This document provides information about the Student Research League (SRL) competition. The SRL is a mathematical research competition for two-year college students held each spring. Students have nine days to research and solve a challenge problem with a faculty mentor. Problems relate to real-world issues and require mathematical modeling. Components of the competition include the challenge problem, career research, a mathematical model or thesis, and a thesis defense. Prizes include a $1,500 grand prize. The goal is to encourage mathematical problem solving and provide an outlet for two-year college students to compete in research contests.
End the Didactic Contract - KYMATYC Ignite EventJennifer Stead
Students want help; they feel they can't learn on their own or don't see a need to. Teachers want to help. But helping too much removes the cognitive demand.
The document discusses I-BEST, an integrated basic education and skills training program that helps students 17 and older finish their GED or Work Keys certification while also taking career-specific classes over two semesters to earn college credits, with the goal of helping students prepare for STEM careers through non-traditional education pathways.
Dollar-Fifty-a-Pair Socks Come in a 3-PackFred Feldon
AB 705 is placing large numbers of under-prepared students in collegiate courses. Support courses which incorporate the affective domain will increase success and retention.
This document discusses five authentic assessment strategies for math: 1) Give students formula sheets and access to technology resources, as they would have in real workplaces. 2) Assign video demonstrations and assess if students can explain concepts. 3) Use oral assessments through scheduled short exams to assess problem solving skills. 4) Give students agency by asking open-ended questions about what they know rather than specific questions. 5) Use elaborations to encourage innovative thinking by asking students to show different solutions, relate concepts to other topics, or hypothesize changes to problems.
Tips And Tricks for Teaching Math Online 2Fred Feldon
The document provides tips and strategies for teaching math online effectively. It discusses why students take online classes, success and retention rates being equal to or better than traditional classes. Key differences in teaching online include increased flexibility but also a learning curve and more time required. Using a course management system is recommended over building a course from scratch. Strategies for building a community of learners, supplementing the course with original materials, and preventing cheating are also outlined.
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
Tips and Tricks for Teaching Math OnlineFred Feldon
The document provides tips for teaching math online from an instructor at Coastline Community College. It discusses that most students take online classes for flexibility and convenience. Success and retention rates for online math are equal to or better than traditional classes. While preparing for online classes takes more time upfront, technologies can help automate grading and allow for easy updates. Building an online community through discussion boards and acknowledging student work is important for retention. Formative assessments, projects, and strict testing policies help prevent cheating.
End the Didactic Contract - KYMATYC Ignite EventJennifer Stead
Students want help; they feel they can't learn on their own or don't see a need to. Teachers want to help. But helping too much removes the cognitive demand.
The document discusses I-BEST, an integrated basic education and skills training program that helps students 17 and older finish their GED or Work Keys certification while also taking career-specific classes over two semesters to earn college credits, with the goal of helping students prepare for STEM careers through non-traditional education pathways.
Dollar-Fifty-a-Pair Socks Come in a 3-PackFred Feldon
AB 705 is placing large numbers of under-prepared students in collegiate courses. Support courses which incorporate the affective domain will increase success and retention.
This document discusses five authentic assessment strategies for math: 1) Give students formula sheets and access to technology resources, as they would have in real workplaces. 2) Assign video demonstrations and assess if students can explain concepts. 3) Use oral assessments through scheduled short exams to assess problem solving skills. 4) Give students agency by asking open-ended questions about what they know rather than specific questions. 5) Use elaborations to encourage innovative thinking by asking students to show different solutions, relate concepts to other topics, or hypothesize changes to problems.
Tips And Tricks for Teaching Math Online 2Fred Feldon
The document provides tips and strategies for teaching math online effectively. It discusses why students take online classes, success and retention rates being equal to or better than traditional classes. Key differences in teaching online include increased flexibility but also a learning curve and more time required. Using a course management system is recommended over building a course from scratch. Strategies for building a community of learners, supplementing the course with original materials, and preventing cheating are also outlined.
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
Tips and Tricks for Teaching Math OnlineFred Feldon
The document provides tips for teaching math online from an instructor at Coastline Community College. It discusses that most students take online classes for flexibility and convenience. Success and retention rates for online math are equal to or better than traditional classes. While preparing for online classes takes more time upfront, technologies can help automate grading and allow for easy updates. Building an online community through discussion boards and acknowledging student work is important for retention. Formative assessments, projects, and strict testing policies help prevent cheating.
This document outlines a professional development program on differentiating math instruction. It includes 10 sessions covering topics like numbers and operations, geometry, and assessment. The goals are to create lessons with open-ended questions and parallel tasks that engage all students at their level. Participants will analyze examples, complete assignments, and reflect on implementing strategies in their own teaching practice. Sessions involve group discussions, videos, and an activity where teachers analyze math problems to identify open questions and parallel tasks.
This document discusses designing quality open-ended tasks in mathematics. It provides two methods for creating open-ended questions: working backwards from a closed question and adapting a standard question. Good open-ended tasks engage all students, allow for diverse responses, and enable teachers to interact with and understand students' mathematical thinking. When planning open-ended tasks, teachers should consider the mathematical focus, clarity of the task, and include enabling and extending prompts. High quality student responses systematically consider all possible solutions and make connections across mathematical concepts.
Low stakes testing in the mathematics classroomColleen Young
This document discusses the use of low-stakes testing and retrieval practice in mathematics classrooms. It provides background on the history of low-stakes testing in GCSE mathematics assessments. It defines assessment for learning and discusses how feedback and relationships are important factors. Research that shows testing supports learning through retrieval practice is presented. The benefits of using mini-tests and examples of how they can be incorporated into lessons are also described.
