Week 1: Reflection
Video: Peterson Video https://www.youtube.com/watch?v=2VLje8QRrwg&feature=player_embedded
Please create a 100-200 word
response to the video. I do not
expect summaries of the readings but instead reflection about how the concepts
and information can be used in the classroom. You will also comment on at
least one other students. Your comments should be posted to the
class blog at: edct6002DreierSpring2015.blogspot.com
Your posts will be done in the comments section of the main posts. Please do not summarize readings, instead point out strengths and weakness or short comings of the speaker’s proposal.
Your posts will be done in the comments section of the main posts. Please do not summarize readings, instead point out strengths and weakness or short comings of the speaker’s proposal.
This comment has been removed by the author.
ReplyDeleteThe presentation was powerful and shows just how much visual communication can enhance a persons understanding of material. As a "non-gamer" I typically do not give much attention to claims of video games enhancing learning opportunities in the classroom but I have to say the examples in this TED Talk were eye opening to say the least. A properly designed visual can not only enhance someone’s understanding whom may not have gotten in word form but also enrich the comprehension of those who may have gotten it as they simply read through the material. I think the recent rise in use of infographics also speaks volumes of the visual enhancements needed in education.
ReplyDeleteThe math games that he presented were something that I have never seen used before and feel that I could even possibly benefit from trying to “get the penguin across the screen”. My main concern about the presentation is that the examples went very quick and may have been a little more difficult than the video lets off. This gamification of higher-level cognitive theories is a new way to think about applying Bloom’s Taxonomy for myself.
For a long time people in education have accepted the concept of learning styles, yet this is now being commented on from a research perspective and it is becoming more evident that choosing the best medium to present content is how learning about content should be determined, not a students learning style. I feel that this TEDx Talk identifies this well. Mathematics lends itself extremely well to being explained through visual devices. Through the use of visuals in the video to explain mathematical concepts it also became evident that Matthew Peterson's comment "The words or the language as they are spoken don't play any role in my mechanism of thought" was clearly explained. I found the notion of building confidence through use of visual medium a powerful reminder that we need to be mindful of barriers that exist for students and the importance of our role as educators to ensure that barriers to learning and demonstration of understanding are removed.
ReplyDeleteTrying this for the third time, please forgive any duplication!
DeleteWhen you bring up confidence, I think you are getting at the core of learning issues for many people. I am a visual learner. Even though I can see how well Peterson's approach seems to be working, I an still reluctant to try an interactive learning exercise. Because it is tied to a generation of people subsequent to my own, I feel like I am out of step with their way of seeing the world, and that I will look stupid in the effort. I have to wonder how many teachers have the same reaction, but do not express it.
Hi Donelle - I'm glad you focused on the idea of barriers here. The more experience I get in the field, the more I see barriers popping up all over the place: language barriers, technological barriers, social barriers, scheduling barriers, on and on. It's a wonder learning DOES take place in certain situations. I really want to use the example of smartphones here, because I think this is a serious issue facing almost all k-12 institutions that often gets swept under the rug because the truth is that many adults can't even get this behavior right. I can't tell you how many e-mails I've seen from principals reminding faculty to keep the phones away! In my opinion, most of the time smartphones are a humongous barrier to learning in the classroom. Yes, there can be come scenarios where, if done properly, a good lesson can incorporate smartphones, yielding fantastic learning opportunities. However, when you see what many students are doing on them, it's often not very educational. Let me just break it down: it's often Snapchat, Facebook, Instagram, or Twitter. Even during a smartphone lesson, it is quite common to see a student stray from the activity to pull up another app. I'd much rather use a computer lab then do a smartphone activity; you can do better research and the students tend not to get distracted as easily. Sorry if I went on a tangent here; your comment made me think about the day-to-day experiences, and this is one that is a constant battle for teachers. I feel the best policy is no cell phones in class at all, unless the teacher has granted permission for a specific activity.
