My notes - these are purely the notes I take during the sessions, not my thoughts or ideas. For more information please get in touch!
Keynote - Eric Mazur @eric_mazur
Physics at Harvard
B C. Before
computers
lecturing because
that is how he learnt physics so that is what he did
Asked to teach
physic to pre-med students who didn't want to learn. Got high ratings and
students did well. He believed he was a good teacher.
Note taking,
listening talking demonstrating
transmission of information
Can you transmit knowledge? needs to be
constructed
He did not ask "how" he was going to
teach but "What"
There was a text. Most would buy the book -
why when the lecturer read it all. Was concerned if the students have the book
and he has the book what does he do in the classroom? He found the perfect book
to use -it was out of print. Why hand out notes at end of class? -so they stay.
Feedback was that Prof Mazur is lecturing straight from his notes.
This scene all over the world -an instructor
delivering information to students. Is education the transfer of information?
If it was in the 20th century you would just
want to watch a video. Put all your classes online.
How much interaction in a lecture based class?
You turn into a passive observer
What more is there?
relationships, knowledge
You need to take information and extract the
how that lets you do something with that information. They learnt by rote.
The force concept
Inadori -need to understand force. Tests
the understanding of Newton law. Uses just words. Every student recite Newton's
law-all know it. But something happens when replace the numbers 1 and 2 by the
words truck and car
Made him rethink approach to teaching 2 step
process.
I. Transfer of information
2. Opportunity to assimilate that information.
Where did you make sense of Information? Did
it happen sitting in a room with some talking to you? Or sitting with friends
or going over notes?
In class we do 1. and leave students to do the
hard part 2.
We should focus on 2. He called it inverted.
Not called flipped at that time
Teach by questioning rather than by telling -
Socrates said first.
Could not get it until he told them to talk to
each other. Then they learnt it. The curse of knowledge is that it is hard for
us to think like a new learner
30- 70% get it right, then find someone else
with a different answer. Walk round and listen in.
Question - Think -
Poll - Discuss - RePoll - Explain, then
repeat all over again.
He didn't show them
the first poll.
Good things about
this process:
1. no sleeping
2. know where they are at
3. they get feedback
4. personalises learning
When he asks the
question it needs to be a different type of question to show they can apply the
information
Get fired up and
awaken cunosity. We are all born scientists. Our brains want to understand the
world around us. Turned that off to just give me the answer to pass the test.
I. You made a commitment
2. externalised your answer
3. moved from answer and fact to reasoning
4. You became emotional invested in the
process
how to effectively
transfer information outside of the classroom
Video:
transfer pace set by video
viewer passive
attention tanks as time passes
isolated Individual experience
When they watch
prevideo they turn up the speed, not pause.
Book:
Transfer pace set by reader
Viewer active. Brain more active reading than
view or listen
isolated (individual)
no accountability
Want:
every student
prepared for every class without extra effort
Perusall social learning platform
Make it social
Can see who is on
line at same time as you reading the text
Can highlight-and a chat for each passage
Asynchronistic
Question button-can
increment and can click the yes it helped me tick
How to get students [ participate?
Alan November. who own the leaning-book
We destroy intrinsic motivation.
Use combination of intrinsic and extrinsic
motivation
rubric based assessment
must demonstrate
thoughtful reading and interpretation
quantity 10-20
timelines-before class
distribution-not entered
fully automated assessment
Gradebook, and it connects pure-class and
in-class activities Can see what they and don't know. Has confusion report. 3
main questions they have
Intrinsic
motivation-fun to be online, others on chat
Lots of research
Data - 81% spend 2-6hrs/wk reading
Performance significantly higher
Can use class time more productively
Education is not just about getting students
to do what we do
I want my students to solve the problems I can
not yet solve.
Some of the sessions have an amazing infographic done - thanks to Reflection Graphics for this!
The New Technologies Curriculum - Tim Bell
Not expected to
teach it next year.