The document discusses strategies for making homework more effective. It suggests that homework policies should be flexible, promote student learning, and involve students. The amount of homework should vary by grade level and be clearly communicated. Feedback is important, and technology can support homework in some ways. The overall message is that homework works best when it reinforces lessons, has a clear purpose, and involves minimal parental involvement beyond occasional assistance.
Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...DreamBox Learning
In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
Why is P.E.E.L the Barry Crier of Education?DKMead
The document discusses PEEL (Project for Enhancing Effective Learning), an educational approach founded in 1985 by teachers concerned about passive student learning. PEEL promotes more active, independent, and reflective learning through classroom approaches that stimulate intellectual engagement and metacognition. It provides a list of teacher concerns about student learning and good learning behaviors. PEEL principles encourage sharing control over learning with students and using diverse teaching procedures to promote quality learning and metacognition.
For over 25 years, teachers have been using interactive student notebooks created by TCI (History Alive). I have completed a revision of a lesson I wrote for our site four years ago showing students how to create a great notebook. This revision includes options for teachers who use student created notebooks in spirals, use consumable notebooks, or online notebooks.
Everything you need to complete this lesson is included in this PowerPoint. Feel free to use/edit and share with teacher friends!
This document outlines a 12-step process for tutoring sessions: 1) Greeting, 2) Identifying the task, 3) Breaking the task into parts, 4) Identifying thought processes. Then, 5) Setting an agenda, 6) Addressing the task, 7) Student content summary, 8) Student process summary, 9) Confirmation, 10) Planning next steps, 11) Arranging the next session, 12) Closing. The steps guide tutors through preparing, working on, and wrapping up a tutoring session in a structured yet personalized way.
This document summarizes David Didau's presentation on invisible learning at the London Festival of Education. It discusses two definitions of learning, the difference between learning and performance, and challenges common assumptions about what constitutes effective teaching and learning. Specifically, it notes that performance does not necessarily indicate learning, that lesson observations are poor proxies for learning, and that introducing "desirable difficulties" like spacing, interleaving and testing can actually improve long-term learning compared to conventional approaches. The presentation argues teachers should separate learning from performance and question their own assumptions in order to better support invisible learning processes.
This document summarizes a presentation about improving math education. It discusses how traditional math classes focus too much on computation and getting the right answer, rather than developing mathematical reasoning skills. The presentation advocates using multimedia, asking open-ended questions, and letting students build problems themselves to encourage intuition over formulaic answers. It also draws on a TED talk and video that promote teaching students the underlying mathematical concepts and problem-solving process rather than just getting to the solution.
This document provides instructions for a warm up algebra activity where students solve 10-15 expression problems. Students first solve the problems on paper and then present their work on the board. The activity is designed to be a quick pre-assessment of students' skills and can be used with any math topic for classes of various sizes.
This document outlines the policies and procedures for Mrs. Leshe's class. It includes 3 steps for success: participate and take notes, print PowerPoints from Edline, and ask questions. Students are expected to complete homework assignments and study for tests by reviewing class notes daily. The participation grade makes up 100 points of a student's grade each six weeks and can be lowered by coming to class unprepared or minor infractions. Tests, projects, homework, quizzes, and bonus assignments make up the rest of the grading. Students must follow classroom rules including being prepared, on time, speaking respectfully, and completing all work.
Infuse Student Engagement and Assessment Using InfuseLearningAndrew Steinman
InfuseLearning is a free student response tool, which is accessible on any device with a web browser. Unlike clickers, which only allow teachers to ask multiple choice questions, InfuseLearning has 7 question types that can be used with formative assessments. It also includes unique quizzing and student engagement features. In this session, you will learn how to use the features with InfuseLearning, as well as how to use it in your classroom. By the end of this session, you will know how engage and assess students through a variety of ways using InfuseLearning.
This document summarizes key points from a presentation by David Didau on embracing ignorance and uncertainty in teaching. It discusses that while knowledge is increasing, the gap between what we know and don't know may be widening. It also examines different types of known and unknown knowledge. The document then discusses challenges with evaluating teachers based on observations, student outcomes, and surveys. It argues that accountability should focus on teacher growth, not judgments, and that trusting teachers to improve in their own contexts leads to better outcomes than rigid policies. Overall, the document advocates acknowledging uncertainty and creating conditions where teachers feel supported rather than judged.
Just in Time Teaching - A 21st Century Learning Technique - COLTT 2013Jeff Loats
This document provides an overview of Just in Time Teaching (JiTT), an evidence-based instructional strategy that uses online pre-class assignments to actively engage students with course material before class. The strategy aims to improve student preparation and in-class participation by having instructors modify lesson plans based on students' pre-class responses. Research shows JiTT can increase content knowledge, improve time management skills, and make students more engaged both before and during class. The document outlines the basic JiTT process, reviews supporting evidence from multiple disciplines, and addresses potential barriers to implementation.
This document appears to be a course packet for PSY 1000 Honors at Western Michigan University. It includes information about the course procedures, schedule, assignments, grading policies, and instructor contact details. The course will cover one chapter from the textbook per class meeting, with quizzes held biweekly in seminar sections. Students will also conduct rat lab experiments weekly, for which they can earn points. Academic integrity is strictly enforced, and there are penalties for missed classes, late assignments, and not properly cleaning up the rat lab area.
The document summarizes key points from a focus group discussion on differentiation in teaching. It defines differentiation as identifying the most effective strategies for each learner to reach targets. Differentiation should be seen as integral to learning, not just for struggling students. It can be aimed at whole classes, groups, or individuals. The document lists different categories of differentiation, such as by task, outcome, support, resources, interest, variety of teaching methods, and grouping. It emphasizes the importance of knowing student data like needs and prior attainment to effectively differentiate. Technology tools for homework like Google Forms and Classroom are also discussed.
