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Teaching Math to highschoolers Jessica Yuan.v2.pdf

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  • 1. Developed by:Jessica Yuan, Yorktown High School Janna Kaminskaia, iNovum LLC March, 2011
  • 2.  The business Vision Addressable Minds… what is it Addressable Minds results from the “Teaching Math to high school students” survey Using the results to type..and thus to send the „right message to the right student .. For the right educational outcome‟ 2
  • 3. Reality: United States‟ education is in crisis. American kids show very littleinterest in learning essential sciences like Math. Upcoming generations ofstudents lack basic skills to compete in the job market.Competition: At the same time countries like Russia, China and Indiaproduce millions of highly educated, hard-working and motivated specialists.Help our country: What would make learning subjects like Math interesting tostudents? What would motivate them? What will scare them away? 3
  • 4.  The Vision – to give a process of learning Math a new life, new aura, new approach. Make Math kids‟ new favorite subject. The Goal – send the student the right message..for that student … and get that student turned on to math The Hope - A stronger student, a stronger America, a rekindled American Dream 4
  • 5.  Addressable Minds is a scientific, actionable form of “predictive consumer intelligence” accurately defining consumer attitudes and preferences both stated and unstated. Described by Malcolm Gladwell and others as discovering the “DNA of the Consumers Mind”. Patented science created by Dr. Howard Moskowitz, author of “Selling Blue Elephants” (Wharton Press) and the Wharton Business School has achieved critical acclaim and financial success across: ◦ product design and development, ◦ consumer messaging, ◦ more effective consumer engagement physically and digitally. 5
  • 6. Cuts across traditional segmentation & detects hidden preferences Behavioral Segmentation - Product Usage - Brand Loyalty - Attitudinal Addressable Minds Psychographic Segmentation - Social Class - Lifestyle Type - Personality Type Demographic Segmentation - Age - Gender - Income 6
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  • 8. IDENTIFY TARGET MARKET DEVELOP SURVEY QUESTIONS INTERNET SURVEY IdeaMap™ StudentsANALYZED SURVEY RESULTS → Addressable MindsMARKET SEGMENTATION MARKETING PHRASES TYPING ENGINE Total Seg 1 Self Seg 2 Seg 3 Seg 4 Personal Sample Driven Online Technology/ Collaborative Touch with Banking High Security Online Seekers Technology Seekers Seekers Base Size: (267) (105) (50) (59) (53) Constant: 31 34 28 31 26 Online Collaborative OC1 Connect online in real time with a customer rep via instant messaging, voice over IP or video conferencing via your computer 0 2 2 5 -13 OC3 Faster loan application process…work in real time online with a loan officer 0 0 -8 12 -8 No more paper mail – we will send you copies of statements by secure e-mail OC4 Our banks customer service reps will help you browse and use our online banking services -1 0 -6 10 -10 OC2 Use our online tool to find and schedule at your convenience an online working session with an expert such as investment broker, insurance agent, and/or loan officer -3 1 -11 6 -12 Securely manage your account by PDA, Internet of automated telephone Online Other ON3 We will answer all your requests in real time by email, instant or text messaging 1 7 -11 3 -1 ON4 We offer On demand status reports for services requests (e.g., Our banks customer services reps will help browse & use our on-line services loan application) delivered to you via e-mail, text or instant 1 6 -4 -3 0 ON2 messaging No more paper mail... We will send you statements and images of transactions securely by email -2 5 -17 -5 2 ON1 We allow you to pay bills securely using your mobile devices (cell phone, PDA, Blackberry, etc.) -4 2 -13 -9 -2 Manage all your banking needs with a state of the art kiosk and be confident In-Branch Recognition that live help is available if you need it BR3 We offer a bank-issued smart card so we can recognize you entering the branch and process your needs faster 4 2 6 -3 13 BR4 Choose a secure eye or finger security scan to identify you immediately in-branch and at ATM 4 3 10 -1 3 BR2 We have the most secure biometric system that identifies you as you enter the branch so we can process your needs faster 2 -1 8 -5 6 BR1 We will recognize our customers mobile phone signal when entering a branch so we can recommend appropriate bank products, promotions and special services -4 -3 -6 -11 2 8
  • 9.  The survey shows the approach, and the results Gives a sense of what could be done 9
  • 10.  Experiment run on March 9th, 2011 : ◦ Population of high school students ages 12-18 159 Individuals responded Measuredtwo major aspects of messages ◦ Students’ interest in various aspects of learning math ◦ How do these messages make students feel? Revealed… „what works, what doesn‟t‟ Revealed…mind-sets of respondents across the United States, 10