Not much change to the Curriculum more about
if being implemented.
More devices than people In the room
Some people feel excluded from tech.
Digits can represent
teacher - got them to colour in by numbers and put all the sheets together which made a picture of their teacher.
Telogis transport company who work out the
shortest way to go to all stops
Comp Science travelling salesmen
Saved fuel by calculating shortest route.
Telogis made millions. On his app to work out Delivering 7 machines takes 30
sees. 14 machines takes 9 years. 21 machines takes 3,854,700,623 years
No one knows the fastest way to find the
fastest route
Good concept to show
they are not exponentially fast.
About being empowered to change that. A
computer that was a million times faster. Get 1000 machines still take3
years to fill up 24 coke machines.
Hope students are better then you
How long are people prepare to wait.
Comp science
Psychology:
What is the shortest distance between two
things that you can't tell the difference instant - less than 1/10 second - As
a designer -1/10 second too long
Have a conversation - pause for a second.
Conversation Speed is about a second
This stuff affects our lives
Doing lots of calculations use lots of
batteries power
One thing to have an
idea but some things need basis knowledge, they have lots of problems with
algorithm
Digital tech is just
algorithms on digits
Is it ethical to recognise faces?
Just because we can do it, should we?
Need to understand effects of what we do
True of computer,
fit bit, anything. If you write a program you need to know these six things - storage, input, output, sequence, selection, iteration.
Scratch-has all six. Not teaching"
Scratch" but teaching programming. By the end of primary school be good to
have all 6 understood.
Technology NZ 3rd
largest export.
TDD -Test driven design
What do we want to achieve
What is the algorithm
Code it
Debug-resilience
No single program is right answer
Digital Technologies-Could be car remote, mic,
not just computers.
Computer to computer science is like a stove
to cooking
Digital learning should be taught digitally
Presenter: Simon Alexander (a
student)
Tubetorials - STEAM
based. Why - Digi tech changing quickly
New draft curriculum
had problem with new resources. Teachers can struggle so they decided to create
these to help.
How do children
learn in their own time? They watch YouTube
Why would you read a
book? Millions of followers of Youtubers - see this one for Minecraft by AshDubh.
Tubetorials engage children:
Learning via Youtube
format
Children learn from
other children
Work at own pace
Same learning format
for all programmes
Get one login for
whole school
Learning does not
stop at the school gate
Didn't like building
a robot with marshmallows and skewers
Classroom assistant:
Beginner skill level
- they can lead the class
Moderate - support
High - We embed
learning and fill the gaps
Website: www.rctt.nz
What they teach:
Scratch Junior - for
beginners, then move onto Scratch
TinkerCad - teaches
geometry and measurement
Stop Motion and Stop
Motion Studio - quick and easy to use for iPad. Writing script, storyboard etc.
Robotics:
LegoEV3 ($900 for
education version!), VEXIQ, Mbot ($200 plus sensors - good transition from
Scratch for coding), Edison (about $80 and drag and drop coding), not really
robots - Sphero, Ozobot
Should be max of 2
kids per robot
Edison - can code
with a barcode - drive over them and hook them so they want to program it
themselves.
Not very accurate on
carpet - need a level hard surface
3D printer - buy two
of the $900 ones
Free for this term
and for the first term next year. Then $1 per child for access to the whole
site
End goal to pay for
their Uni.
One sausage sizzle
covers it all
Transforming your classroom using financial literacy
Presenter: Colin Hill (Linwood Ave), Victoria Brookland (Linwood
Ave), Micah Hocquard (Chch)
Since started using
financial literacy, creativity has improved.
Students not too
young at any age.
As soon as you start
learning to manage money better, the better you are
NZC has lots of
supporting material
Banqer, ASB Getwise,
Young Enterprise Trust. Banqer NZ developed
Is an environment to
learn about money.