AMATYC 39th Annual Conference Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
This activity uses Venn diagrams to help students get to know each other better. Students write phrases describing themselves or their interests in each of three overlapping circles. They then visit each other's diagrams and mark the regions that apply to them. This data is then used to calculate fractions, decimals, and percentages representing how many students share certain traits. The activity thus combines social interaction, descriptive phrases, Venn diagrams, and calculations of fractions, decimals, and percentages into an engaging first-day-of-school activity.
This document outlines a professional development program on differentiating math instruction. It includes 10 sessions covering topics like numbers and operations, geometry, and assessment. The goals are to create lessons with open-ended questions and parallel tasks that engage all students at their level. Participants will analyze examples, complete assignments, and reflect on implementing strategies in their own teaching practice. Sessions involve group discussions, videos, and an activity where teachers analyze math problems to identify open questions and parallel tasks.
This document discusses designing quality open-ended tasks in mathematics. It provides two methods for creating open-ended questions: working backwards from a closed question and adapting a standard question. Good open-ended tasks engage all students, allow for diverse responses, and enable teachers to interact with and understand students' mathematical thinking. When planning open-ended tasks, teachers should consider the mathematical focus, clarity of the task, and include enabling and extending prompts. High quality student responses systematically consider all possible solutions and make connections across mathematical concepts.
Low stakes testing in the mathematics classroomColleen Young
This document discusses the use of low-stakes testing and retrieval practice in mathematics classrooms. It provides background on the history of low-stakes testing in GCSE mathematics assessments. It defines assessment for learning and discusses how feedback and relationships are important factors. Research that shows testing supports learning through retrieval practice is presented. The benefits of using mini-tests and examples of how they can be incorporated into lessons are also described.
The document discusses strategies for making homework more effective. It suggests that homework policies should be flexible, promote student learning, and involve students. The amount of homework should vary by grade level and be clearly communicated. Feedback is important, and technology can support homework in some ways. The overall message is that homework works best when it reinforces lessons, has a clear purpose, and involves minimal parental involvement beyond occasional assistance.
Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...DreamBox Learning
In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
Why is P.E.E.L the Barry Crier of Education?DKMead
The document discusses PEEL (Project for Enhancing Effective Learning), an educational approach founded in 1985 by teachers concerned about passive student learning. PEEL promotes more active, independent, and reflective learning through classroom approaches that stimulate intellectual engagement and metacognition. It provides a list of teacher concerns about student learning and good learning behaviors. PEEL principles encourage sharing control over learning with students and using diverse teaching procedures to promote quality learning and metacognition.
For over 25 years, teachers have been using interactive student notebooks created by TCI (History Alive). I have completed a revision of a lesson I wrote for our site four years ago showing students how to create a great notebook. This revision includes options for teachers who use student created notebooks in spirals, use consumable notebooks, or online notebooks.
Everything you need to complete this lesson is included in this PowerPoint. Feel free to use/edit and share with teacher friends!
This document outlines a 12-step process for tutoring sessions: 1) Greeting, 2) Identifying the task, 3) Breaking the task into parts, 4) Identifying thought processes. Then, 5) Setting an agenda, 6) Addressing the task, 7) Student content summary, 8) Student process summary, 9) Confirmation, 10) Planning next steps, 11) Arranging the next session, 12) Closing. The steps guide tutors through preparing, working on, and wrapping up a tutoring session in a structured yet personalized way.
This document summarizes David Didau's presentation on invisible learning at the London Festival of Education. It discusses two definitions of learning, the difference between learning and performance, and challenges common assumptions about what constitutes effective teaching and learning. Specifically, it notes that performance does not necessarily indicate learning, that lesson observations are poor proxies for learning, and that introducing "desirable difficulties" like spacing, interleaving and testing can actually improve long-term learning compared to conventional approaches. The presentation argues teachers should separate learning from performance and question their own assumptions in order to better support invisible learning processes.
This document summarizes a presentation about improving math education. It discusses how traditional math classes focus too much on computation and getting the right answer, rather than developing mathematical reasoning skills. The presentation advocates using multimedia, asking open-ended questions, and letting students build problems themselves to encourage intuition over formulaic answers. It also draws on a TED talk and video that promote teaching students the underlying mathematical concepts and problem-solving process rather than just getting to the solution.
This document provides instructions for a warm up algebra activity where students solve 10-15 expression problems. Students first solve the problems on paper and then present their work on the board. The activity is designed to be a quick pre-assessment of students' skills and can be used with any math topic for classes of various sizes.
This document outlines the policies and procedures for Mrs. Leshe's class. It includes 3 steps for success: participate and take notes, print PowerPoints from Edline, and ask questions. Students are expected to complete homework assignments and study for tests by reviewing class notes daily. The participation grade makes up 100 points of a student's grade each six weeks and can be lowered by coming to class unprepared or minor infractions. Tests, projects, homework, quizzes, and bonus assignments make up the rest of the grading. Students must follow classroom rules including being prepared, on time, speaking respectfully, and completing all work.
Infuse Student Engagement and Assessment Using InfuseLearningAndrew Steinman
InfuseLearning is a free student response tool, which is accessible on any device with a web browser. Unlike clickers, which only allow teachers to ask multiple choice questions, InfuseLearning has 7 question types that can be used with formative assessments. It also includes unique quizzing and student engagement features. In this session, you will learn how to use the features with InfuseLearning, as well as how to use it in your classroom. By the end of this session, you will know how engage and assess students through a variety of ways using InfuseLearning.
