| |Probably, like a number of readers, I have an ongoing battle with my weight. Unless I'm cycling at least 250km a week, I have to be ever vigilent about what passes the lips. I'm not a fast food or sweets junkie, just a woman who spends long periods of time belting away at a keyboard. Since I've been working from home part-time and sitting in front of the computer for long hours, the kilos have been creeping on, like a rash from poison ivy. So how does my weight battle have anything to do with working in a classroom? The APP My Fitness Pal is my new best friend and I immediately saw ways that I, and other teachers, could utilise this FREE APP for numeracy and literacy tasks. Not only is it free, but you can download onto both Apple and Android devices. But wait, there's more! No you don't get a set of steak knives, you can also access it online from your humble computer or laptop. Ahhh! The simple things in life! When using the online version go into settings and nominate the nutrients you want to track. The APP version automatically displays: calories; carbohydrates; fat; protein; sugar; and, sodium. I needed to add sugar and sodium in the online version. | |
Online registration from PC or MAC
There is only one issue that I have with this program, and it is a minor hiccup - calories. Australia completed the convertion to metric measurements in 1977, and the use of calories instead of kilojoules does put a spanner in the works. I suggest any teachers that are using metric measurements, convert the calories to kilojoules as a numeracy activity. Let's get started!
- Graphically mapping and comparing the number of calories, carbohydrates, proteins, sodium, sugar or any other nutrient you choose to track.
- Calculating the total number of calories consumed by the class per day and week.
- Rank the various nutrients and find the mean, mode and medium.
- Students print each day's food and exercise chart and calculate the increase and/or decrease in calories etc they would need to undertake if aiming to reach a goal weight.
- Write the nutrients for a meal/snack as a fraction and percentage of the total number of nutrients for the day.
- Display the nutrients for a given meal in a pie graph.
- Research the suggested recommended daily intake of various nutrients and show daily totals as fractions.
- Round off to the nearest 10, 100 or 1 000 calories/nutrients.
- Nominate the fraction of serve using the tools online.
- Measure the amounts and record in a table.
- Total the grams or ounces of sodium/sugar intake for the class and display this mass using sand.
- Each student calculates their Basal Metobolic Rate (BMR)using the online calculator. Record the data and calculate the BMR for a variety of ages, gender, weight and heights.
- If living in a country that uses metric measurement, convert the calories to kilojoules.
- Record and compare the calories used for different activities e.g. running, cycling, swimming for the same period of time and which exercise burns the most calories and why.
- Develop a scale that is represented by one square on a grid e.g. 1 square : 100 calories. Each student colours in the number of squares that correspond to their caloric intake for the day.
- Compare the caloric intake for other cultures with students diets.
- Discuss newspaper articles that cover the growing obesity of children and the influence of fast food on diets.
- Reading the product names and description.
- Write a report that covers the quanitities of sodium, sugar etc and mention the fluctuation, number of times under or over the recommended daily intake.
- Develop a video or PowerPoint Presentation demonstrating nutritious meals and/or negative impact of overeating fast food or sweets.
- Write a recipe for their favourite dish displaying the additives, preservatives etc.
- Class debate.
- Write a letter to a food manunfacturer about the level of fat, sugar or sodium in a product and ask them to explain why it needs to be at that level.
- Raise money for charity by creating a campaign "CASH FOR CALORIES/KILOJOULES". Students obtain sponsors by either maintaining or decreasing their caloric intake over a week. This will need to be dealt with in a sensitive manner as I'm sure you can imagine some of the repercussions in a classroom. The group decides which charity will receive the money raised, prior to commencing the campaign. Write slogans and develop posters.
- If possible, have a dietician speak to the class to outline a healthy diet.
- Review daily diets for other cultures e.g. Asian as compared to Australian. Discuss the different types of food, styles of cooking and dishes eaten throughout the day.
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| |I have to thank Elena Verlee from OnLineDegrees.org for bringing the following information to my attention. The blog, 50 Indispensable EdTech Tools for 2012, lists some great sites and resources that I've not seen before. In this blog I'm covering Grockit, LiveBinders and Animoto tech tools. Click the link above for the full list. | |
GROCKIT is a social learning media which gives all students the opportunity to undertake tutoring and practice sessions online. They can also join study groups to support their learning and learning style. From what I experienced when I accessed Grockit, there are more positives than negatives about using this site.