Can integrate into
all areas of the curriculum
Can set up a virtual
classroom - set up bank accounts for your students. Can pay rent, wifi, get
money for jobs, give them bonuses
Can be uses for
motivation or fine. Pollution fine for leaving things around.
Victoria and Colin
joined 2 classes half way through the year. Needed something new as a fresh
start. Banqer provided a good way to manage things.
To start it was less
about financial literacy and more about managing the space.
Monday morning
auction - would bid for furniture and hire for the week.
More now about
Savings, lending, tax and Kiwisaver
Conversations at
home - having a bank account at home. They are decile 2. Big thing to go home
and talk to parents
Buying a house -
like being a grown up with fake money. Taught them how much to spend and save
and lots of maths skills.
Students aware of
bills and shopping, but also understands the difference between owning and
renting.
Parent Portal
Modules:
Banking - basics,
lending and debt/interest on savings
Income and careers -
basic income and careers and employment (student making own jobs)
Kiwisaver
(percentages and ratios and stats)
Taxation
Property Real Estate
and property insurance
Statistics
(literacy/Capabilities
Parent Portal
Banking:
Bank account basics
Lending and debt
Interest on savings
Personal loans
Can set it up simply
He starts with paper
money and give them for all sorts of things. Everyone starts off on level
playing field.
Put in proper
references - notices back - $1000 banqer dollars if they get them back.
Has lots of videos
on the Teacher side so you can watch them to see how to do things
Put password glued
in their maths book.
Also cyber safety -
making sure they have good password - one also sent phishing email for password
and removed money since he could get in to their account.
Students in class
rent desks.
Set up debit for
power and wifi.
Rent out computers
or space
Regular payment
Can interact with
each other - talk about basics of not doing 1 cent account with a silly name.
Talk about it looks like they have been hacked and would have account locked.
Parents can also see that
Students work out
interest goes in on Wed so they transfer all across on Tues night.
Arranged and
Unarranged overdraft - can set a maximum and an interest rate
Auction hammer
They buy things like
- sitting on a certain chair for a day. Yr 3 obsessed with it. Have to pay for
power and things.
Can do just banking
Can set up a base
income of pocket money
Did one where they
had different jobs picked out of a hat and got the income
Careers
Quality and skills
Choosing referees
Can select students
as bankers
Job market - try to
change the jobs termly. The accountant probably don't change it. Kids do it for
them now.
Can get fired.
Students can find jobs and see a gap in the market
Banqer are really
good at getting back to you
Term deposit - can
lock savings acc
Let them into
Kiwisaver really early
Go into retirement
in Term 4 for last few weeks so they use it.
Personal loans
Credit scores - miss
payments and it goes down, pay on time etc go up.
Property module term
3
Can set price and
interest of mortgage
They set up
googledoc with pics of houses. Corner sections and up the wall - have a wall of
houses with streets and everything.
In one class - one
mortgage at a time so others can't monopolise. Can own more, but only1 mortgage
Can set up disasters
and property insurance
Can add a pool or a
townhouse added on, but have to sort insurance. Sell house have real estate
fees and reinsure new house.
Can make voluntary
repayments.
Has a disaster dice
each Monday - need insurance. If they lose everything they go bankrupt and it
resets.
One went bankrupt
and others donated money to him.
Taxation - enable
halfway through term one - can set levels. They know which day tax comes out.
Any income that comes in gets taxed. They work out clever ways - don't pay me
back today or I'll get taxed on it.
There are stats to
see how students went in quiz. Wil show you ups and downs with modules
Some don't engage
but come back on board once they see they are missing out. Early adopters get
the couch because they get rent from property - others get
Monday - renting
furniture and disasters on Monday.
8.30 Bankers come in
and do banking each morning
Sign up as a teacher
- it's free - kiwibank sponsor it
Parents love it
Can have multiple
teachers and multiple classes
There is a community
to share ideas
Resource hub is
amazing
