[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:15.70,0:00:21.89,Default,,0000,0000,0000,,SB: Welcome. Hello everyone. \NToday Dan and I are going to be ...
Dialogue: 0,0:00:21.89,0:00:26.35,Default,,0000,0000,0000,,– let's see if we can get this presentation going...\Nall right, all right, cool! Ha, ha ... –
Dialogue: 0,0:00:26.35,0:00:28.96,Default,,0000,0000,0000,,So, above all welcome. Today we're going to \Nbe talking to you guys about
Dialogue: 0,0:00:28.96,0:00:33.88,Default,,0000,0000,0000,,changing perceptions, motivation, \Nstudents, efficiency, effectiveness
Dialogue: 0,0:00:33.88,0:00:36.29,Default,,0000,0000,0000,,DN: Whoa, whoa, whoa, Sean! \NSB: What?
Dialogue: 0,0:00:36.29,0:00:38.70,Default,,0000,0000,0000,,DN: Do you have any idea how many words \Nyou just put in the audience...?
Dialogue: 0,0:00:38.70,0:00:41.12,Default,,0000,0000,0000,,SB: Yeah! Oh!
Dialogue: 0,0:00:41.12,0:00:42.92,Default,,0000,0000,0000,,DN: Let's clear things up a little bit.
Dialogue: 0,0:00:42.92,0:00:44.72,Default,,0000,0000,0000,,What are the main ideas\Nwe're going to be talking about today?
Dialogue: 0,0:00:44.72,0:00:46.52,Default,,0000,0000,0000,,SB: OK, all right, fair enough.
Dialogue: 0,0:00:46.52,0:00:51.70,Default,,0000,0000,0000,,How about perceptions, students, \Nmath, themselves...
Dialogue: 0,0:00:51.70,0:00:55.45,Default,,0000,0000,0000,,Yeah, something like that.\NDN: Ok, that clears things [up] a little bit better.
Dialogue: 0,0:00:55.45,0:00:57.24,Default,,0000,0000,0000,,But can you organise the ideas
Dialogue: 0,0:00:57.24,0:01:00.34,Default,,0000,0000,0000,,so it is perfectly clear to the audience \Nwhat we are talking about?
Dialogue: 0,0:01:00.34,0:01:03.20,Default,,0000,0000,0000,,SB: Ok, I'll take care of that. (Laughter) \NSorry, so, I get a little excited.
Dialogue: 0,0:01:03.20,0:01:08.62,Default,,0000,0000,0000,,Talk about changing perceptions of math \Nby teaching students to teach themselves.
Dialogue: 0,0:01:08.62,0:01:12.70,Default,,0000,0000,0000,,DN: All right, here we go! Much better.\NSo, as our title screen just showed you,
Dialogue: 0,0:01:12.70,0:01:15.73,Default,,0000,0000,0000,,how we organise words affects \Nhow we understand
Dialogue: 0,0:01:15.73,0:01:17.81,Default,,0000,0000,0000,,the very meaning those words \Nare meant to convey.
Dialogue: 0,0:01:17.81,0:01:20.62,Default,,0000,0000,0000,,So if we don't take the time \Nto organise words,
Dialogue: 0,0:01:20.62,0:01:22.94,Default,,0000,0000,0000,,we can be very overwhelmed and confused
Dialogue: 0,0:01:22.94,0:01:27.86,Default,,0000,0000,0000,,by something like this, instead of having...
Dialogue: 0,0:01:27.86,0:01:29.94,Default,,0000,0000,0000,,yeah, that's overwhelming and confusing.
Dialogue: 0,0:01:29.94,0:01:34.47,Default,,0000,0000,0000,,Instead of having something clear \Nand understandable, like this.
Dialogue: 0,0:01:34.50,0:01:36.32,Default,,0000,0000,0000,,So the next thing we want to talk to you about,
Dialogue: 0,0:01:36.32,0:01:38.41,Default,,0000,0000,0000,,is how prior organisation of words
Dialogue: 0,0:01:38.41,0:01:41.70,Default,,0000,0000,0000,,can affect how we understand \Nand perceive new words
Dialogue: 0,0:01:41.70,0:01:44.70,Default,,0000,0000,0000,,and the ideas those words \Nare supposed to represent. So...
Dialogue: 0,0:01:44.70,0:01:47.72,Default,,0000,0000,0000,,SB: Ok, all right, so you know \Nwhat I want to say?
Dialogue: 0,0:01:47.72,0:01:50.83,Default,,0000,0000,0000,,Did I tell you that Marcy \Nand I are getting a dog?
Dialogue: 0,0:01:50.83,0:01:55.27,Default,,0000,0000,0000,,DN: Yeah, I don't think this is the proper time \Nto talk about that!
Dialogue: 0,0:01:55.27,0:01:57.32,Default,,0000,0000,0000,,SB: We got the time! \NDN: But I guess we... (Laughter)
Dialogue: 0,0:01:57.34,0:02:01.10,Default,,0000,0000,0000,,Actually, this is kind of embarrassing, \Nbut I don't really know what a dog is,
Dialogue: 0,0:02:01.10,0:02:02.73,Default,,0000,0000,0000,,er, can you explain?
Dialogue: 0,0:02:02.73,0:02:05.31,Default,,0000,0000,0000,,SB: Dan you're a high-school teacher \Nand you don't know what a dog is?
Dialogue: 0,0:02:05.31,0:02:06.84,Default,,0000,0000,0000,,DN: Hopefully none of our students\Nare watching. (Laughter)
Dialogue: 0,0:02:06.84,0:02:08.85,Default,,0000,0000,0000,,SB: Alright. I mean, you guys, \Nstay with me on this.