> Join using Facebook - I found this a simple method and was able to access the lessons etc within a minute. The downside of this is Grockit auto posts results or an activity you've completed onto your Facebook Timeline. Don't think this is something everyone would like to see on their timeline.
> Initially you receive a three day FREE trial.
> Hmm? At $29.99 per month I wonder if parents or students would be able to afford this learning tool in the current economic climate.
> They do offer study material and different admission test practices (US) that would assist many learners.
The best way to gauge if this site will help you, your students or your children is to access the three day free trial. I'm sure you'll know by the end of that time if you want to pay the monthly fee.
Grockit study plan - click to enlarge
LiveBindersConsidering the years I've spent trawling the internet for useful teaching resources, I have never come across this site. I Signed Up for FREE and am in the throes of creating my first binder. The video tutorials are straightforward and offer information on every aspect of using the tools. The videos gives you an overview of the site and tools available - worth- while resources withih themselves.
The binders you create can be for public or private viewing. You can ensure only people you invite or your students access the binder by using an access key. I'm currently developing a binder that covers aspects of numeration that my adult students require. Developing the binder is "a piece of cake" and I applaud the developers. At one point, when I wanted to include a specific web page, there did seem to be a glitch. However, the program informed me the creator of the webpage doesn't permit it being viewed on any other site. No problem! LiveBinder created a link in the nominated tab that takes you directly to the page.
I have just created my first photo video (click this link to view My Ride To Conquer Cancer) using this site. I used the LITE version to develop the video, but I'll be upgrading to the PLUS version when I'm finsihed this blog. Why? From both a teaching and personal point of view, for $30 per year you can create an unlimited number of videos. You can also download the video to your computer and/or DVD. These two factors alone are a big draw card for me. There are also the PRO and RESELLER versions available if you like what you see. These are $249 and $499 per year respectively.
FEATURES Lite Version
- select from a number of templates for your background;
- background music from over 600 songs in the Animoto library;
- option to upload a video and embed in the Animoto video;
- add captions;
- edit caption slides;
- share on social media or email link;
- sequence scenes by clicking and dragging
Using this TechTool from a teaching point of view -
> Students can create a graphical procedure using their own photos.
> Record a visual account of science experiments.
> Writing notes to develop script.
> Completing script in consultation with teacher.
> Working in a group or pairs to develop interpersonal skills.
> Students select appropriate music from Animoto's library to support video. They can also upload music for the 30sec video
> You can add text to the video, but characters are limited in the LITE version. I'll check the PLUS version to see if the number of characters are more generous.
> Self evaluation
> An historical walk record
> Steps to completing an equation
> Recount of an experience
> Demonstrate an exercise e.g. crunches on a fitball
This is a limited list of activities, but I'm sure you will have many more to add to this list.
Screen shots of ANIMOTO web page (above)
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When it comes to actively involving students of all ages in their learning, I am a great advocate for using APPs. The beauty about this type of software is the availability. You can dowload to any hand-held device and start using immediately. This style of software enables all learners to access the concepts that they may not have mastered in earlier grades or years. I particularly like the fact that using APPs for learning reduces or completly removes the stigma many learners have about undertaking "child concepts". This is particularly evident with adult learners who have returned to classes to improve their literacy and/or numeracy. Anyone can be using hand-held devices for playing games or accessing information.
One area of maths that is required in many jobs and causes students grief is FRACTIONS. For years I have worked with adult learners to come to terms with these little suckers, and I only wish there had been an APP or two to help them along the way.
APP icon - available from iTune Store
I rediscovered the Braincamping APP - Fractions today and thought teachers and students could benefit from using this learning software. Learners can work their way through these activities -
> Introduction to Fractions
> Equivalent Fractions
> Common Denominator
> Comparing & Ordering Fractions
> Adding & Subtracting Fractions
> Multiplying & Dividing Fractions.
For each section above there is a lesson, manipulative, questions and challenge section to support the learning of the concepts. There is also a Lite version (FREE), but as you can imagine there are limited activities available for the learner.
Overall I believe this APP will help learners with understanding and applying concepts related to fractions. The following aspects of this APP definitely hit the mark.
> Interactive components
> Clear demonstrations
> Audio support
> Practice tasks
> Variety of examples given
> Challenge activities
> Number of concepts covered - common, equivalent and improper fractions; multiplying, dividing, adding and subtracting fractions; understanding multiples; and finding lowest common denominator.