DeleteJon, I disagree with you on the use of smartphones in class. We have computers and smartphones that we use in class so that all of my students have a chance to work (whether on online vocab tests or when we were writing our novels or when we play a game in class). I have generally seen that my students on smartphones are more focused than those on computers (I've even had to stop a kid from watching cartoon porn on YouTube on the computer). We have the expectation in class that smartphones are okay if you ask permission. I rarely have to tell a student to put their phone away and they know that they are meant to focus on their work on their phones. The students like being able to look things up like they normally do, enjoy the feeling of trust and freedom, and don't want to ruin that opportunity. Whether using a camera for Instagram pictures, Facebook for creating fake profiles, Twitter for posting updates on their work, or Snapchat for telling stories, I think that the tools they use every day can be used to benefit students and make them experts on how to find and create new knowledge. I think you should read Squire and Dikkers' Self-Amplification of Learning if you really want to get into the effects of smartphones on students, but for this topic of integrating visuals into learning, I think smartphones are one of the best assets that many students are carrying in their pockets whether you are in a tech-rich school or a tech-deprived one. My students have used their phones to create visuals for documentaries, collages, posters, novel covers (for their own writing), puppet shows, and more. I don't think smartphones are the serious issue here and definitely not in a barrier for learning or incorporating visuals in learning.
Delete*Amplification of Learning - https://drive.google.com/drive/#folders/0B4NICDnxXcCYUTM3dXE1SWZUNm8/0B4NICDnxXcCYWWNPLXczSDZVNGc
DeleteI find the notion of smartphones being a barrier re learning interesting. I believe it is about expectations as Mallory has indicated. I really enjoyed a unit I worked on with my grade 7's and 8's before I left Australia last year. We used smartphones to enable learning around visual literacy. We focussed on using their phones to take pictures as part of the work that they were doing. This allowed ownership of the learning on a range of levels. The students were respectful and observed expectations, you will always have some who push the boundaries, but in my case there was nothing that struck me as problematic. I believe that we should use the technology that is most appropriate for the task. When it comes to taking photos an unpacking learning in this area the smartphone is a great tool.
DeleteSeveral years ago we had a technology ban (phones specifically) outside the lunch room...then a new principal and a new policy...bring your own device. Initially we had revolt from the staff and inappropriate use by the students. Now the novelty seems to have worn off and it seems to be a tool that is used effectively...I think maybe rather than the device being the barrier or the conduit for learning it is still the culture and expectations in the school as a whole set up by the teachers and administration that is key.
DeleteWhen you are being taught, whether in school or in day to day life, something must be communicated to you. You cannot learn without understanding what is being communicated. Traditionally, learning has been done verbally, and it is easy to get stuck with the idea that this is how it must be done. This TEDx talk moves to the other side of the spectrum, which is learning through only visuals. While he makes excellent points at its effectiveness, I believe that there are both pros and cons to both sides.
ReplyDeleteThe use of words and visuals is something that goes hand in hand. Learning with only words may not give you all the information you need to understand, and the same can be said about learning with only visuals. In the video, it was difficult to follow what was happening when he used the video game for the algebra equation. Words to describe what was happening would have been helpful to understand what was happening. A combination of words and visuals work well together to create an effective learning environment.
I agree ....balance in all things.
DeleteOne of the many societal problems that the United States is experiencing is a lack of global competitiveness in the realm of math and science. Using the visual teaching methods presented in this video would appear to be a way to narrow that gap. I myself felt like the kids in the newspaper photo that was shown during the presentation during math class. It can be difficult for these courses to get students interested. However, if they are taught at an early age that these courses can be fun and interactive, students will be more likely to be successful. The research presented during the presentation shows that looking at current technologies to enhance learning can be effective. My belief is that this approach should be expanded to other areas of learning as well.
ReplyDeleteI have seen some of the same struggles he talks about students having with students in my class and heard about them from the math teacher I team teach with. I have already seen how a game can motivate students far more than traditional teaching methods like the "sage on the stage" approach, so I think there is more than just the no-words element at work in increasing student motivation and success. However, I think that eliminating words completely would put those language-savvy students at a disadvantage particularly for more advanced games. When Peterson showed the game for algebra, I had no idea what his game was showing or what it was meant to do. It might be different if I played the game through, but for more complex things like the algebraic equations, words might be necessary for some students to understand how the game relates to the equation. I think that it would be excellent to integrate into a math classroom, but I think it goes to the extreme by having no words at all. There should be an option to play the game with some words for tougher concepts.