This document summarizes key points from a presentation by David Didau on embracing ignorance and uncertainty in teaching. It discusses that while knowledge is increasing, the gap between what we know and don't know may be widening. It also examines different types of known and unknown knowledge. The document then discusses challenges with evaluating teachers based on observations, student outcomes, and surveys. It argues that accountability should focus on teacher growth, not judgments, and that trusting teachers to improve in their own contexts leads to better outcomes than rigid policies. Overall, the document advocates acknowledging uncertainty and creating conditions where teachers feel supported rather than judged.
Just in Time Teaching - A 21st Century Learning Technique - COLTT 2013Jeff Loats
This document provides an overview of Just in Time Teaching (JiTT), an evidence-based instructional strategy that uses online pre-class assignments to actively engage students with course material before class. The strategy aims to improve student preparation and in-class participation by having instructors modify lesson plans based on students' pre-class responses. Research shows JiTT can increase content knowledge, improve time management skills, and make students more engaged both before and during class. The document outlines the basic JiTT process, reviews supporting evidence from multiple disciplines, and addresses potential barriers to implementation.
This document appears to be a course packet for PSY 1000 Honors at Western Michigan University. It includes information about the course procedures, schedule, assignments, grading policies, and instructor contact details. The course will cover one chapter from the textbook per class meeting, with quizzes held biweekly in seminar sections. Students will also conduct rat lab experiments weekly, for which they can earn points. Academic integrity is strictly enforced, and there are penalties for missed classes, late assignments, and not properly cleaning up the rat lab area.
The document summarizes key points from a focus group discussion on differentiation in teaching. It defines differentiation as identifying the most effective strategies for each learner to reach targets. Differentiation should be seen as integral to learning, not just for struggling students. It can be aimed at whole classes, groups, or individuals. The document lists different categories of differentiation, such as by task, outcome, support, resources, interest, variety of teaching methods, and grouping. It emphasizes the importance of knowing student data like needs and prior attainment to effectively differentiate. Technology tools for homework like Google Forms and Classroom are also discussed.
AMATYC 39th Annual Conference Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
This activity uses Venn diagrams to help students get to know each other better. Students write phrases describing themselves or their interests in each of three overlapping circles. They then visit each other's diagrams and mark the regions that apply to them. This data is then used to calculate fractions, decimals, and percentages representing how many students share certain traits. The activity thus combines social interaction, descriptive phrases, Venn diagrams, and calculations of fractions, decimals, and percentages into an engaging first-day-of-school activity.
Helping Students with PSLE Mathematics_6 February 2010Jimmy Keng
A Seminar for Parents & Tutors
Helping Students with
PSLE Mathematics
6 February 2010
SINGAPOTE TEACHERS’ UNION
Yeap Ban Har
National Institute of Education
Nanyang Technological University
Singapore
Helping Students with PSLE Mathematics_6 February 2010Jimmy Keng
The document summarizes key points from a seminar for parents and tutors on helping students with Primary School Leaving Examination (PSLE) mathematics. It discusses the format and content of the PSLE math papers, including the introduction of calculators for Paper 2. It also reports on parents being upset over the perceived difficulty of this year's PSLE math paper due to more complex questions involving more steps and values as a result of allowing calculator use.
This document discusses strategies for preparing students in the United Arab Emirates to perform well on international assessments like PISA and TIMSS. It outlines Education Initiative's multi-phase approach, which includes analyzing student performance data and thinking skills, developing learning content and questions, and creating variations to build problem-solving abilities rather than just teaching to the test. The goal is to ensure every student is prepared through deep conceptual learning, practice with old test questions, and targeted support for misconceptions.
This document discusses how to prepare students for international assessments like PISA and TIMSS through Mindspark's approach. It involves analyzing past assessment questions and student thinking to build content and approaches. This includes creating variations of questions, games, and remedial activities to develop deep conceptual learning and problem-solving skills rather than just "teaching to the test." The goal is to have every student prepared through weekly activities to combat misconceptions and practice time management strategies. Top schools in the UAE and India are also part of talent search programs to identify gifted students.
Helping Users Create Good Habits @ MCE 2017Sally Shepard
Building habits with users is essential for creating an app that people will keep coming back to. Without habits, no matter how great your intent is, you won’t generate positive behavioural change. It’s important to understand what forms a habit, how you’re influencing behaviours, and how to test and debug habits over time.
In this talk, you’ll learn about:
-The basics of forming good habits
-Finding pain-points in habits
-Using the habit time machine to test habits
-Finding the root of manipulation
-Implementing habits in your app
Presented at MCE 2017 in Warsaw, Poland.
The document provides an agenda for a math workshop on using manipulatives to help students develop mastery of common core math standards. The workshop includes sessions on using specific math tools, teaching numbers less than one, and resources for 21st century teaching and learning. The objectives are to increase awareness of using manipulatives to develop conceptual understanding and provide strategies and resources to support math instruction.
This document provides an overview of Number Talks, which are short classroom discussions about computation problems that are solved mentally. The goals of Number Talks are to develop number sense, fluency with small numbers, subitizing, and making tens. Key components discussed include the classroom environment, the teacher's role in facilitating discussion, and using purposeful computation problems that elicit specific strategies focusing on number relationships. Sample Number Talk problems and strategies are provided for different grade levels, including kindergarten, first grade, second grade, third grade, and fourth grade.
The document discusses setting up small group numeracy instruction in the classroom. It recommends organizing students into purposeful small groups based on assessment data to provide targeted instruction. Suggested math stations that students can work at independently include practicing SNAP skills, developing fact fluency through games, using manipulatives, working on math technology programs or workbooks, and meeting with the teacher in small groups. Reflection is important to consolidate learning and promote growth mindset.