> Clearly displayed numerator & denominator
> Presentation of results for quizzes in graphical format
> Tracking format for each section covered
There are only a couple of aspects that I think the developers need to reconsider.
> The introduction using chalk is too involved for a learner who is experiencing difficulty with this concept and who may have had a woeful schooling experience.
> The language/terms used at times is at a higher level than the information being delivered.
> No audio to accompany questions and directions when doing the challenge or quesiton activities.
> The use of zero as a numerator e.g. 0/6 = 0/2 is meaningless in this environment.
Slideshow - Fraction APP screens
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I don't think there would be many among us who don't like to sit back with a mug or cup of freshly brewed coffee and talk about the weather, how our bunyins hurt or any other topic on the horizon. However, have you ever thought how this humble container can be the centre of your maths and language lessons? No, I hear you say, well it's now time to take you on the Coffee Mug Literacies journey. Grab a cuppa Joe and become a Java Junkie as you sit back and discover how to engage your learners with these simple resources - coffee mug and coffee.
1. A quick survey of students (adults) should reveal how many cups of coffee they consume per day or younger students can survey their parents. Also include a question about other beverages that participants consume.
> tally results
> develop graphs - column, bar, line and/or pie
> find the average number of cups consumed
> write questions for the survey
> write a summary of findings
> develop a PowerPoint Presentation to display results
> discuss findings in group
> compare results for coffee with other beverages.
© EWE-NEEK DESIGNS™
| |2. Write instructions on how to make the perfect cup of coffee. I have used this activity extensively with youth and adult learners with great success. Having a portable espresso machine enhances this activity as the learners actually make different types of coffee. Learners photographed the different steps to use in their instructions. I suggest you video the process to be used as a visual presentation
.3. Audio-visual comprehensions are a great way for learners to become engaged in an activity. You can get a FREE worksheet to accompany this video at www.maziocreatefreebies.com
4. Reading tables and graphs to locate information regarding the production of coffee in the world. This is a great activity for developing the concept of pie graphs. If you haven't already, to introduce learners to the Chart options in Microsoft Word.
5. Use the tables/graphs from #3 to develop a reading comprehension.
6. Calculate the mass for each bag of coffee, by using the information in the table (right). Convert Tonnes to Tons if you use imperial measurement.
7. Compare the different styles of coffees e.g. machiato & latte, and calculate the amount of milk and coffee used to make x number of cups. Learners can approach local coffee shops to survey how many mugs / cups they sell each day and what is the most popular type of coffee they make. Using the average cup size of 240ml/9oz, they can then calculate the amount of milk used per day. Extrapolate that information to the amount of milk used per week and year. They can also look at the cost of milk used in the production of these coffees.
8. Locate the top 10 coffee producing countries on a map of the world and record the production of coffee for each country.
Cup sizes at Starbucks
9. Income for coffee producing countries. Create a table to display the incomes and compare.
10. Volume - Measure the volume of different sized cups and mugs. Use the ratio from the 1/3 coffee, to 1/4 milk and 1/3 froth for a cappuccino to calculate the amount of espresso, milk and froth that will be in each cup/mug. Mark these amounts on a paper/cardboard cutout of the cup or mug.
11. Use the informaiton in #10 to calculate the volume of coffee, and milk that are used to make a cappuccino.
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Booklets from the "Start Me UP!" series
I am a CYCLING TRAGIC and proud of it. A friend recently described the Tour de France (TDF) as having three continuous weeks of Christmas each year. Yes, another tragic who travels to France as often as possible to be a part of this sporting spectacle.
So what constitues the numeracy of cycling? I could say pretty nearly every thing, from the kilometres/miles travelled, the time for each rider, the number of revolutions of the pedals, drink bottles used by each team down to the number of kilojoules/calories consumed by each rider. To complete the activities I list below use this web site http://www.letour.fr/le-tour/2012/us/overall-route.html
When teaching primary aged students (11-12) I would simulate Individual Time Trials (ITT) by using a grid and number facts. To complete this activity in the classroom all you need is a worksheet with a grid and lists of number facts.
1. You ask the number facts orally (mental arithmetic).
2. Students can either record the fact and/or answer.
Students record answers and shade or use arrows to show each answer on grid.
3. They mark the grid as shown (above).
4. Students record distance travelled e.g. 57km.
List of number facts for displayed sheet.