ReplyDeleteHi Mallory, I would question removal of words completely too. We live in a world that uses words in the form of text and speech to communicate. Effectively linking written and spoken word to pictures or animation can create the connections that need to be built. If we remove words all together what disadvantage do we create. Essentially, I think it is important to create effective and meaningful messages. Yet communication is not always straight forward. When one is out of one's normal context you start to realise how important pictures are for connecting words and meaning. Here in the USA power strip means something, yet to me it is meaningless until it is associated with the picture or the actual piece of technology. We use the power board as the name for the same piece of equipment.
Delete"If we remove words all together what disadvantage do we create."
DeleteI talked about this a little in response to Shannon's post. If we only have those wordless pictures, I think we fail to teach students how to verbally communicate the way they will do in college and careers. Very rarely would a worker be presented with a penguin to get across a screen. Employers, clients, and employees will use words to explain what they need and students need to take those words and place them back into the numbers or equations needed. If we take out words completely, we lose the ability to communicate complex ideas to those around us.
:)
DeleteAuditory, Visual and Kinesthetic. We will create additional barriers to some students if any are left out like Mallory said. However we may have been to weighted in only one delivery system in the past.
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ReplyDeleteAt first I did not agree with the game. I was thinking, “how can you take the directions off of the page”. After I watched the whole video, I realized you do not need the words to be able to answer the lower level math problems. Many students seem to be visual learners. If students are given visual directions then the words are not as necessary as I first thought. I definitely think that this can be used in the classroom and I think it will greatly help students, especially young students or students with a language barrier. However, I thought the algebra problem was quite confusing and went too fast on the screen. I think words talking through the problem would have helped, at least me, understand what was happening. I also think the students who are struggling with language will benefit the most from this approach, but I think these students should be slowly introduced to directions with more words the more they are increasing their language ability. I feel students should still have some type of written directions on the paper because in the “real world” there are hardly any directions that are not in word form.
ReplyDeleteMy response to the video sort of downplays the positive impact this type of idea could have on education. But I do agree that some of the lower elementary grades would greatly benefit from such a program, especially the first example that required students to fit the proper shape into the ground so the penguin could cross. My biggest issue was with some of the more advanced math. But like you, I thought it went to fast. I'm sure if I experienced this, I would have a different perspective. And to your point about the directions being beneficial for those struggling in language, I totally agree. I am all about videos, games, and other aspects within learning because they create a greater retention of information. However, I also incorporate some reading into science and math simply because it helps with language, be it expanding the vocabulary, learning about periods, or whatever. I also believe that the use of words and images, interchangeably, broadens ones thinking capacity. We often think of math as numbers, but it is often words. I was always taught that learning math helps us understand mathematical concepts, but it also helps with reasoning. In this aspect, words would become very relevant.
DeleteI think that we entered the video with opposing views, but came out of it with similar conclusions. I had always thought that learning through games was a great idea. In the end, however, it still seems as though language is an important part of learning. Many people seemed confused by the algebra game in the video. This is a great example of how worded directions would not only help, but may be necessary.
DeleteI’ll start by saying that one of the most powerful examples he gave to prove his point was the preschool worksheet. Including written instructions on the worksheet demonstrates a significant disconnect from what a student needs and the creators perception. That said, it is probable that the teacher told the students what to do, so the written instruction became even more irrelevant. This gives even more relevance to the games that he is talking about. If the students discover the meaning behind the activity it will prove to be a more valuable and richer learning experience. I think this approach to education is transformative and should be relevant to all subjects, not just math (not that he or anyone else is suggesting otherwise). It inspires me to think of ways to innovate music learning and understanding in the same way. All that said, as I watched some of the math examples unfold, I feel like I would have been totally lost (I have always struggled with math) and the lack of explanation would have been difficult for me. In the end, no approach is one size fits all. But his approach is innovative and exciting and one I hope to implement in some fashion in the future.
