Friday, June 25, 2010

what is integrity?

When you hear someone say something about someone else, do you stop and check if the grounds are honest? Have you heard both sides of the story? Are the persons focussing on the negative or on the positive aspects of the other? Is the person neutral of tone or e.g. resentful? Who is listening and who is not? Who is curtuous?
The truth is not necessarily what most people say, remember how many used to think the earth is flat and were prepared to execute a scientist who said otherwise. Not the number of people defines integrity. I then asked myself what then defines it and came to the conclusion that when you don't know you need more information, when I don't know I refrain judgement until I have more knowledge about a certain question. Most of the knowledge I have of actuality is of oneliners, short items on the news and we know about bias that accompagnies those. I don't really know much, unless I read more in depth, and even then what do I know.

Thursday, June 24, 2010

mindmapping with number theory (3)

Yesterday was the third day of mindmapping with number theory. We tackled mindmapping today. We wrote the number one in the middle of a piece of paper and read a difficult piece of writing about the number one. Then we tried to understand little by little what was written and decide what we wanted to write on the mindmap. This was difficult because the ideas in the text were difficult propositions like "discrete numbers cannot be divided by zero and this is similar yet opposite to the number one, all discrete numbers can be divided by one." Then we finished with trying to learn the four propositions that we found using a mnemonic strategy, using a list of rhyming words, and inventing images that are easy to remember with the proposition. The first one was of lots of groups of toes that could all be divided by one. I have fun doing this with children who have difficulties with different parts of learning and seing how they manage anyway.

Thursday, June 17, 2010

teaching number theory as remediation and enrichment

Yesterday I had a difficult day, my brain was not working completely. Although I'm on medication I thought "I want a pill." But I still went on and gave my facultative lesson of number theory to four elementary school children that have each different challenges. Although the first thing that leaves me when my brain has 'one of those days' is order (I'm more disorganized) and one child immediately felt more disorganised, they still enjoyed talking about numbers. One couldn't remember what it was what we are doing. Maybe I should write it down for him. We talked about if it's possible to divide by zero and why not. We talked about that even scientists can make mistakes with numbers. I was afraid one of the children might find it too difficult, because I tried to raise the level, but they followed. I made it easy enough and difficult enough at the same time. Don't ask me to put it on paper...

Wednesday, June 9, 2010

remediation and enrichment

I've started helping at the new school, a creative school that gets the best results out of children, e.g. making music instruments from both professional (strings, plectrum) and waste material. What I'm doing is mindmapping with number theory and the result after one half hour is that all four children didn't want me to stop after half an hour. It remediates language, maths skills, creative thinking and memory at the same time. I can recommend it as enrichment, motivator, remediation and attention training at the same time in education. It seems to work. After I did a remediating math crossword puzzle and the attention of the children was very good. Of course it's fun to also include some history or funny examples.

*new* item at Chez Odile is the metachat where Creatives and Thinkers meet.


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