So this popped up in my feed a couple of time and I love the idea but not so much the reaction. The idea is that you have your student track their phone notifications for 30 min (or a whole period). The end result is basically that phones are a distraction. Up until that point, I am with most people. However, much of the response (when you look at the Tweets) amounts to "see, that's why phones shouldn't be allowed in class". I think differently. I think that these devices that our students bring to class everyday are among the most powerful learning tools they can have (for one, they have the sum total of all human knowledge at their literal finger tips) and we should be exploiting them. But this experiment shows that students (and most humans) are distracted by them.
This is where I think we have to come in. We (all teachers in all subject areas) should take it upon ourselves to help students navigate those distractions and show them proper uses of these devices. If we want them to become productive members of society, part of what they have to learn is how not to be distracted by all those notifications. And who better to teach them that is us while we have them sitting with us for 5 hours a day? So we have to show them how to turn their notifications off, how to have their phones within reach without actually reaching for them and show them when it's appropriate to use them. If students don't get to practice those skills in a low stakes environment, how can we expect them to master them when it counts (ie when they are actually at a job).
Curriculum Tags: All
https://twitter.com/loudlearning/status/1102211998522241024
Are cell phones a distraction in class? A math teacher asked her class to tally every text & notification.THIS is what the board looked like after 30 minutes.— тσм ℓσυ∂ (@loudlearning) March 3, 2019
☑️23 students
☑️58 texts
☑️182 social media notifications
☑️28 other notifications
That's 268 disruptions in 1/2 an hour! pic.twitter.com/uglyx6o3XD
https://twitter.com/courosa/status/1103528663243476992
"A teacher had her students turn their phone volume up and create a tally of the notifications they received in a single class period." #edchat #digcit pic.twitter.com/4W5Hy4t1EW— Dr. Alec Couros (@courosa) March 7, 2019
Resource Links
Here is a great little activity from @MrSchwen. It's a single Desmos activity slide where students are given two points on a grid and asked to come up with the equation of the line between them. It then checks their answer and if it's not correct it will show them a custom solution based on their mistake. Then the can try again with a randomly generated set of new points. Perfect for practicing this skill.Curriculum Tags: MPM1D, MFM2P
https://teacher.desmos.com/activitybuilder/custom/5c754e10fbfa1e570a1389fe
A couple of new features in Desmos. One is a zoom fit button for tables. With the new statistics functions came this feature and now it's extended to tables. Just create your table and then click the little magnifying glass with a plus sign and the axes will scale to maximize the view of the data. The next thing is that you can now copy whole slides from one activity to another within Activity Builder. Simply get into edit mode on your two activities (the one you want to copy from and the one you want to copy to), select the slide you want to copy and use ctrl-c (command-C on a Mac) and then go to your new activity and use ctrl-v (command-V on a Mac) to paste it there.
Curriculum Tags: All
https://twitter.com/Desmos/status/1102948328403230720
Okay – here's how you copy screens between activities! pic.twitter.com/N6cLt5bIf8— Desmos.com (@Desmos) March 5, 2019
Be sure to read this whole thread (click into the actual Tweet link) to show how minor changes to interpretations can lead to wildly differing conclusions. Perfect for any senior statistics class
Curriculum Tags: MDM4U
https://twitter.com/TysonWepprich/status/1101518183322677248
This new @PNASNews paper estimates 100+ year monarch butterfly and milkweed abundance, which is cool but…1/https://t.co/SApYTfuri5 pic.twitter.com/6fIuZwXpa6— Tyson Wepprich (@TysonWepprich) March 1, 2019
Have kids sort into groups by matching up radicals and mixed radicals
Curriculum Tags: All
https://twitter.com/pejorgens/status/1103076011464261633
Video/Audio Linksd125 #teach180 Human sort at the door today. Instead of a playing card each student received a radical card. They needed to find their group of 3 others with an equivalent radical. Discussion about my group of 5 dilemma continued after school. https://t.co/askdU9uxyK #iteachmath pic.twitter.com/DXYbcQE7oA— Paul Jorgens (@pejorgens) March 5, 2019
Hey it's Pi Day coming up this week and this year @standupmaths is physically creating a partial infinite series with a balance to estimate the value of Pi. For the rest of my Pi Day resources, you can click here.
Curriculum Tags: All
https://www.youtube.com/watch?v=S26_O2B8h8k
Image Links
What a great and fun way to create fraction rulers. So easy.
Curriculum Tags: Gr7, Gr8
https://twitter.com/geoffwake1/status/1103340618250678274
Here's a great Prime Climb/Which One Doesn't Belong mashupThis page......— Geoff Wake 🇪🇺 (@geoffwake1) March 6, 2019
"let's make a fraction ruler" from a Japanese text book (in both English and Japanese). From Grade 3 (Year 4).
Great starting point for lesson with many year groups? pic.twitter.com/cq9sBw53Jk
Curriculum Tags: All
https://twitter.com/nomad_penguin/status/1101562266510479360
Which one doesn’t belong? (With thanks to @Simon_Gregg for the idea!) #wodb #PrimeClimb pic.twitter.com/58hgpfflpr— Amie Albrecht (@nomad_penguin) March 1, 2019
Nicely done
Curriculum Tags: All
https://twitter.com/Trianglemancsd/status/1103133737531949056
This came out well. pic.twitter.com/hlkrlYQa2j— Christopher Danielson (@Trianglemancsd) March 6, 2019
No comments:
Post a Comment