paragraphs, put the ideas you want remembered in the first or last sentences. So too with conversations, begin and end with what you want remembered.
The
reverse of this principle works too. Bury the bad news in the middle
of your report or presentation to decrease its impact and increase
the chance that people will forget it. By consciously arranging how
you present information you can increase the effectiveness of your
communication.
http://www.psychologytoday.com/blog/smarts/200904/smarts-its-not-how-much-you-learn-matters-its-how-much-you-remember
Can
someone help this guy named Drew?
Tony
D'Amato:
I don't know what to say, really. Three minutes to the biggest battle
of our professional lives. All comes down to today, and either, we
heal as a team, or we're gonna crumble. Inch by inch, play by play.
Until we're finished. We're in hell right now, gentlemen. Believe me.
And, we can stay here, get the shit kicked out of us, or we can fight
our way back into the light. We can climb outta hell... one inch at a
time. Now I can't do it for ya, I'm too old. I look around, I see
these young faces and I think, I mean, I've made every wrong choice a
middle-aged man can make. I, uh, I've p--ssed away all my money,
believe it or not. I chased off anyone who's ever loved me. And
lately, I can't even stand the face I see in the mirror. You know,
when you get old, in life, things get taken from you. I mean,
that's... that's... that's a part of life. But, you only learn that
when you start losin' stuff. You find out life's this game of inches,
so is football. Because in either game - life or football - the
margin for error is so small. I mean, one half a step too late or too
early and you don't quite make it. One half second too slow, too fast
and you don't quite catch it. The inches we need are everywhere
around us. They're in every break of the game, every minute, every
second. On this team we fight for that inch. On this team
we
tear ourselves and everyone else around us to pieces for that inch.
We claw with our fingernails for that inch. Because we know when add
up all those inches, that's gonna make the f---ing difference between
winning and losing! Between living and dying! I'll tell you this, in
any fight it's the guy whose willing to die whose gonna win that
inch. And I know, if I'm gonna have any life anymore it's because I'm
still willing to fight and die for that inch, because that's what
living is, the six inches in front of your face. Now I can't make you
do it. You've got to look at the guy next to you, look into his eyes.
Now I think ya going to see a guy who will go that inch with you.
You're going to see a guy who will sacrifice himself for this team,
because he knows when it comes down to it you're going to do the same
for him. That's a team, gentlemen, and either we heal, now, as a
team, or we will die as individuals. That's football, guys, that's
all it is. Now, what are you gonna do?
How do we make a
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