You can easily create your own local tour with as many stages as you please. Students can use GOOGLE MAPS or mark the distance and route on a map (crazy I know). They record co-ordinates for a given site e.g. an intermediate sprint or King Of The Mountain points. Google maps gives you the option of displaying the route when you travel by bike.
| || |
Click the bike icon for directions & route.
| |Calculating CadenceSo what is a rider's cadence? Cadence is the number of revolutions a rider completes in a minute. Depending on the gear ratio and terrain this can vary dramatically. During the 1999 Tour de France (TDF), riders' cadence averaged between 60-80 when climbing. However, it was between 70-100 on flatter stages. The average cadence has since changed due to riders adopting a higher cadence (lower gear ratios) to reduce muscle fatigue. Check out Chris Anker Sorensons' race data for Stage 14 in the 2011 Tour de France.
Calculate the number of revolutions this rider completed by using the above data.
1. Stage 14 TDF 2011
2. Extrapolate for other stages use official website. http://www.letour.fr/2011/TDF/LIVE/us/le_parcours.html
3. Calculate for entire race.
4. Calculate distance travelled in one revolution.
© MazioCreate 2011
| |Fuel For The RideOn average a rider in the TDF will burn between 700-900 calories per hour. Except for the time trials, stages take between 3 - 6 hours to complete. The real issue for these athletes is they can only process approximately 400 calories per hour. This is one reason why they hit the wall or BONK.
1. Compare calories burnt per hour by different athletes e.g. tennis players, surfers, football players.
2. Calculate the number of calories Chris Anker Sorenson would have burnt for Stage 14, 2011.
3. Calculate the average number of calories burnt by previous winners based on their time. http://www.bikeraceinfo.com/tdf/tdfindex.html
4. Write a list of the quantities of food that equal the number of calories needed by each rider per day.
Food for TDF rider Andy Schleck for one day 2011
5. Learners compare with their own intake and calculate the number of calories they consume per hour and per day.
FREE WORKSHEET - Burning Kilojoules
| |ElevationIf you follow the Tour de France you will already know there are a number of days when the race climbs through the Alps and Pyrennes. Use the following map from http://bit.ly/o99Pc1 to complete this task.
1. Locate the three climbs from this stage in the 2011 Tour.
2. Use the elevation at Pontechianale to calculate the elevation to the first climb at Col Angel.
3. Repeat Step 2 for the Col d'Izoard by using Arvieu or the Chateau de Ville-Vieille as the base elevation. http://en.wikipedia.org/wiki/Arvieu Use the eleveation at Briancon for Col de Galibier.
4. You can also print the map and mark the elevation for towns along the route. This will give learners a comprehensive idea of the elevation between one area and the next.
5. Use the elevations to plot the profile of the stage. I've always used grid paper for this activity. You can set a scale or learners can develop their own scale.
© ATO 2011
A great way to introduce finding the circumference of a circle is by using bike wheels and/or tyres. By marking a point on the tyre and rolling it along a line until the point touches the ground again, learners readliy see the circumference. I then use a piece of string or measuring tape to find the diameter. This is then placed along the line to find the relationship between the diameter and circumference.
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| |Having a large repertoire of teaching tools enables you to engage all your students in activities. The saying "variety is the spice of life" applies equally to our work in the classroom. By offering and using a variety of learning tools students are gaining knowledge, learning how to use these tools and developing strategies for life long learning.
The tool I'm looking at today is limited, but does offer an interactive approach to learning. This wire skeleton gives students the opportunity to see how the human body reacts and moves. Maybe you want your students to explain how a movement is executed e.g. a stride, they can review the stages using this game. You can find this FREE game at -http://www.freeonlinegames.com/game/wire-skeleton
The video is a brief overview of how to use the wire skeleton tools.
| |Classroom Activities
Active learning comprehension
Using an interactive tool incorporates all learning styles. To access the activity go to www.maziocreatefreebies.com and download the file. (There is a US version available on the site.)
Develop a list of instructions, fairly general e.g. move button 3cm/1" to your right, and read them to the class or a small group. After each instruction the student completes a screen dump to show the position of the skeleton.
Let your students explore the game and write a review for the class or their blog. Writing dot points while using the game helps them with the final draft. They could also email their review to the developers.
> Be more specific with the instructions e.g. move the wrist dot 45 degrees. This can be completed in conjunction with the listening comprehension.
> Create a worksheet that has screen shots of the skeleton in various positions. Have the students replicate these positions by measuring the degrees and distances online or on the worksheet. Use an online ruler and protractor for this task. I use the MB-Ruler that is FREE when using it for personal use. You can download it at http://markus-bader.de/MB-Ruler/download.htm
> Plot movements (e.g. stride) on graph paper while using the game.