ReplyDeleteI had the same reaction to the demonstration, not totally clear about what was happening and he moved through it too quickly. Still, I think this could be adapted to appeal to visual learners who are also hands-on learners. The instructor could walk learners through it once, as a preview, and then give them time to do it on their own. How many times have I said, just walk me through it once and show me how it works, then I am good.
DeleteShannon, I think that imagery and music would pair wonderfully! I used to play a computer game where different color dots represented different notes and you could drag them out to increase the length it's held. It not only helped me learn to read music better at a young age, but gave me a love for music too!
DeleteI do agree that the more complex subjects were harder to understand. I think another benefit to having words with math/science is that people don't speak in penguins in jobs. They use words to explain the problems they need solved and students will need words to explain results to their bosses (or employees). Using words helps students prepare for college and careers when they need to use math, science, and other subjects.
I certainly agree that more visuals need to be incorporated into the classroom. As a homeschooling parent, I've had enough experience to realize this. We began several subjects with some textbook reading. However, I never felt confident that these lessons were sticking. Consequently, I replaced textbooks with question-based video lessons. The retention of the material dramatically improved! However, I am not convinced that lessons without words provide any fundamental educational value. This could be a result of poor explanation during this video. The examples flew by far too quickly and then data was thrown at me. I felt like I was getting a brief overview of a great new technology from a telemarketer. Moreover, I have not experienced much success in teaching lessons without words or instruction. But the reasoning for this could vary. Sir Ken Robinson spoke of a study that monitored that creative capacity of students from the first day they entered a public school, until they were almost finished with High School. What the study revealed is that students lose their capacity for imagination and creativity the further they move along through school. The reasons for this can vary. But many feel this is a result of what I just termed "authority-based learning". Maybe that's actually out there somewhere? Anyway, in most educational settings, students are taught there is one answer for most questions, there is one method for accomplishing a task, and so on. Consequently, a student waits to be told what he/she needs to do, tries to find the one answer to the problem, and awaits for specific instruction on how to precisely accomplish a task. Basically, someone else is the authority on knowledge, and they are simply a novice waiting to have their heads filled. Consequently, lessons without words wouldn't be as useful for such a student. And this is a tough habit to escape. Therefore, when I hear that the results are a raving success across the board, I immediately question the studies themselves. But if you begin children with these lessons at a very early age, I don't see any reason why it would fail. Personally, I began homeschooling after a few years of public school. As a result, I find that a blend of instruction (words) and visuals have the greatest impact. For example, an app called Virtual Manipulatives. In such a program, students receive directions on what they need to do, usually by the teacher, not the program, and students use visuals and active learning to understand percentages, fractions, and so on. This video, however, seems to be taking one extreme and removing it for another extreme. Reading versus no reading. Basically, choose a side! But if one-size fits all doesn't work, certainly one-side fits all wouldn't work either. I believe there is strength in going up the middle. Let the student decide what works for them. There is even greater strength in choice.
ReplyDeletePeterson's TED talk gives a specific example of teaching and learning with images. I appreciate that the method was tested in other states for the comparative data. I believe that this approach to mathematics is as effective as he claims, he has the pre and post-testing scores to prove it. I was an art history major, I spent most of my time in dark classrooms looking at images on screen. Images often do provide a lot more information than discussion alone.
ReplyDeleteAs a grade-schooler, I was not able to grasp math, and I gave up. In high school, I simply did not take math. Consequently, the first time I tried to get into OU, they laughed (it took 3 years). Interactive software that gives visual feedback in the moment detects and solves learning issues as the happen, at the individual level. No teacher has that kind of time with a large group of students. This seems like the perfect compliment to lecture, and would free up some of the teachers time for one-on-one time with students.
My reaction to this brief talk is to take one of his interactive math classes (I still am bad at math). Beyond that, I would hope that this method could be adapted to other subjects. Obviously, it is not possible to remove words from all instruction, but a hybridized version of this approach could certainly introduce any subject that has traditionally put students to sleep (for me, science).
I am not a gamer, but this helps me to see how the idea of "play" can be incorporated effectively into instruction.
I agree Gary. The speaker seemed to be pushing visuals to the point of excluding all other methodologies.