The document discusses creating an inclusive community for all learners in mathematics. It emphasizes three key aspects of establishing belonging in math classrooms: interpersonal supports, curriculum, and instructional techniques. Specifically, it states that while interpersonal relationships are important, teachers must also design instructional approaches and choose tasks that provide opportunities for students to experience mathematical belonging. These include using problems that students can relate to their own lives, lowering barriers to entry, allowing multiple solution pathways, and not restricting students' thinking. The goal is for all learners to feel like accepted members of the classroom community and to have opportunities to successfully engage with meaningful mathematics.
AMS: Counting-Necessary or Detrimental? March 2011rightstartmath
The document discusses different approaches to teaching counting and mathematics. It argues that the traditional counting approach takes years of practice, provides a poor concept of quantity by ignoring place value, and is error-prone and time-consuming. Alternatively, it presents a Montessori-inspired "counting model" that uses objects and games to develop an intuitive understanding of quantities and mathematical operations like addition and multiplication. It also analyzes the use of calendars for counting, noting they are ordinal rather than cardinal and do not represent quantity well.
This document is the contents page for a mathematics workbook for Stage 2. It lists the units covered in the workbook which include number and problem solving, geometry and problem solving, handling data and problem solving, and measure and problem solving. The units are divided into three terms with four units per term. It also provides acknowledgements to contributors and copyright information for the workbook.
Today's agenda includes a math lesson covering personal strategies for addition, subtraction, multiplication, and division. The schedule also includes a nutrition break, looking at virtual manipulatives and resources, lunch, and an assessment period. The document discusses teaching math concepts conceptually rather than procedurally and the importance of understanding operations rather than just memorizing computations. It provides examples of story problems and strategies adults use to solve math problems informally in everyday life.
This document summarizes a presentation about preparing elementary school teachers to understand elementary mathematics. It discusses how elementary mathematics concepts can be complex and how focusing on children's mathematical thinking can help prospective teachers (PSTs) engage more deeply with mathematics. The presentation addresses four principles: 1) How students typically learn mathematics is problematic, 2) Learning concepts is more powerful than procedures, 3) Students' reasoning is varied and complex, and 4) Elementary math is not as elementary as assumed. Research found PSTs who learned about children's thinking improved their math knowledge and developed more sophisticated beliefs than those who did not.
This test is designed as a brief survey to identify the possibility of the presence of the learning
disability Dyscalculia, a problem that can interfere with a student’s ability to understand and use
math and spatial reasoning. Because this quiz is general and designed to be used throughout the
elementary grades, younger students may not understand all of the questions. This is normal and not
a big source of concern.
Here are the missing numbers or symbols:
7 + 2 = 9
– 4 = -3
+ 3 = 9 + 6
4 + 5 = 9
5 = 10
+ 6 = 11
= 7 + 3 = 10
3 = 8 - 5
= 16 - 10
– 6 = 10 - 6
2 = 6 + 4
5 = 11 - 6
This task examines the student’s understanding of basic addition, subtraction, and order of
operations. Younger students may not understand all of the concepts.
24
Use the symbols to perform the math problems.
= +3 9
= –1 5
This document outlines different creative thinking and problem solving techniques that can be used in tutoring sessions. It discusses having students solve abstract problems using objects to represent concepts, developing online instructions for an electronic fashion project, building students' self-efficacy to increase what they think they are capable of, open-ended questioning to challenge preconceptions and think non-linearly, and generating many ideas without criticism to encourage creative idea generation. The overall aim is to use these techniques to help students develop creative and critical thinking skills in an interactive way.
The document summarizes a math workshop presented by Jacqueline Burns on using manipulatives to help students develop Common Core math mastery. The workshop covered increasing awareness of using tools like counters and number lines to develop conceptual understanding of topics like fractions. It included sessions on specific math resources, exemplar tasks, and strategies for teaching topics like numbers less than one. The agenda also discussed developing math practices like reasoning abstractly and constructing arguments.
The document provides an agenda for a professional development session on using math manipulatives to help students develop mastery of common core math standards. The session will include exploring strategies for using manipulatives to teach numbers less than one, sharing resources for 21st century math teaching, and working with tools to develop conceptual understanding. Presenter Jacqueline Burns will discuss how manipulatives can help students progress from concrete to representational to abstract understanding of math concepts.
Tips and Strategies for the Virtual Shift of Face-to-Face Math ClassesFred Feldon
An AMATYC/NOSS/ITLC joint presentation by Fred Feldon and Paul Nolting for the American Mathematical Association of Two Year Colleges, the National Organization for Student Success, and the Innovative Teaching and Learning Committee. Tips on dealing with the transition to remote teaching and learning because of COVID-19.
Tips For the Virtual Shift of F2f Math ClassesFred Feldon
This document provides tips for maintaining instructional continuity, enrollment, and effective communication when transitioning math classes from face-to-face to virtual due to COVID-19 disruptions. It emphasizes maintaining student engagement through regular communication, flexibility in content delivery, and using synchronous activities like webinars. Specific recommendations include using video conferencing tools for interactive lessons, collaborative activities to promote interaction, and addressing both cognitive and affective learning domains. Upfront preparation of webinars into structured segments and incorporating multiple engagement strategies is advised. The benefits of webinars for student success are noted.
ZOOM Your Way Into Online Corequisite SupportFred Feldon
"Aarrgh... I feel like I'm teaching myself!" Learn how to remove the overwhelming sense of isolation in an online corequisite course by including affective domain and having a synchronous component. Technology has now reached a point where you can finally, truly replicate the collaboration, breakout groups, peer instruction and active learning that normally takes place in the classroom.
