Why so few blogs from teachers?

I have been searching for Irish educational blogs lately and there seem to be very few about.

Matt Reville is a Primary School resource teacher and has an interesting blog here, while www.anseo.net is a wonderful diary of primary school teachers and their experiences.

http://www.pedablogy.com/ is a blog from Seoghan Moriarty about, as he says himself, “An eclectic collection of articles, links and remarks about the potential of ICT to enhance education.”

St Columba’s College in Dublin have a wonderful blog which exemplifies all that is good about this technology..

There are other forums where teachers talk to each other, like dictat, which again is for Primary schools with ICT queries, or the Physics teachers’ forum here.

And there are various forums like boards.ie, but all in all it’s a little sparse.

Pity

youtube again

It’s not just me

Some reasons to unblock Youtube:

  1. Free. Purchasing school videos is an expensive business. Channel 4learning is one of the better resources.
  2. Short. Lord knows students don’t have a great attention span, and Youtube’s policy of keeping videos to ten minutess or less works well.
  3. Being short means you are straight in to the relevant concept, no long-winded introductions.
  4. Videos can be critiqued and rated, although the language can be a little choice.
  5. Easy access. No fast-forwarding or rewinding  to find the start, and no last minute realisation that your colleague is using the same DVD just when you need it most.
  6. Sharing of resources. Favourites can be saved online using del.icio.us tagged for future referencing and sharing with colleagues.
  7. No valuable storage-space required, as would be the case with tapes or DVDs.
  8. The collection is extensive, and only getting bigger.
  9. Many are both highly entertaining and educational – not like the old ‘Open University’ titles which were a turn-off to all but the most dedicated.
  10. Safe. Youtube knows that its reputation is on the line and  as a result it is one of the most regulated video sites out there, although there are no absolute guarantees. 
  11. Rewards. While the educationalists mightn’t appreciate this one, a promise of 5 minutes on Youtube if the rest of the class goes well is a very nice incentive for students.

For some strange reason the numbers appear correctly (10, 11 etc) when writing this, but not when it gets published. Strange . . .

Seaghan Moriarty has written recently about the negative reaction towards ICT in Irish education and cites an anticle which “. . . is a much more balanced view of social networking, and a welcome counter to the defensive and reactive positions heard from Irish education and media.”
Seaghan Moriarty: Pedablogy.com

He has also spotted a newspaper report of a school which is using Youtube constructively in their classrooms.
Youtube course is a class act

My del.ic.ious links are here

Ken Robinson on Ted.com

This talk is beginning to develop cult status, and rightly so.

I can’t embed from ted.com, so this is from youtube (not sure how they managed to post up a 20 minute video).

Do schools kill creativity?
“A must-see for every parent and teacher. Education guru Sir Ken Robinson makes an entertaining (and profoundly moving) case for creating an education system that nurtures creativity, rather than undermining it. Sir Ken Robinson is author of “Out of Our Minds: Learning to be Creative,” and a leading expert on innovation in education and business. (Recorded February, 2006 in Monterey, CA.) More TEDTalks at http://www.TED.com ”

Henry Reed: Naming of Parts

One of my favourite poems is Naming of Parts, by Henry Reed. It encapsulates so much of what is wrong with our education.

It is about an army instruction lesson on the parts of an army rifle, where the poet is half listening to the instructor, and half looking outside the window at the beautiful japonica flowers. For me some of the best lines are here:

And this
Is the upper sling swivel, whose use you will see
When you are given your slings. And this is the piling swivel,
Which in your case you have not got.

So many Physics concepts are interconnected and we often find that we teachers introduce one concept in terms of others which students have still not covered and are therefore not familiar with.

Of course the more obvious message is the contrast between the dry-as-dust lesson and the wonderful world outside.

It’s also nice to read the comments below the poem; different people take completely different messages from it. And of course there is no one ‘right’ answer or interpretation, in spite of the answers which (some of) my English teachers wanted me to learn off so many years ago.

Henry Reed and Frank Duncan reading “Naming of Parts” here

Film adaptation of poem here

 

Youtube – is it just me?

I have had access to youtube in my classroom since last September and it is by a country-mile the geatest ICT resource I have in my arsenal.

You could take away the Interactive Whiteboard, the dataloggers and the DVD player, but I would cry if I lost youtube.

The irony is that I bought a VHS-to-DVD converter last year and it has taken me a full year to convert all my library. At the time I had probably 75 programmes, many on the same VHS cassette, and I was excited at copying each program on to a seperate DVD for easy access.

The big advantage of DVD was that I could scroll straight through to whatever part of the program I wanted – no more rewinding and fast-forwarding. I was also considering putting everything from there onto a large external hard-drive, for even easier access. All of this would take an inordinate amount of time, but would at least encourage me to use the resource more, where previously I would use it sparingly because of the hassle.

I think that for many students a video of anything more than ten minutes would lose their attention.
Hence my fascination with youtube.

This resource is available to everyone, there doesn’t seem to be anything too dodgy on it, or at least if there is it isn’t thrown at you; you would have to go looking for it.