DeleteI like how he talked about wording was secretly the main use of communication in the classroom. Wording creates barriers for people who have learning difficulties, like dyslexia for example. Utilizing imagery in instruction can push students to use their creativity and grow in more ways than one.
ReplyDeleteI thought the use of imagery in feedback showing 'Why' was genius. Having educators create and interact within imagery rather than a worded communication. Granted, having the resources to actually create a simulation like shown in the video would be a struggle, but finding those already available and properly integrating them into the classroom would be beneficial for students of any age.
Having data to support the growth in math learning across the country by using visuals and not having any wording used within those simulations/games blew my mind. I always thought of math being strictly number based with formulas and equations to arrive at a certain number.
Utilizing graphics and imagery to display math learning allows them to, 'connect their own dots in their own heads.' Solving math leading to students with language barriers shows the true power of visual communication.
To quote the movie "Mean Girls", math is great "because it's the same in every country". 2+2 will always equal 4 where ever you go. This shows that math can over come language barriers and is a great subject to use visuals and games effectively in learning.
DeleteIt's hard not to buy Matthew Peterson's claims about visual learning when you consider the data and case studies he presents. The numbers and anecdotes show that this delivery mode of math education is not only academically beneficial for students, but something that many young people enjoy partaking in and discussing. For these astounding methods of 'fun' education, a friend of mine shared with me the metaphor "chocolate-covered broccoli", referring to the healthy benefits that children reap from broccoli coupled with the delicious taste they get from chocolate. The interactive software that Peterson's initiative places in schools is a perfect example of this metaphor: the content provides the nutrients for the mind while the experience yields great flavors for their youthful livelihoods. For the most part, I am on board with what Peterson shares here. I would be interested to know his suggestions for how teachers incorporate these programs into their curriculums consistently, and on a very practical level, how teachers are expected to sustain this kind of education in areas with limited electronic and financial resources.
ReplyDeleteI also think it would be interesting to see this work first hand in a classroom. I believe it would help students understand the math concepts when using the game. How high of math classes would this really beneficial in? I thought the higher math example in the video was confusing. But maybe if it could have a voice that talks the student through the steps would help and not just trial by error for all math problems. I am also interested in how teachers are expected to sustain this kind of education in areas with limited electronic and financial resources.
DeleteWhere theory and economics come together.
DeleteGot to love these TED talks. They're just loaded with buzzwords galore. I agree more learners today are visual. I agree interactivity and engagement is key to the learning experience. I agree there has to be a purpose for learning to take place. However, I'm torn on the argument of existence or nonexistence of words for student learning or guidance. On one hand we're not cave people needing to make paintings for guess-based communication because a language does not exist :) On the other hand we have a language that can use words to explain. So what's the issue with using or combining both?
ReplyDeleteHow we effectively use words with design is key though. I don't think the existence or non-existence of 'words' should be the key element to recognize here. The key element, that was subtly mentioned, is creating effective 'formative feedback'.
What I don't like about this TED Talk is (in my opinion) whether you're using formative verbal feedback, textual feedback, color feedback, video feedback, animated feedback, or hint-based feedback, to solely focus on the effectiveness of the nonexistence of words for providing effective formative feedback to visual learners is ridiculous. I don't care what his data shows.
On a more positive note, it looks like a good resource for math teachers :)
Do you think that words and visuals must be weighed equally?
DeleteHi Bruce,
DeleteTEDx and TED Talks are an interesting beast, they are a well oiled machine. They have a set mode of delivery and those presenting are coached to achieve this. It was interesting being part of the process when a student of mine was chosen to deliver one http://tedxtalks.ted.com/video/21st-Century-Learning-Nathaniel;search%3Atag%3A%22tedxlaunceston%22
I personally am a little sceptical of the data presented in this format as it is not presented in the context of the methodology and hence could be very loose. Not to mention he is talking about a company that desires to be successful, and that is about sales, and what better way than to jump on the standards/testing bandwagon. The hooks to get one listening and believing are well considered in a TEDx or TED Talk. From a visual perspective I find this interesting, what can we learn from them? How easily are we swayed to believe and accept? I think critically thinking through the presentation alone is an aspect for consideration relating to the visual literacy in this context.
