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Showing posts from October, 2010

Sectional Bulletin Board

Our school is hosting volleyball sectionals and so I wanted the board in the hallway to be welcoming.
To get the player outline, I had one of the middle school students lay down on the red paper and traced their outline. The net is made from black yarn and white copy paper cut into strips.
The welcome words and volleyball were made in Word and blown up super big. Of course, "Show your true colors" is our yearbook theme for the year. It took about an hour to finish the whole board. The sad part is that the idea will only work for this week.

Global Trading Game

Played the Global Trading Game in freshman Geography today. It took some time over the weekend to set it up but the kids seemed to enjoy it. They liked the challenge of mining for resources and the strategy of intense trading to obtain the necessary resources.
If you play this one, be prepared to withhold information. They kept wanting to know if they had found all their natural resources. I refused to tell them, pointing out that's the reason we continue to explore for more oil. They also wanted to know about the impact numbers on the backs of the cards. Those aren't explained until the third round giving the game a new twist towards the end.
The only drawback I noticed was that 45 minutes did not feel like enough time. We finished the game but didn't have much time for quality discussion afterwards. I think everyone "got" the point but sometimes it's hard to tell.

Just Basic High Speed Calculations

This morning I wrote my own response to Alfred Thompson's question. I posed his question to my computer programming class last week. They successfully established the two arrays to populate two imaginary card decks but ran out of time before tackling the actual comparison of random card selection.

I actually have another version that replicates the player experience but I like this program because it actually provides the data needed to make a decision. I plan to point out to the class that the benefit of using a computer is that we can run multiple simulations in a fraction of the time a real game would take.

In fact, this morning I set it to run 10,000 games. It was done before I came back with a fresh cup of coffee. Of course, I plan to guide them through the completion of their own program before revealing mine. Which illustrates my second major teaching point: there isn't always one right answer.

download the game code

Climbing The Ladder

I was directed to this graphic through a friend on Facebook, and even though it illustrates the current trend in social networking it got me thinking.
Where is education in relationship to this ladder? Is it our goal to move as man students to the top? Is that realistic, or even possible? It appears similar to Bloom's taxonomy. I can see this in SBG,too.
So what do you make of it? Does the data change your outcomes?