All clips are under ten minutes. My favourites are Quantum Physics clips, because this stuff is not on any leaving cert syllabus (except maybe Religion) and the comments themselves are often revealing.

I wish I had this resource when I was growing up. If nothing else it allows me to see there are so many people out there who are as fascinated by science as I am, and unlike text-books and teacher conferences these people are all only too happy to express their wonder. It really is inspiring.

There are also wondeful demonstrations which can I can incorporate into my own lessons, and the videos usually include all those small but vital bits which text-books and demonstration-books often omit.
I feel like crying when I realise this resource is blocked in most schools.

I have spent quite a while loading up my favourite clips onto the online favourite program delicious.

CESI (Coputer Education Society of Ireland) are having their conference next month so my homework over the next week is to put together ten top reasons for unblocking this site.

Or is it just me?

del.icio.us site tagged with my youtube links are here
CESI homepage

Apology to Students: Matlab from Hell

To every student who ever gave up Physics – especially those who left my own class over the years; I feel your pain. My very last class in 2007 was involved an experience just like this with Alex and his calculator trying to use the formula for geostationary satellites.

I’m not so old that I don’t remember what this feels like, in my case it was accounting.

Had a happy 2007.
The highlight was getting to see three of biggest living heroes; Steve Earle (Midlands Music Festival), Guy Clark (Johnny Keenan Banjo Festival) and John Prine (NCH), all within six months of each other.

I am only allowed to say that now because in two days I am getting married.

Have a happy 2008
 

Guy Clark:

John Prine

Steve Earle:

Junior Cert Science Investigations

Our third years have started their junior cert investigations. The physics version is to compare the insulating ability of different materials.

Seems very basic, in fact too simple to qualify as an investigation at this level.

Until you try it out.

I don’t have third years this year but I walked in to PO’s class to see how he was getting on . They were starting off with a control: Putting 100 ml of water into an uninsulated calorimeter and plotting a cooling curve.
But they ran into problems straight away. It took ages for the water to cool down from a starting temp of 80 degrees.  So they are wondering how they will manage when it is insulated.

One student came up with the clever idea of using a set time and noting the temperature drop for different materials.

Others suggested using a smaller volume of water to begin with. So then we had to decide which was the best idea, and more importantly how would we decide which was the best idea.

Test them by experiment – bingo. 

Now we were getting into it. Conflicting ideas, not quite getting published in a peer-reviewed journal, but nevertheless good stuff. Next we will look at whether we can carry out valid comparisons, but just arguing over it introduces a personal ownership factor as opposed to just following the traditional cook-book receipe.

Then there is still the issue of making sure ‘amounts’ are equal; equal by volume or equal by mass?
And oh my goodness, what if there is no one right answer?

Their homework was to come up with their own ‘hypothesis’; not which was the best insulating material, but rather which is the best way to test this.
Then the bell went and they reminded us that we wouldn’t see them again until  January.
Oh well.

I discussed this with PO last year.
The key is for us teachers to get comfortable with this approach and try to adapt all experiments so that they can be carried out in this manner. There may just be hope for us yet.

The Stanford Prison Experiment

There are some things which are worth knowing which are outside the realm of Physics.

I have often thought it questionable to brand a specific generation of Germans as morally (and by implication genetically) inferior because of their role in the holocaust. It’s not to excuse what happened, but rather to acknowledge that if you or I were living in those circumstances in that period, chances are we wouldn’t have acted any differently, and we need address what that says about us.

The Stanford Prison Experiment carried out in 1971 illustrates this better than anything else I can think of.  I have been showing it to my senior classes over the last day or two of term. Hopefully it will encourage some of them to ask questions.

Initial feedback was very positive.
One more reason why it’s crazy not to have youtube in schools.

The clips get taken down and others post them back up from time to time, so do a search for “Stanford Prison Experiment” on youtube.

This is a variation on the above; it’s a talk from Dr Philip Zombardo, who co-ordinated the experiment in 1971.

The Lucifer Effect: Understanding How Good People Turn Evil. In this book, Philip Zimbardo summarizes more than 30 years of research on factors that can create a “perfect storm” which leads good people to engage in evil actions. This transformation of human character is what I call the “Lucifer Effect,” named after God’s favorite angel, Lucifer, who fell from grace and ultimately became Satan.
From Youtube

Ten Great Ideas

Been thinking about my previous posting.

What are the ten great ideas in Science that we don’t emphasise?

The average student remembers bugger-all about science, but if we were told there were ten things that a student had to remember, what would they be?

1. Kinetic Theory – Everything is made up of atoms and vibrate at temperatures above -273 degrees Celsius.

2. Evolution

 3. Global Warming

4. Each atom is 99.9999% empty, and so therefore all objects which appear solid are almost completely empty space.

5. Deep Time: The age of the universe, the age of the Earth, the age of first life, and the age of humans

6. Science does not offer Absolute Proof

7. Fundamental Attribution Theory: Humans are genetically hard-wired to apportion blame for our own mistakes to others while wishing to take the credit for achievements which are outside our control.

8. Quantum Theory

9. What Science doesn’t know

10. Mass Extinctions