For example: Why do I walk away believing when I found the visual examples difficult to understand re the mathematical concepts presented?
I totally agree that for math teaching, visual learning presents some very interesting opportunities. I found his use of the "gaming"/visual strategy to get to basic concepts in algebra and beyond. I do wonder what the limitations to this idea is, for instance in language arts or concepts that tie to words, such as a geometry theorem.
DeleteBruce and Donelle you bring up a great point that I teach when evaluating websites for their appropriateness in research. You have to know where the author is coming from...in this case an industry that wants to sell you something...which does not categorically mean that the information is false but just be wary.
DeleteBilly Kennedy
ReplyDeleteEDCT 6002
Professor Dreier
Week 1 post
The video on Mark Peterson really hit home with me. I too struggle with having dyslexia. Growing up I always had trouble with reading and writing. At times it still haunts me. These tasks are just hard for me. I am able to present my thoughts clearly while speaking but to put them on paper has always proved to be very difficult. That is why when Peterson mentioned taking words out of instruction I was very intrigued. I thought to myself how much easier would school have been had they done this for me.
Through the years I have come to find out that I am a visual and textual learner. I have to see and do things in repetition before learning can actually take place and for me to have a full understanding of what I am doing. When Peterson showed the videos of the penguin I thought to myself what if there was a penguin program to teach reading and writing skills. My life would have been so much easier.
Online learning is much easier for me. Although the reading and writing is still difficult. I find that I am able to learn more because I can somewhat go at my own pace. That is why when I have set up or created courses for some of my school projects I make sure to set it up where the student is thought about. I try my best to make sure that all of “Quality Matters” rubric is recognized. I try to think about all types of students.
All in all this was a great video. I want to inquire about using this program at home with my girls. I wonder if my 3 year old and 10 year old would be able to get the penguin across the screen.
Bill, I'm torn on this concept of lessons without words. I agree with Bruce that we need effective feedback that is delivered on the spot. I don't necessarily agree that it should always be without words though. But I've also never experienced dyslexia, just disinterest. So, i can't speak to dyslexia and whether no words would be beneficial. I do, however, know that if I am not entertained or kept interested (like chapter 3 in our current book), I zone off and learn nothing. That's when I see a combination of both visuals and words as beneficial. I feel as if visuals alone would disrupt my interest, as well. I mean, there is a reason they don't make silent movies anymore. :o) Overall, if you ever tried this program on your two girls, I'd be interested in knowing whether it was a success. Based on some of the ideas I mentioned earlier, I feel that your three-year-old would benefit from the program much more than your ten-year-old. Lastly, I also have two girls. One will be turning one next month, and the other is nine. I always wanted a boy, but I really enjoy being the father of two girls. I'll probably need to add on a second bathroom, though. Five years from now, I see myself pacing around the floor for hours waiting to get into the bathroom. :0)
DeleteDonnie, I am impressed that you got to chapter 3, I snoozed way before that chapter. But I guess the question I raise is does education need to be entertaining?
DeleteDylexia is an interesting beast, I understand what it is like to not read what is on the page. To mix up words that are printed in front of me. When reading aloud I add words I do these things everyday. But I don't see words as my enemy. Sometimes the font used is the enemy. I understand the disengagement that this creates and the frustration having watched my brother wrestle with dyslexia.
Yes, learning should be fun. We have enough children running around drugged up because they are said to have ADHD--most of which are boys. I often wonder, as does many others, if ADHD is really a disease at all. I'm not qualified to provide that answer. However, I know that we live in a society that educates children in a 19th century mentality, with chalkboards, recitation, memorization of useless facts, dull instructional design, and so on. These kids generally come from an environment that focuses largely on technology, being active, and so on. But in a classroom, we say sit still, pay attention to my boring lesson and useless information, read and memorize my chalkboard, and so on. Kids who rebel against this are labeled as diseased, when its most likely the system, not the children that are diseased. As a homeschooler, I am just as guilty of boring lessons as those in school. But the demands on homeschoolers in Ohio are some of the strictest in the nation. While I have control over education in my household, I have to cover some of the basic stuff that children will forget, not care about, or whatever, or else I have to fight the state, which puts limits on teaching real-world educational skills. This often leads me to creating lessons that are trite. When in a just system, my kids would be out there learning actual skills that will benefit them in the future and learning things they enjoy.
