Wednesday, 11 October 2017

ULearn17 - Day One - Wednesday

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
One school uses it for Scratch and TinkerCad (3D printing)
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







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