2nd That Emotion: Support for the Affective DomainFred Feldon
Los Angeles Valley College AB 705 Math Workshop, May 17, 2019. Design principles for high-challenge, high-support curricula and pedagogy includes intentional support for students' affective needs. The non-cognitive domain plays an undeniable role in reducing students' fears and increasing students' willingness to engage with challenging tasks.
Online Implementation of AB 705 In MathFred Feldon
Third Annual Statewide California Acceleration Project (CAP) Conference 2019. Online learning is an attractive option to an ever-increasing number of diverse students. Supporting AB 705 in the online modality is a real challenge. Coastline College, with 85% purely online enrollment in math, is meeting the challenge.
2nd That Emotion_Support for the Affective DomainFred Feldon
44th Annual Conference at Disney's Coronado Springs Resort Orlando FL November 16 2018 Friday evening Ignite event. What is the "affective domain" and why is it so important for success in a math class.
Fullerton College RSI Workshop Summer 2018Fred Feldon
This presentation discusses the importance of regular and substantive interaction (RSI) in online courses, as required by the Department of Education. It defines RSI as instructor-initiated interaction that is weekly, academic rather than administrative, and includes activities like discussion boards and video conferences that require student-teacher and student-student engagement. The presentation provides resources for developing good questions to encourage discussion and meets RSI guidelines, as federal funding depends on online courses meeting these standards.
Active Learning: Success, Retention and Engagement Onsite and OnlineFred Feldon
The lecture environment and online homework systems fail to capture the reasoning and higher-level thinking skills students can bring to quantitative problems. Regular and substantive interaction, collaboration, productive struggle, and non-routine questions that stimulate discussion lead to deeper understanding of concepts, applicability, and support of students' affective needs.
End the Didactic Contract - KYMATYC Ignite EventFred Feldon
Students want help; they feel they can't learn themselves or they don't want to. Teachers want to help. But helping too much removes the cognitive demand.
Coastline College Summer Technology Institute 2017 - Engage and motivate your students with a free program for collaboration and formative assessment. Kahoot is compatible with all the devices your students bring to class (laptop, tablet, cell phone). As with everything else in the classroom, however, what's important is not the technology but the pedagogy.
RSI: What Is It? And Why Does the DOE Care About It?Fred Feldon
This document contains the slides from a presentation given at the CMC3-South 2016 and 2017 Annual Spring Conferences. The presentation discusses topics such as RSI and why the DOE cares about it, examples of student electrodermal activity, quotes about teaching and learning, caveats about educational reforms, questions about online classes, definitions of terms from DOE regulations regarding distance education, ideas for promoting interaction and discussion in online courses, and sources of non-routine math problems. The presentation provides an overview of issues relevant to online education and strategies for engaging students in online courses.
This document discusses ways to help students visualize radians through relating them to fractions of a circle or pie. It notes that students often struggle to conceptualize radians and where angles terminate. The author proposes using slices of a pie or circle to represent fractions of pi or a full radian. Examples are given such as 1/2 pi representing half a slice, 1/4 pi representing a quarter slice. Snowboarding tricks are also used to demonstrate representing rotations in radians. The goal is to provide students a new, visual way to understand radians rather than just as abstract numbers.
CMC3 South Spring 2016 Active Learning and Social MediaFred Feldon
How to incorporate technology, social media, flipping, and other tips and tricks to increase face-to-face and online student interaction, participation, and whole-class discussion of higher-level concepts, which profoundly change the teaching/learning process.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
12. Modeled after Moody’s Mega Math
Challenge
•National Park – Sea level & coastal
changes
•Recycling – How much plastic/best
recycling methods
•Higher Education – Cost versus reward
14. Who?
Each student is eligible to compete if s/he
has not earned a two-year degree (or
higher) or if s/he has not achieved junior
standing (or higher) at a four-year
institution. Part-time students are eligible.
16. Judging?
Holly Ashton – Thesis Defense Coordinator
Entries judged by a team of STEM
professionals
17. Why?
To encourage research problem solving
and to motivate an interest in
extracurricular mathematics activities
To provide an outlet for two-year college
students wishing to compete in
mathematical research contests.
18. To reward outstanding student research
problem-solvers through a scholarship and
prizes to be given to the top participants
To recognize colleges with outstanding
mathematics students through national
awards
19. Prizes?
• $1500 Grand Prize
• Certificates and Plaques
• AMATYC Sponsored
• Exploring other sponsors for more prize
money
62. Websites and
Programs You Need
To Know
Rob Eby
Blinn College – Bryan Campus
jeby @ blinn.edu
@robebymathdude
http://robebymathdude.blogspot.com/
2017
72. Writing Projects
๏ Big capstone semester writing
projects!
๏ Lots of smaller projects.
๏ Weekly memos.
๏ Minute paper.
๏ One thing you didn’t understand
๏ One thing you remember from last
week.
2017
75. Clickers 2
๏ Tons of sites out there.
๏ Use them often for students to
see value.
๏ Use them to generate
discussion.
๏ Yes, you lose face time
๏ deal with it.
2017
76. Math Teacher Tools
๏ Netlogo – 100’s of simulations
๏ desmos
๏ Geogebra
๏ Fooplot – polar and rectangular
together!
๏ Media – document convert
๏ Camscanner
2017
77. Project Based Learning (PBL)
๏ Key Knowledge and Understanding
๏ Challenging Problem or Question -
๏ Sustained Inquiry -
๏ Authenticity -
๏ Student Voice & Choice
๏ Reflection -
๏ Critique & Revision -
2017
78. PBL
๏ Don’t Re-Invent the Wheel
๏ This is a sharing community
that will help you get started.
๏ Start small. No really.
๏ In fact, pick one topic for one
class to start with.