DeleteSo I wonder if it is the broader system that is holding teachers captive to the concepts you have mentioned that sit within an old paradigm? Standardisation and high stakes testing has huge implications for what goes on in the classroom...
DeleteIt's a problem with government--standardization and high stakes testing is government mandated. The education system in the U.S has been flawed ever since they started tying education with industrialization. More recently, some Civil Rights legislation, Carter's Dept. of Ed, No Child Left Behind, Race to the Top, and so on have all compounded the problem. I have the greatest respect for the vast majority of teachers. There is a great challenge put at their feet. They are limited on what they can and cannot do in the classroom because of a lack of funding, and this is generally a result of failed economic policies at the Federal level mostly, but also at the State and City level. We need to rethink many different things if we are going to conquer the problem that I see in the education system.
DeleteI agree with Mathews Peterson on the necessity of using visuals in education. The kindergarten's example was great to demonstrate that it is not the greatest idea to overload students with word problems. I believe that students must be kept interested in the content they are learning in their courses. In order to keep students interested in the content they are learning, one must deploy interactive, well designed mediums to give students some sense of adventure. We are in the twenty first century and we are still teaching probabilities by rolling dice! We can easily make use of the technology we currently enjoy and embed it into different educational curriculums.
ReplyDeleteHi Mohammed, I have head the comment "We are in the twenty first century and we are still teaching probabilities by rolling dice" before from others. I wonder what is inherently wrong with using this as a way of creating understanding?
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DeleteI guess my question is a little off topic, so to bring it back to topic, at what point in time is a medium obsolete with regard to communicating a message to the receiver (or user). Is Powerpoint now no longer appropriate to use due to Prezi entering our space? Is the poster no longer relevant due to the way people choose to communicate now, i.e. adds appearing on your Facebook page etc... On a side note I hate that blogger does not allow you to edit a comment once published...grrrrrrr
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ReplyDeleteI believe that the power of visually representing data and ideas is severely underrepresented in our text-privedgeled culture, a point that is astutely made by the TEDx talk. For children with dyslexia, this can prove fatal to one’s education. Even for those of us whose text-based competencies fall well within the bell curve, visual literacy has the potential to unleash efficiency and productivity in the academy and the workforce.
ReplyDeleteI casually edit Wikipedia, and something I have noticed in retrospect after having done the reading is that Wikipedia does not favor image-based knowledge at the same level as text. I recall reading a discussion where someone proposed creating a map to represent an airport's direct flight routes (representational visuals), and the community sharply rebuffed this suggestion as something that already duplicates what is available in a table on the Wikipedia page. What the community didn’t realize is that representing data visually can spur new questions about the data.
For the sake of posterity I am posting a link to a Wikiproject page that promotes visual illustrations in Wikipedia - https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Images_and_Media/Illustration_taskforce
The second point I’ll make about the video is to incorporate material that I read in my research methods class last semester. I’m struck by how the role of structuralism can shape, damagingly so, someone with dyslexia. The Sapir-Whorf hypothesis holds that our thoughts are bound by our language. If a word doesn’t exist for an idea, then we can’t think of that idea. This is a simplification of the theory, but I think there is an analogy to be drawn to visual literacy. If the language of visual literacy is under appreciated in our educational system, we risk our children going through life lacking these fundamental skills.
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ReplyDeleteHas anyone tried to play these games? I wasn't impressed with the game that has the red partial circles. I also did not like how there was no audio apart from the dinging sound when the answer is correct. Lastly, how easy would children pick up on the actual size of the partial circles: 1/3, 1/2, 1/4. How do they distinguish between the different fractions in a real-world setting? I'm curious what everyone's opinion is after playing it. I think with some adjustments, it could be beneficial, but as something incorporated into lessons with words. Basically, we teach the concepts and then let them practice. Not sure if that defeats the purpose or not. http://www.mindresearch.org/play/
ReplyDeleteTotally confused by it!
