I know the conference happened last week but I'm just finishing one of the presentations and I really enjoyed it. I'm still working on how to get this idea to apply to my classes but it's coming. The presenter's presentation was titled: "Beyond drill and practice, developing automatic recall of math facts for all children." His main idea was to show how automatic recall is the basis for good math skills. I loved it. The way he presented was interesting and useful and convincing. As a parent I see the application immediately but since I don't teach math I'm trying to figure out how to use this in class. I do ask my students to memorize lots of scripture verses and so I think the basis is the same, being able to automatically recall the verses so they can free up their working memory for learning more concepts, I just don't know how to pull it off yet. Perhaps I need to have them memorize just a small part of the verse, such as key words and ideas, and then use those as the triggers to bring the whole verse out of stored memory. I'll work on this and let you know.

M

Motivation. Let's twist this a bit. I love competition, it drives me and I thrive on it. But I realize that that's not always the best thing for my students so I think I've devised a way to make it all work out. I create a game or challenge or task and then assign a group to the task. Within each group I will have a leader and the leader is responsible to teach/train the entire group and then the results are done on a group level. That way there is the aspect of competition but the ones who don't like it can melt into the team and the ones who do like it are able to stand out. This also gives me the chance to wander the classroom and observe and chat at will. I'm still trying to hammer out the goal ideas. I don't think I should change something that works, but at the same time I need to find ways to involve everyone every time without becoming monotonous. Hmmm.

Piaget. I'm liking this one. The wrap up video was very helpful. I like the idea that no one is going to want to learn and assimilate new things until they see that their current modus operandi is insufficient. As a teacher this means that I need to be mindful of where my students come from and I must always find ways to show the new lesson as meaningful to them in their current situation. As a learner I must be looking for ways that I can improve my current library of learning and I must actively be looking for how this new theory can help me. I must start with the assumption that the lesson presented is useful and isn't just a "shot in the dark." I guess my attitude really makes a difference.

M

I'm torn. As a teacher, my initial reaction to the debate between banning or not cell phones was a resounding BAN BAN BAN. But then I did some research, that pesky research. Some parents claim that they need to get a hold of their children during school, that's bunk, there's enough other ways to do that. On the other side of things, many parents argue that because they did without cell phones than their kids should do so as well. That's ridiculous logic. According to that line of reasoning we should outlaw microwaves, cars, heart surgery, etc. just because a former generation didn't have them. But I'm still torn. I do believe that cell phones are a nuisance and distraction and I don't personally have or carry one. And yet, I'm beginning to think that there is a place for them, somewhere, in the classroom, I just don't know where it is yet. I also realize that this generation that I teach is a cell phone and ipod generation and for me to be fluent in their language and communicate well with them, I must understand cell phones. I think the best thing for me to do is let my students know why I stand against cell phones without preaching or railing on the technology. I am willing to make concessions if parents contact me but I will still ask that cell phones be turned off and out of sight during class. I wonder if there's a lesson I could teach that would allow me to allow them to use cell phones? Perhaps I need to think along those lines.