Posts from the ‘Uncategorized’ Category
September 3rd, 2013
Early this summer, I submitted a video idea to TED-Ed, the makers of these fabulous animated lessons. To my surprise and excitement, they selected my idea to create a video on the perplexing “moon illusion” – the phenomenon in which the moon appears larger when it is rising/setting than when it is overhead.
The first step in the process was to write a script, then the TED-Ed team selected an animator who created a storyboard version of the video before producing the finished product.
I’m super excited that I finally get to share this awesome video with you all. The animators and the TED-Ed team did such an awesome job turning this concept into an amazing piece of educational artwork. Enjoy!
August 20th, 2013
I really don’t like standardized tests. Ever since I became a teacher, I’ve found the notion of a norm-referenced national standardized test to be completely antithetical to the idea that each learner is unique with his/her own set of gifts, experiences, and passions. Over the past several years, I have been looking for a logical proof to demonstrate once and for all that standardized tests and the data they generate have virtually no value. Well, I’ve finally found the proof, and I want to share it with you.
The proof is simple. If a student earns a 70% on a standardized test, there is no way to know whether that student has mastered only 70% of the content or whether that student was just trying at 70% of their capacity. For this reason, a standardized test can only be used to measure a student’s maximum potential for a given (unknown) level of effort. The big (wrong) assumption is that every student is trying at 100% of their ability every time they take a test – all teachers knows this isn’t true.
The data is only useful if we know each individual student. This simple fact highlights the path toward the proper solution, which is individualized instruction – something we have all been preaching (and not been doing) for a very long time. If we truly took the approach of providing an individualized educational experience for every student, we would realize that we don’t really need or want standardized tests anyways.
But what about data? Don’t we need data? Well, good data is easy to generate if we ask the right questions. What if we asked, “How many books have you read in the past six months?” or perhaps “On a scale of 1 to 5, rate how much you enjoy reading.” Now that is data we can really use!
The more we test, the worse this problem gets. Students (and teachers) are already frustrated by school. Forcing students to take standardized test three times a year to “show growth” only exacerbates the problem and will undoubtedly produce worthless data. Teachers are asked to pour through this meaningless data and change their instruction accordingly. Handicapped by “analysis paralysis” teachers will innovate less and begin simply teaching to the tests. Is this the future of education you were hoping for? Me neither!
The simple solution is to make tests engaging.
If students can be motivated (authentically) to take the standardized tests seriously, then the testing data will be authentically useful. Here are a few ideas to get the ball rolling:
- Make standardized tests fun to take!
- Give authentic, meaningful, intrinsic (or even extrinsic) rewards to students who demonstrate improvement.
- Change the language and expectations. Let’s tell our students (especially our poor students) how amazing and smart they are. It isn’t fair to have high expectations for students if we don’t believe it ourselves.
We can do this – let’s go team!
July 11th, 2013
I’m addicted to speeding, but the more I learn about math, the more I realize that speeding just doesn’t make sense. Watch this STEMbite to learn why speeding doesn’t really help all that much. After all, getting out of the speeding habit might just save you having to contact someone like the Hanover Reckless Driving Lawyers.
The inverse relationship curve shown at the end of the video is particularly important, since it illustrates that the relationship between time and speed results in diminishing returns the faster you travel.
So now, who’s ready to start a petition to change all speedometers to “hours per mile” instead of “miles per hour”?
Yeah… me neither.
For more STEMbite videos, visit youtube.com/stembite and subscribe.