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Mr. Dreier
Week 1 Post
Watching Mark Peterson delivered his presentation I quite agree with his notion of incorporating graphics and interactive games into classroom lessons more in a multicultural society such as the United States of America. Using images, graphics and games with interactive feedback can break loose language barriers where the K-12 students come from many different language cultures. Using real images provides a common understanding for all students no matter the language background. My experience is teaching a class of international students in Ghana who were not necessarily be native English speakers. Some of my students were from French, Arab and German language culture who were had to learn some English in order to cope with instructions, which were all in English. However in real life, I disagree with Peterson that not every classroom activity does the teacher require the use of graphics. For example an excellent lesson can build upon the previous knowledge of the students, the teacher just needs to help children using words to associate and connect in the visualization process to drive home the meaning of a concept.
Secondly, building on the concept of using games in the classroom, I am looking forward for innovative games that will allow students easily use these games to build new games in an English composition class. A game that a student can use to build another game to describe a theme, topic, or subject matter. In language learning, there is the need to teach students to be creative in their imagination. Games can help them can help children to develop ideas, describe or write about them which sort of tap into their sense of creative mind, language and communication skills.
In all aspects, I agree that instructions at the K-12 level should take the form of graphics and interactivity to engage the student more. However I doubt whether external factors influencing teacher/student contact hours can really allow instructors to apply more of these tools in the real classroom situation. The just brought out the relevance of use of graphics and other interactive communication media, the responsibility rest in the hands of the teachers to find a balance between the use of words and images in teaching because the world can not function without language, it will be chaotic.
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ReplyDeleteMatthew Peterson’s engaging talk was a refreshing perspective on reaching learners at varied levels with visual and immersive tools. Sharing methodologies that transcend the common barriers of language, Peterson used Einstein’s quote on his “non-language based mechanism of thought” as a launching point for how to teach complex subjects such as math or science, without relying on words to do so.
ReplyDeleteI was fascinated by his use of visuals and interactive gaming to explain mathematical concepts varying between basic algebra and multiplication. I was really challenged by his initial observation about the power of visual learning and the vast percentage of students who are not able to comprehend subject material on word-based instruction alone. His own observations as a self-proclaimed visual learner helped me to identify for myself that I too retain material best from visuals and I have been re-thinking how to structure some of my own lectures and pedagogy as a result of his ideas.
Most impressive though, was that research teams have verified the success of this strategy in schools, starting in California, and now branching out into various districts across the country.
Do you think this is a visual thing than it may be an engaging game thing? I think that we cannot leave words aside and start using series of shapes. How are we going to make these lessons relevant in day to day life if at all we wont have words to describe them. I think the speaker should have insisted in the use of both of these teaching tools.
Delete“Modern” learning offers so many more opportunities now - mobile vs. classroom, virtual vs. live, word vs. moving pictures, black and white vs. color, frozen vs. moving, etc. It’s fascinating! Reminded me also of our in class discussion regarding learning English (written and spoken word) vs. Communication (including audio/visual, etc.). I am a strong supporter of improving communication, and interested in the future of new forms of communication. Thanks also to the classmate that shared the information about a new font for dyslexia. I’m also a fan of Khan Academy. I continue to weigh the pros and cons of online vs. classroom, with more appreciation for the hybrid options. I do see challenges for more advanced learning but excited to see the creativity that continues to offer more options.
ReplyDeleteIts very interesting how the speaker ignores the power of words and just talks about visual games. i do not want to say that the visual games do not serve the purpose that he describes here, but I think that ignoring the power of words in whatever design a person may have may not make any sense.
ReplyDeleteAlthough I believe that we have learners who learn in different learning styles, yet we need to combine different styles to make sure that we help more those who prefer more that one learning style. I also believe that visual games like those are preferable, not because people hate words, but because those games are angaging and enjoyable.
In other words, no one can teach anything without words. Even when one presents visual shapes like the ones he put in there, you still need at least spoken words to tell your students what are the names of the shapes. I liked the video though, as iprovokes one's thinking!
I, as well as most of the class agree with you. Some things can be taught without words but I don't believe as effectively as with a combination of words and images.
ReplyDeleteI agree with you! Combining words and images would be more effective
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