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  • 15. Total SampleBase Size 159Propensity to learn math 35Playing fun games of any sort to stimulate math thinking 14Tutoring and extra-help available to assist you 12A peer who deeply understands the math material 11A peer with a friendly attitude and warm personality 11A peer who deeply understands causes of struggle 10A peer who is willing to help and support you 8School is equipped with a modern computer facility 7A peer with a flexible schedule to help you 6Teachers always bring a humorous spirit to class 6Textbook references are fun and filled with interesting ways to learn 5School promotes different after-school math related activities (e.g. math team, competitions...) 0Parents provide help and motivation to their child at home when needed 0Using interactive games to learn concepts 0Production of a class show working in groups to demonstrate a concept or theory, utilizing visualaids and fun costumes -1Incorporation of dance in math classes -2Parents-Teacher Conferences offered twice a year -2Lessons featuring discussion groups and student presentations -4A parents network to get together and discuss ways to help and improve their childsmathematical understanding -4 15
  • 16. Segment 1 Segment 2 Segment 3 Total Conditional Formatting: Winners > 10 in green; Losers < 0 in red Learning Peer Fun Sample Environment support SeekersBase Size 159 45 64 50Constant 35 36 43 25Playing fun games of any sort to stimulate math thinking 14 20 6 19Tutoring and extra-help available to assist you 12 27 9 3A peer who deeply understands the math material 11 3 22 4A peer with a friendly attitude and warm personality 11 4 15 12A peer who deeply understands causes of struggle 10 8 19 0A peer who is willing to help and support you 8 -8 21 5School is equipped with a modern computer facility 7 23 4 -5Using interactive games to learn concepts 0 -8 -6 14Parents provide help and motivation to their child at home when needed 0 9 -9 2Production of a class show working in groups to demonstrate a concept or theory, utilizingvisual aids and fun costumes -1 -16 -2 13Incorporation of dance in math classes -2 10 -19 9Parents-Teacher Conferences offered twice a year -2 2 -10 3Lessons featuring discussion groups and student presentations -4 -11 -4 4A parents network to get together and discuss ways to help and improve their childsmathematical understanding -4 -5 -10 3 16
  • 17. Learning Environment Fun Seekers 28% 32% Peer Support 40% Messaging for one generally doesn‟t appeal to the other… 17
  • 18. Segment 1 Segment 2 Segment 3 Total Conditional Formatting: Winners > 10 in green; Losers < 0 in red Learning Peer Fun Sample Environment support SeekersBase Size 159 45 64 50Constant 35 36 43 25School provides an award system to encourage student learning (e.g. honors pin, speech) 5 33 -3 -9Tutoring and extra-help available to assist you 12 27 9 3School is equipped with a modern computer facility 7 23 4 -5Create a song using a fun or well-known tune to help memorize formulas and theories 5 21 -11 10Playing fun games of any sort to stimulate math thinking 14 20 6 19School features new math learning technologies (e.g. smart board, Elmo) 2 18 -5 -3School promotes different after-school math related activities (e.g. math team, competitions...) 0 15 5 -20Progress reports and report cards sent to the students home containing both the studentsacademic and classroom progress 3 11 3 -5Comic or funny phrase randomly placed throughout an extensive homework assignment 4 10 -8 12Incorporation of dance in math classes -2 10 -19 9Lively and fun up-beat music in hallways between class periods 4 10 3 2Using interactive games to learn concepts 0 -8 -6 14A peer who is willing to help and support you 8 -8 21 5The classrooms are outfitted with humorous and math-inspired objects (e.g. posters, murals) 0 -9 5 2Using electronic math puzzles to reinforce understanding 1 -9 -3 15Textbook references are fun and filled with interesting ways to learn 5 -9 9 14Lessons featuring discussion groups and student presentations -4 -11 -4 4Lessons with clear objectives; students always know the purpose of topic and its application 3 -13 7 11Production of a class show working in groups to demonstrate a concept or theory, utilizingvisual aids and fun costumes -1 -16 -2 13 18
  • 19. Segment 1 Segment 2 Total Segment 3 Conditional Formatting: Winners > 10 in green; Losers < 0 in red Learning Peer Sample Fun Seekers Environment supportBase Size 159 45 64 50Constant 35 36 43 25A peer who deeply understands the math material 11 3 22 4A peer who is willing to help and support you 8 -8 21 5A peer who deeply understands causes of struggle 10 8 19 0A peer with a flexible schedule to help you 6 -3 17 0A peer with a friendly attitude and warm personality 11 4 15 12A thoroughly capable peer in explaining and simplifying complex or difficult concepts 1 -3 11 -8Tutoring and extra-help available to assist you 12 27 9 3Creative individual project using funny experiences to form problems for the class to solve 4 2 -5 18Using interactive games to learn concepts 0 -8 -6 14Comic or funny phrase randomly placed throughout an extensive homework assignment 4 10 -8 12Do math with a pet; share the funny story to the class 2 7 -9 10Parents provide help and motivation to their child at home when needed 0 9 -9 2Parents-Teacher Conferences offered twice a year -2 2 -10 3A parents network to get together and discuss ways to help and improve their childsmathematical understanding -4 -5 -10 3Lessons mixed in with frequent projects, allowing students to apply their concepts in class to thereal world 3 8 -10 15Create a song using a fun or well-known tune to help memorize formulas and theories 5 21 -11 10Incorporation of dance in math classes -2 10 -19 9 19
