tag:blogger.com,1999:blog-69796340781488950742024-03-13T09:16:59.070-07:00sandyscapelifeA blog for resources to be used in understanding life processesSANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.comBlogger5125tag:blogger.com,1999:blog-6979634078148895074.post-58550106969220380252016-07-24T05:26:00.000-07:002016-07-24T05:26:37.548-07:00Mathecomicon comic book on math - concept note<div dir="ltr" style="text-align: left;" trbidi="on">
<b><u><span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt;">Concept Note <o:p></o:p></span></u></b><br />
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<span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt;">The National
Curricular Framework for Mathematics, strongly asserts that students learn
mathematics well only when they construct their own mathematical thinking.
Information can be transmitted from one person to another but mathematical
understanding and knowledge come from within the learner as that individual
explores, discovers, and makes connections.<o:p></o:p></span><br />
<span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt;">This
comic book is an endeavour to redirect mathematics instruction from a focus
on delivering the content to a focus on active participation and
involvement.<o:p></o:p></span><br />
<span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt;"> Mathematics instructors do not simply deliver
content; rather, they facilitate learners’ construction of their own knowledge
of mathematics<o:p></o:p></span><br />
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<span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt; line-height: 115%;">This book contains comic strips created by students
using on line tools which have actively engaged students in mathematical
explorations. It provided them the opportunity to examine and learn mathematics
in a meaningful way. It also provides
the instructor with the resources to make students understand real life
application of abstract concepts of mathematics. Students experience
mathematics directly by creating comic strips
that embody concepts and promote mathematical thinking. This book represents
the belief that<o:p></o:p></span></div>
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<span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt; line-height: 115%;">1.</span><span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">A concrete approach diminishes the
mathematical anxiety often accompanying a more abstract concept.<o:p></o:p></span></div>
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<span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">2.
Visual approach provide mental images
that can be easily retained to provide understanding for symbolic representations.<o:p></o:p></span></div>
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<span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt;">Here are
the special features of this book.<o:p></o:p></span><br />
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<b><span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">1.Active
Learning</span></b><span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">
Each comic strip provides visual models
to provide a context for understanding. The scenes are set are sequentially to encourage discovery and active engagement
of learner,.<o:p></o:p></span></div>
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<b><span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">2.
Cooperative Learning</span></b><span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">
The comic strips have been created in small groups. In particular , it was designed
for small-group interaction during script writing and story board making .<o:p></o:p></span></div>
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<b><span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">3.
Individual Reflections</span></b><span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"> Throughout the comic book, learners are encouraged to
observe and to describe patterns, analyse their thinking, and give suitable explanations of their reasoning. While
designing the book students reflected at every step of story board making to
ascertain a logical sequence of events. <o:p></o:p></span></div>
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<b><span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">4.Pedagogy</span></b><span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"> The comic book demonstrates
that visual and kinaesthetic models can be used in teaching of mathematics in classrooms to
promote conceptual understanding and mathematical thinking and make it relevant
to real life of learners.<o:p></o:p></span></div>
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<span style="font-family: "Agency FB","sans-serif"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">This
book is a step in stride for greater experimentation in pedagogy to make it more
experiential and enriching ,<o:p></o:p></span></div>
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SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com0tag:blogger.com,1999:blog-6979634078148895074.post-61536972922069411672013-01-05T17:06:00.001-08:002013-01-05T17:06:13.413-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
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Taking a Closer Look at Teachers' Technology Shortcomings</h1>
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By <span class="vcard author"><a class="fn url" href="http://www.edweek.org/ew/contributors/sean.cavanagh.html">Sean Cavanagh</a></span> on <abbr class="published" title="2013-01-02T08:03:57-05:00">January 2, 2013 8:03 AM</abbr>
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One of the biggest
concerns about how technology is being used in the classroom today
focuses on what some see as a fundamental breakdown in the system: many
teachers aren't comfortable with technology, and are unsure how to weave
it into their instruction.<br />
The <a href="http://www.nasbe.org/">National Association of State Boards of Education </a>probed
this issue in a recent report, as part of a larger examination of how
schools can keep up with students' tech knowledge and expectations.<br />
I wrote about the release of that report, "<a href="http://blogs.edweek.org/edweek/DigitalEducation/2013/01/blogs.edweek.org/edweek/DigitalEducation/NASBE.pdf">Born in Another Time: Ensuring Educational Technology Meets the Needs of Students Today—and Tomorrow</a>,"
but I'm turning back to it because it offers some revealing details on
what state board officials, as well as faculty at teacher colleges and
educators themselves, see as shortcomings in preparing teachers to use
technology. The authors argue that many teacher-preparation programs
fail to give teachers the tech skills they need, partly because they
instead choose to focus heavily on things like pedagogical theory—in
general, different philosophies about how teachers convey knowledge to
students.<br />
How much catching up on technology do teachers, and the system that
produces them, have to do? The report's authors cite the following
examples:<br />
• The vast majority of faculty members and students in teacher
preparation programs say that their programs require one stand-alone
technology course, as opposed to integrating technology and pedagogy
through the program and clinical experiences (the authors see
integration as the preferred way to go);<br />
• Teacher-prep programs tend to emphasize using technology to boost
educators' "personal productivity," through the use of tools such as
word processing and spreadsheets, and for use in presenting information,
as opposed to giving aspiring educators the tech skills needed to
collect, analyze, and utilize data in their instruction;<br />
• Less than a quarter of educational technology faculty said they had
taught their students how to use technology to analyze student
achievement data, a skill that the authors say is crucial to tailor
instruction to individual students' needs; and<br />
• New teachers are no more likely to blend technology into their
practice than their veteran peers—which is surprising, the authors say,
"given that the vast majority of those entering the profession are
digital natives."<br />
Those findings come from a number of sources, including an analysis
conducted by researchers at Indiana University, which included a survey
of teacher-college faculty and their students; and a <a href="http://www.grunwald.com/reports/">separate survey</a>
of teachers and administrators released by Walden University, an online
university, and Grunwald Associates, a Bethesda, Md.-based research and
consulting company.<br />
How can policymakers help educators become more <a href="http://www.edweek.org/ew/articles/2010/09/22/04edtech_teachprepbox.h30.html">sophisticated users of technology</a>?