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It doesn't matter how long you've been teaching, you are always looking for new ways to inspire your students and yourself. I know from my three and a half decades of searching for and developing resources, when you find a learning tool or strategy that works you hang onto it with both hands. You may tweak it as time passes and as you get feedback, but overall you don't mess with the good ones.
One such resource that I've used over the last thirteen years has been Inspiration, from the software company with the same name (Inspiration Software Inc). This software has enabled my students and myself to develop mind maps, flowcharts, diagrams, cause and effect charts and a host of other visual learning support tools. (Watch the video below to get an idea of how the APP works.) Now this program is portable and it can be accessed on an iPad by using the Inspiration Maps APP. I have downloaded, and am using the FREE or Lite version, and am finding it very user friendly. It doesn't have all the bells and whistles of the complete version ($14.99), but provides a range of tools that will enhance many learning activities. I'm always in favour of downloading the FREE or LITE version first to review the tools and options and decide whether it will benefit my classroom activities.
Usiing the Inspiration Map Lite APP is straightforward and it wouldn't take long for either you or your students to be up and running. This video is using the complete APP version, however, the movement of connection arrows and idea bubbles are the same.
1. Download either the full or Lite version from iTunes. The FREE version is a good starting point for students, as there is no outlay and a limited number of tools to master.
2. Click on the + in the top left hand corner of the screen and select from either the Diagram or Outline options. The Diagram option uses bubbles to display ideas or points in a visual format. All notes etc are placed in an ordered format when you use the Outline option.
3. If using the Diagram option, tap the bubbles for the keypad to be displayed and type in ideas / data.
4. Tap the arrow button to the bottom right of any bubble and an arrow and bubble will be displayed. You can also touch the Rapid Fire icon on the title bar for another bubble. This is a great tool when doing a brainstorming activity, because you can tap the Next key on the keypad for an idea cloud to appear (see slideshow below). The cloud becomes a bubble once you press the ENTER key.
5. To link a bubble to a different idea - a) Touch the arrow. b) Touch and drag either the circle at the head or end of the arrow to the new bubble. c) Ensure the arrow is inside the new bubble for it to stick.
6. To add notes to an idea bubble you touch the notepad button to the top left of the selected bubble. (Button visible in the graphic to the right - Crossing natural barriers.) You can type in any information you like regarding that idea / point. The full version offers the option of graphics and hyperlinks.
7. Tap the top line to begin recording information in the Outline format.
8. To move points around in this format you touch the section and drag it to another area of the outline. This feature enables students to organise and sequence ideas.
9. Double tap under the last entry to add another point in the Outline format,
Piece de Resistance
What is the one aspect, above all the tools on offer, that sells this APP to me? My piece de resistance is the seamless transition from Diagram format to Outline format. When you develop a mind map, brainstorm etc in the diagram option, you can immediately review it in the outline format. To view either option you just tap the icon in the top left hand corner of the screen. Either option can then be saved, printed or emailed for future reference. Inspirational Map APP gets ***** stars from me and I was so impressed I purchased the full version. With this version there are numerous templates to choose from and you can develop graphs from data you enter.
I previously stated that I have used the Inspiration program for over thirteen years, I can now imagine I'll be using the various versions of this APP for as long.
Overview of Inspiration Map Lite screen
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Would you believe.........
No matter how you plan your lessons or days it sometimes can resemble the KAOS of Get Smart. You begin to feel like Max bumbling his way through yet another disaster. But wait! There is the trusty sidekick 99 to haul him out of another messy predicament. Was Max undertrained for the job or did the job just get the better of him on some days, okay every day? I'm more inclined to think he was the right man but sometimes in the wrong place and the outcome was CHAOS. More often than not, I was like Max with chaos raining down on me in the classroom. It was ordered chaos and like Max I was the instigator. The trusty sidekick for me was knowing there's an entire mathematical field devoted to chaos theory. PHEW! Wikipedia notes that for a dynamical system (the classroom) to be chaotic the three following properties must exist.
1. It must be sensitive to initial conditions.
2. It must be topologically mixing.
3. Its periodic orbits must be dense.
Before we get started, I'm no mathematician, but I can see how scientists could have studied any classroom to develop this theory. I've muddled my way through the basics of this theory and recognise the relevance of applying its properties to our daily teaching lives.