  • 20. Segment 1 Segment 2 Segment 3 Total Conditional Formatting: Winners > 10 in green; Losers < 0 in red Learning Peer Fun Sample Environment support SeekersBase Size 159 45 64 50Constant 35 36 43 25Playing fun games of any sort to stimulate math thinking 14 20 6 19Creative individual project using funny experiences to form problems for the class to solve 4 2 -5 18Using electronic math puzzles to reinforce understanding 1 -9 -3 15Lessons mixed in with frequent projects, allowing students to apply their concepts in class to thereal world 3 8 -10 15Lessons providing examples and abundant practice to help students better their understandingof the topic 5 -5 4 15Using interactive games to learn concepts 0 -8 -6 14Textbook references are fun and filled with interesting ways to learn 5 -9 9 14Production of a class show working in groups to demonstrate a concept or theory, utilizingvisual aids and fun costumes -1 -16 -2 13Comic or funny phrase randomly placed throughout an extensive homework assignment 4 10 -8 12A peer with a friendly attitude and warm personality 11 4 15 12Lessons with clear objectives; students always know the purpose of topic and its application 3 -13 7 11Teachers always bring a humorous spirit to class 6 3 4 11Do math with a pet; share the funny story to the class 2 7 -9 10Create a song using a fun or well-known tune to help memorize formulas and theories 5 21 -11 10Teacher provides a humorous approach using stories from experience to teach the lesson. 4 -3 3 10Incorporation of dance in math classes -2 10 -19 9Teachers frequently think of humorous ways to better their styles of teaching and problem-solving for each lesson to fit into each unique class of students 2 -7 3 7School is equipped with a modern computer facility 7 23 4 -5A thoroughly capable peer in explaining and simplifying complex or difficult concepts 1 -3 11 -8School provides an award system to encourage student learning (e.g. honors pin, speech) 5 33 -3 -9School promotes different after-school math related activities (e.g. math team, competitions...) 0 15 5 -20 20
  • 21. Intimidated Intimidated Curious Excited Skeptical TenseProgress reports and report cards sent to the students home containing both thestudents academic and classroom progress 8 8 1 6 3Incorporation of dance in math classes 7 4 0 10 6Lessons featuring discussion groups and student presentations 7 14 -2 6 2CuriousPlaying fun games of any sort to stimulate math thinking 0 15 13 -1 1Lessons featuring discussion groups and student presentations 7 14 -2 6 2Constant communication between teacher and parent to keep one anotherupdated on any potential problems 5 13 5 1 3ExcitedTeachers always bring a humorous spirit to class -2 9 15 6 -1School is equipped with a modern computer facility 0 2 15 6 3A peer with a friendly attitude and warm personality 2 5 14 7 0SkepticalLively and fun up-beat music in hallways between class periods 2 4 8 11 2Incorporation of dance in math classes 7 4 0 10 6The classrooms are outfitted with humorous and math-inspired objects (e.g.posters, murals) 2 8 8 9 1TenseIncorporation of dance in math classes 7 4 0 10 6School promotes different after-school math related activities (e.g. math team,competitions...) 3 4 8 6 5School provides an award system to encourage student learning (e.g. honors pin,speech) -2 6 12 5 4 21
  • 22. You meet a high school student in a class. How do you find the right teaching approach for that particular student?Or: uncover mind-set to correctly classify a student you never met before? Imagine education .. With this deep knowledge of each student!! 22
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  • 30. Typing Tool Linkhttp://www.mjiweb.com/mjitt/Math_Jes/index.htm 30
  • 31.  Addressable Minds for teaching math to high school students identifies three distinct segments with each segment having different hot buttons Schools across US can adapt the use of this technique to improve attitude towards learning math ….as well as to make teaching process more effective 31
  • 32. Dr. Howard Moskowitz.Addressable Minds Inventor, honored by the scientific community,... • Is the President of Moskowitz Jacobs Inc. and holds a Ph.D. in Experimental Psychology from Harvard University. • Won two of the most prestigious awards in market research • 2005 Charles Coolidge Parlin Marketing Research Award The “Nobel Prize” of Market Research, received only by the pioneers of market research. Recipients include Arthur Nielsen, George Gallup, Michael Porter, David Ogilvy and Philip Kotler. • 2010 Walston Chubb Award for Innovation across all sciences, Sigma Xi, The Scientific Research Society, international Awarded for Mind Genomics: The science underlying the technology discussed in this presentation