State officials, in cooperation with licensing boards and others,
should revamp standards for new teachers to make sure they receive more
preparation in technology and online instruction, including through
clinical, or hands-on classroom work and observation, the report says.
It adds that states should revamp professional development to include a
greater focus on technology, provide sufficient funding for school
technology coaches, and do more to weave virtual instruction into
existing teacher mentoring and induction programs. <br />
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Cat</h4>
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SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com0tag:blogger.com,1999:blog-6979634078148895074.post-90806202268638917152010-12-05T00:24:00.000-08:002010-12-05T00:24:12.522-08:00There Are No Mistakes<a href="http://www.robinsharma.com/blog/12/there-are-no-mistakes/">There Are No Mistakes</a>SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com0tag:blogger.com,1999:blog-6979634078148895074.post-87807326467368181282010-01-23T21:51:00.000-08:002010-01-23T21:52:34.685-08:00christmas carnival<a href='https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIjo19wCOYr9XnVwZlIkz_je2NhwGGo0hucSB46G7XtWmU36xTTOrxAq0gYc_ESC4gH2Qx0sDGv150sJjRvxjNJlVvx1gRcs053boLfHxuw9uzEqHzBWME_orQjL-vuvoA2MOl__JDsmo/s1600-h/IMG_1311.JPG'><img src='https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIjo19wCOYr9XnVwZlIkz_je2NhwGGo0hucSB46G7XtWmU36xTTOrxAq0gYc_ESC4gH2Qx0sDGv150sJjRvxjNJlVvx1gRcs053boLfHxuw9uzEqHzBWME_orQjL-vuvoA2MOl__JDsmo/s400/IMG_1311.JPG' border='0' alt='' /></a> <br /><a href='https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOWHq11x3QKdr8gGQNBxKYr4zz76V1TPhCoj2Kcn9WXynVTgMPsIaBQRoGNrIwznbr0fKpWGBSIlhXjcz8cbXesPLoWvhUMlZHZPxpqtVRT81Req8ZDJNSqAqxXIIvML0FzMHlPLm8fBU/s1600-h/IMG_1312.JPG'><img src='https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOWHq11x3QKdr8gGQNBxKYr4zz76V1TPhCoj2Kcn9WXynVTgMPsIaBQRoGNrIwznbr0fKpWGBSIlhXjcz8cbXesPLoWvhUMlZHZPxpqtVRT81Req8ZDJNSqAqxXIIvML0FzMHlPLm8fBU/s400/IMG_1312.JPG' border='0' alt='' /></a> <br /><a href='https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhMtgdkygnr3tPIroeiSCa_jOJGU-Kyg7M8Qa-JRrZxZhlKvZSeljLrKZIQFuqGK-rX6iUQA4F_AooSuzBcu-cvp4uHRDCpH5-WqElzwHgh2AyMGwh9WV28fsXQi6e7ypAD7RD-WaqErI/s1600-h/IMG_1313.JPG'><img src='https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhMtgdkygnr3tPIroeiSCa_jOJGU-Kyg7M8Qa-JRrZxZhlKvZSeljLrKZIQFuqGK-rX6iUQA4F_AooSuzBcu-cvp4uHRDCpH5-WqElzwHgh2AyMGwh9WV28fsXQi6e7ypAD7RD-WaqErI/s400/IMG_1313.JPG' border='0' alt='' /></a> <br /><a href='https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgG0DR_EpQczwV4qqMLwVMeDUOc9kbvbLEomsZ714n5ZazTqwSw0gdt4a8Im3fpTAqHtvVY-SeNSDH3EG7NtI9DKlLEkWPV9kjYrkn423_B6sXN9MZz2SZUXALqNUfdfvan0f-GTmgE9CU/s1600-h/IMG_1314.JPG'><img src='https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgG0DR_EpQczwV4qqMLwVMeDUOc9kbvbLEomsZ714n5ZazTqwSw0gdt4a8Im3fpTAqHtvVY-SeNSDH3EG7NtI9DKlLEkWPV9kjYrkn423_B6sXN9MZz2SZUXALqNUfdfvan0f-GTmgE9CU/s400/IMG_1314.JPG' border='0' alt='' /></a> <div style='clear:both; 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