Being sensitive to the initial conditions is synonymous to how I would approach each day. I'd ask myself these questions - Have I had enough coffee? Are the lesson plans on my desk, at home or did the dog eat them? What has happened to the students overnight? (We've all got thousands of stories to answer that question.) Did I take my St John's Wort? Okay, these may not be your pressing questions that are a component of the initial conditions, but I'm sure you understand. Chaos theory attempts to explain the fact that complex and unpredictable results can and will occur in systems that are sensititive to their initial conditions. (Seems to sum up any classroom I've ever been in.) Before those complex and unpredictable results occur, you're going to introduce two variables into the initial condition. Both have a similar affect upon you and can bring about the ripple effect on the students. Before you enter any classroom - with or without students - take three deep breaths. In through the nose, expand that diaphragm, I SAID EXPAND THAT DIAPHRAGM, and slowly out through the mouth. This type of breathing releases stress, clears away the mental fog and helps to detoxify your system. It also provides fresh air before entering a room of sweaty bodies, particularly after a break. The next variable - SMILE! Like deep breathing, smiling relieves stress, lowers blood pressure, releases endorphins and is contagious (not quite like measles). You now look and feel relaxed and with that smile you'll beguile the students and certainly put them off pre arranged behavioural threads. Lesson / day off to a good start - TICK and you've been sensitive to the initial conditions when entering the classroom.
Now to the second property - topological mixing. What is topological mixing? A new cocktail or a new type of speed dating? Let's start with Topology, in a nutshell, it is a major area of mathematics that is concerned with spatial properties that are maintained under continuous deformations or contortions of objects e.g. stretching (that is, our resources and sanity to the limit). How does this correlate to our teaching and classrooms? Believe it or not, it is a part of our lives that is best described as SETS. At some point in our schooling we've all covered sets in mathematics. So, think of yourself, the students and the physical environment as sets. Now you've become topological spaces and with that you inherit - convergence, continuity and connectedness.
a. Convergence - coming together each day as a teacher to deliver processes to assist with learning and as a student to apply those processes to learn. Aaaaah! The idealistic stirrings from my reading of Summerhill by A.S.Neill in 1977. Well you do come together each day with ideals, hopes and strategies, and whether they work or don't that's okay, because this is the chaos classroom theory.
b. Continuity - small changes in the input results in small changes in the output. YES! You can apply continuity to your classroom every day of every year. A hair style probably won't do it unless it changes your overall approach to teaching. Possible but not highly probable! To apply this property you could consider tinkering with your teaching strategies so they reflect the learning styles of the students. BINGO! You're on a winner!
c. Connectedness - nothing surprising here, you and the class are like a VENN DIAGRAM, you are each a distinct object yet as a class you are connected in different ways. The other subsets in your Venn Diagram need you to keep this connectedness strong. How? Take time each day to have a one on one with students. It doesn't have to be a saga like War & Peace, but you'll be amazed how important it is in their lives when a significant other takes the time to chew the fat.
Getting the drift of Chaos Theory? Well down to the third property - dense orbits. Yes, that is the third property and I can hear the giggles, no guffaws this one has caused. Without the coffee I think I'm reduced to a dense orbit. To sum it up my Venn Diagram object, because you and your students are subsets of your class, you are a collection of points in an evolutionary function i.e. you teaching to assist learning and forming relationships. During your time together as a Venn Diagram you and the students will evolve (Mary Shelley's Frankenstein could spring to mind). Continuously for forty weeks of the year, you and your students will be suspended in a dense space (classroom) connected by your converging ideas.
To bring order amidst the chaos you have to be willing to let go of the reins. Not completely because the horse will bolt, but to the point where students are setting behavioural parameters and sticking to them. I'll leave you with an
example of what I've been talking about minus the mathematical jargon. My teaching partner and I developed a learning program (for Year 6 & 7) based on the stockmarket . The truly chaotic time came when we simulated the stock exchange floor. I used a megaphone to make announcements about variables affecting stocks and the mayhem of buying and selling from the students was no lesser than the real thing. Did it work? It was a roaring success even to the point where parents joined in on the fun. My advice, keep it real and fun and you'll have mastered the classroom chaos theory.
Last but not least, no mathematician was harmed during the writing of this article. Hopefully the physicists fare as well when I start on the highly strung string theory.
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For more articles by Mary Hobbs go to http://hubpages.com/profile/Maziocreate