2017
79. ๏ Inquiry Based Learning
๏ Generally smaller open ended
problems that students explore to
“discover” concepts and ideas
๏ It takes time to craft the problems
and activities, so get help.
2017
80. IBL 2
๏ JIBLM - Journal of Inquiry Based
Learning for Mathematics
๏ Art of Mathematics
๏ Dan Meyer
๏ Open Middle
2017
81. Become a More–seene
PRIME professor
2017
Rob Eby
Blinn College – Bryan Campus
jeby @ blinn.edu
@robebymathdude
robebymathdude.blogspot.com/
82. Mathematical Tidbits You
Just Can’t Live Without
Or …
Suggested Mathematical
Pick Up Lines for Jon Oaks
2017
Jane Tanner
Onondaga Community College
87. A number is a McNugget
number if you can buy boxes of
McNuggets to obtain exactly
that number.
43 is the largest non-McNugget
number.
2017
88. Any Big Bang Theory fans out
there?
Sheldon does 43 consecutive
hits with a Hacky Sack.
2017
89. Augustus De
Morgan was 43
years old in the
year 432
.
So was Elizabeth
Barrett Browning
and anyone else
born in 1806.
2017
90. Have you seen Kris
McCoy's Pointless
Math Fact of the Day
on Facebook?
2017
91. February 24...
224 is the sum of four
consecutive cubes.
224 = 2³ + 3³ + 4³ + 5³
225 is the sum of five
consecutive cubes.
225 = 1³ + 2³ + 3³ + 4³ + 5³
2017
92. February 26... 226 is a happy
number.
To determine if a number is
happy, square each of the
digits and add them together.
With the result, reiterate the
process until you enter a loop.
If your looping value is a 1,
your number is happy.
2017
94. How many of you out there
are still figuring out whether
today – 1110 – is happy?
2017
Another interesting
tidbit: There are
143 happy numbers
up to and including
1000
95. 2017
Other tidbits:
If you write out pi to two
decimal places, backwards it
spells “pie”.
https://www.buzzfeed.com/kellyoakes/maths
-facts-youll-probably-never-need-to-
use?utm_term=.kmVmE1mY9o#.xybAQ7Aryj
99. 2017
Take any 3 digit number and
multiply it by 7 then by 11
and then by 13.
I can give you the answer!
100. You must be the square root
of -1 because you can’t be
real.
If I were sin2
𝑥 and you were
cos2
𝑥, together we'd be
ONE!
2017
Jon Oaks was not harmed in the making
of this slideshow. He will wow you with
tacos later!
104. 2017
The number of petals is the same as the
coefficient of the angle.
What is the polar equation for a rose curve with
number of petals equal to two times an odd
number?
105. 2017
r(t) =1+ 2cos(it)
The number of petals is i.
If i is odd, small loops are inside the petals.
If i is even, small loops are outside the petals.
106. 2017
How does it look like
in polar coordinates?
Rectangular Coordinates
109. 2017
y = (a-b)sint -bsin(
a-b
b
t)
A hypocycloid is a curve traced out by a point A
on one (red) circle (B, b)
as it rolls around another fixed (green) circle (O, a).
x = (a-b)cost +bcos
a-b
b
t
æ
è
ç
ö
ø
÷
110. 2017
The Meaning of b/a
If we simplify b/a=r/s, then
s is the number of cusps of the hypocycloids.
2πr is the period of the hypocycloids
b: radius of the red circle
a: radius of the green circle
111. 2017
If b<0 or b>a, it is an epicycloid.
x = (a+c)cost -ccos(
a+c
c
t)
y = (a+c)sint -csin(
a+c
c
t)
y = (a-b)sint -bsin(
a-b
b
t)
Epicycloid
Hypocycloid
x = (a-b)cost +bcos
a-b
b
t
æ
è
ç
ö
ø
÷
An Epicycloid is a Hypocycloid.
112. 2017
The Double Generation Theorem
If b’/a=r’/s, b/a=r/s and r’+ r =s, then they generate
the same graph but their directions are reversed.
These are called circulant graphs.
114. 2017
Hypotrochoids
x = (a-b)cost + dcos
a-b
b
t
æ
è
ç
ö
ø
÷
y = (a-b)sint - dsin
a-b
b
t
æ
è
ç
ö
ø
÷
0<b<a, d is the distance from B to A.
115. 2017
Epitrochoids
x = (a+ b)cost - d cos
a +b
b
t
æ
è
ç
ö
ø
÷
y = (a+b)sint - dsin
a+ b
b
t
æ
è
ç
ö
ø
÷
An epitrochoid is a hypotrochoid with b<0 or b>a
120. 2017
References
1. T. Phan-Yamada and E. Gwin "Hypocycloids and
Hypotrochoids," AMATYC Journal, 09/2014
2. T. Phan-Yamada, W. Yamada III, "Exploring Polar Curves with
GeoGebra," Mathematics Teacher, 10/2012
Website: phan-yamada.weebly.com
Email: tphanya3@calstatela.edu
121. Helen Burn, Ph.D.
Instructor, Department of Mathematics
Director, Curriculum Research Group
Highline College, Des Moines, WA
2017
The Gender Variable
in Statistics
122. 2017
Helen Burn, Ph.D.
Instructor, Department of Mathematics
Director, Curriculum Research Group
Highline College, Des Moines, WA
The Gender Variable
in Statistics
127. 2017
New Highline College admissions question
What is your gender identity?
๏ Feminine
๏ Masculine
๏ Androgynous
๏ Gender Neutral
๏ Transgender
๏ Other
๏ Prefer not to answer
128. 2017
Math 146: Introduction to Statistics
1st day survey (~6 to 7 questions)
1. What is your ideal salary upon graduation?
2. “I like math” 1 – strongly disagree. . . 4 –
strongly agree
. . .
3. What is your gender (Male/Female)
129. 2017
1st day activity: Describe your group
Pick “interesting variables”
Avoid:
Eye color
Age
Race/ethnicity
Gender
130. 2017
1st day activity: Describe your group
Pick “interesting variables”
Avoid:
Eye color
Age
Race/ethnicity
Gender
131. 2017
Student upset over use of
Male/Female on survey question
Male/Female versus Man/Woman
Which is appropriate to use?
American Psychological Association (2011)
http://www.apa.org/pi/lgbt/resources/sexuality-definitions.pdf
Sex, gender, gender identity, gender expression, sexual orientation
132. 2017
Student upset over use of
Male/Female on survey question
Male/Female versus Man/Woman
Which is appropriate to use?
American Psychological Association (2011)
http://www.apa.org/pi/lgbt/resources/sexuality-definitions.pdf
Sex, gender, gender identity, gender expression, sexual orientation
134. 2017
Gender Identity
Internal perception of an individual’s gender
how they label themselves
๏ Man
๏ Woman
๏ Transgender
๏ Genderqueer/Genderfluid
๏ Two-spirit
๏ Prefer not to answer
136. 2017
Address it with your students
๏ Biological Sex versus Gender Identity
๏ Male/Female Man/Woman
๏ Sex, gender, gender identity, gender
expression, sexual orientation
144. Food, Glorious Food!
๏ Pancakes, Eggs, Muffins, Donuts, Apples,
and Sausages
๏ Picky Eaters Must Devour Anything
Suitable
๏ Pigs Eat Mud, Dirt, And Slop
2017
145. Food, Glorious Food!
๏ Pick Edible Mushrooms Daily After Supper
๏ Python Eggs Make Delicious Afternoon
Snacks
2017
146. Food, Glorious Food!
๏ Paul Eats Monkey Dung And Soda
๏ People Eat Mayonnaise
During a Storm
2017
147. Food, Glorious Food!
๏ People Enter McDonald’s Desperate and
Starving
๏ Pickles Expire Monday Down at Subway
๏ Prior (to) Eating Mc Donald’s, Ask
Somebody
2017
148. Food, Glorious Food!
๏ Prince Edward Makes Delicious Antipasto
Salad
๏ Paul Emailed Me: "Dinner At Seven!"
2017
149. Keep the Faith
2017
๏ Pray Every Morning. Dance And Shout!
๏ Praying Eases My Day And Soul
150. Keep the Faith
2017
๏ Prayer Effects My Destiny And Skills
๏ Praise Every Mom, Dad, and Sister
151. Love and Dating
๏ Practice Efficient Manners. Don’t Always
Swear.
๏ Proper Etiquette Makes Dates A Success
๏ Pleasantly Endearing Men Don't Always
Smile
2017
152. Love and Dating
๏ Push Every Man Down A Slope
๏ Physical Exertion May Develop Arm Sores
2017
154. Love and Dating
๏ Pompous English Monarch Divorces
American Starlet
2017
155. Math and Mental Heath
2017
๏ Problematic Exams May Destroy A
Student
๏ People Experience Mental Disorders And
Symptoms
๏ Please Enjoy Math, Don’t Act Sad
156. Current Events
๏ Please Excuse Michael (Jackson)
Demerol Accidental Suicide
- (Summer 2009)
2017
157. There’s More to the Story…
2017
๏ Privately Enter My Darling’s Attic Safely
๏ Pointing East Might Direct A Sailor
158. There’s More to the Story…
2017
๏ Pianos Entertain Men, Dames, and
Scoundrels
159. Keep it Real
๏ Parents Eventually Make Donations At
School
2017
176. Inspirational Quotes
2017
Do people who believe in the
intrinsic worth of the world and
its creatures
have the same knowledge
as people who recognize only
the market value or market
segments?
185. Huh?!
๏ Popular?
- His show ran from from 1983 to 1994 and
still air in reruns to this day.
- YouTube Subs – 834,390
- His top 12 YouTube videos have a combine
26.2 million views in the last two years.
- Even has his own epic rap battle.
186. At least 90% of viewers do
not paint along with Bob.
Ever.
๏ Bob's soothing tones welcomed
latchkey kids and his cathartic creativity
comforted the homebound. For many,
the Joy of Painting is a respite from the
negativity and din of regular television
programming. The Joy of Painting is an
alternate quiet place of happy clouds
and trees.
187. So, how is this a talk?
๏ Bob is an artist but also an art teacher.
๏ His teaching style is still reaching millions
through YouTube and Bob Ross certified
instructors.
๏ 1500 Bob Ross Instructors hold a
workshop everyday!
๏ 1500x365=547,500 workshops annually
188. How is his teaching style
still relevant 30 years later?
๏ Windy Waves – Season 14
Episode 7
๏ Watched and rewatched it
purely from a teaching
perspective
189. ๏ Positive attitude
- Easy – 9 times
- Fantastic – 6 times
- Fun – 4 times
- Quickly incorporates past positive personal
stories from his life.
- Funny stories about his work life.
-
How is his teaching style
still relevant 30 years later?
191. Teaching technique
๏ In one part he demonstrates a brush
stroke technique for few minutes.
๏ Then when he is done he explains it one
more time!
๏ Often repeats important concepts,
especially if it looks horrible.
192. Think!
๏ Six instances he pushes the need to stop
and think, visualize what needs to be
done.
๏ Brush stroke, shape and form, plan the
layers, THINK ABOUT IT!
193.
194.
195. Why?
๏ Don’t just tell, but tell why.
- Example- Why use a two inch brush, reason
behind the layout of a wave, why he is using
a knife,