Dialogue: 0,0:02:08.85,0:02:13.31,Default,,0000,0000,0000,,A dog is, you know, four legs, \Nhas a head, furry and can lie down.
Dialogue: 0,0:02:13.31,0:02:16.95,Default,,0000,0000,0000,,I mean we all agree, right? \NThat's what a dog is. Dan?
Dialogue: 0,0:02:17.00,0:02:19.35,Default,,0000,0000,0000,,DN : Don't you guys already have \Nalready one of those things?
Dialogue: 0,0:02:19.35,0:02:22.38,Default,,0000,0000,0000,,SB: Oh my, Dan! \NYou're blowing this presentation, bud!
Dialogue: 0,0:02:22.38,0:02:24.18,Default,,0000,0000,0000,,Come on, man, let's get it together.
Dialogue: 0,0:02:24.18,0:02:27.100,Default,,0000,0000,0000,,What do you think, can you draw a picture \Nfor this people of what you think it is?
Dialogue: 0,0:02:27.100,0:02:30.92,Default,,0000,0000,0000,,DN: this.. ugly table with a '70's shag cloth,
Dialogue: 0,0:02:30.92,0:02:33.35,Default,,0000,0000,0000,,in the middle of you guys' living room, \Nthat's a dog, right?
Dialogue: 0,0:02:33.36,0:02:37.36,Default,,0000,0000,0000,,SB: Dan! How can you confuse four legs..? \NI.. You know ... I don't even..
Dialogue: 0,0:02:37.36,0:02:41.86,Default,,0000,0000,0000,,This is a dog, Dan. It's got four legs, \Nit barks, it goes woof...
Dialogue: 0,0:02:41.86,0:02:44.07,Default,,0000,0000,0000,,DN: Aw! I've seen one of those before.
Dialogue: 0,0:02:44.07,0:02:46.87,Default,,0000,0000,0000,,SB: All right. Dan you've got \Nto fix it for these people!
Dialogue: 0,0:02:46.87,0:02:50.70,Default,,0000,0000,0000,,They.. you got it. \NHow did you confuse a dog into a table?
Dialogue: 0,0:02:50.70,0:02:53.73,Default,,0000,0000,0000,,DN: Ok, well, you said four legs. \NFurniture has four legs,
Dialogue: 0,0:02:53.73,0:02:58.20,Default,,0000,0000,0000,,... lies down, folding table, OK?
Dialogue: 0,0:02:58.20,0:03:01.49,Default,,0000,0000,0000,,Furry, '70s shag carpet, \Nyou can put that on a table,
Dialogue: 0,0:03:01.49,0:03:03.63,Default,,0000,0000,0000,,Clearly that's a dog, Sean. \NThat's a dog!
Dialogue: 0,0:03:03.63,0:03:07.68,Default,,0000,0000,0000,,SB: Dan, I'm actually not... \NI'm not even mad, I'm actually impressed.
Dialogue: 0,0:03:07.68,0:03:10.31,Default,,0000,0000,0000,,How you did that is beyond me.
Dialogue: 0,0:03:10.31,0:03:14.07,Default,,0000,0000,0000,,Four legs: How about an animal? \NDan, did you stop to think about that?
Dialogue: 0,0:03:14.07,0:03:18.59,Default,,0000,0000,0000,,Furry, lies down... THAT is a dog, Dan!
Dialogue: 0,0:03:19.54,0:03:25.41,Default,,0000,0000,0000,,OK? Got it? All right! So, what this is meant \Nto illustrate is dog vs. table.
Dialogue: 0,0:03:25.41,0:03:31.27,Default,,0000,0000,0000,,This idea is, schema is the very ways \Nwe organise words in our brain,
Dialogue: 0,0:03:31.27,0:03:37.05,Default,,0000,0000,0000,,especially the organization of prior words \Naffects how we perceive new words.
Dialogue: 0,0:03:37.05,0:03:41.22,Default,,0000,0000,0000,,in the case of math, where it's even more abstract, \Nthis gets challenging.
Dialogue: 0,0:03:41.22,0:03:43.33,Default,,0000,0000,0000,,You know, in this case I could show \Na picture to Dan and be like,
Dialogue: 0,0:03:43.33,0:03:47.56,Default,,0000,0000,0000,,"Oh this is a dog, got it?" All right! \NBut how about in math?
Dialogue: 0,0:03:47.56,0:03:50.62,Default,,0000,0000,0000,,where we're like, \N"Ok, hey, come here, quadratic formula!
Dialogue: 0,0:03:50.62,0:03:53.22,Default,,0000,0000,0000,,Come on kids, pet the quadratic formula!"
Dialogue: 0,0:03:53.22,0:03:57.100,Default,,0000,0000,0000,,Or, "Did you see that pesky quadratic formula \Nrunning across the street yesterday?"
Dialogue: 0,0:03:57.100,0:04:01.65,Default,,0000,0000,0000,,I didn't think so. All right? \NAs ideas get more abstract,
Dialogue: 0,0:04:01.65,0:04:05.63,Default,,0000,0000,0000,,we ourselves need more set \Nand firm schemas.
Dialogue: 0,0:04:05.63,0:04:09.59,Default,,0000,0000,0000,,Dan's going to talk a little bit \Nabout how that looks in math.
Dialogue: 0,0:04:09.59,0:04:11.50,Default,,0000,0000,0000,,DN: So, based on dog vs. table,
Dialogue: 0,0:04:11.50,0:04:16.76,Default,,0000,0000,0000,,what is the key component to correctly \Nperceiving and learning mathematics?
Dialogue: 0,0:04:16.76,0:04:20.44,Default,,0000,0000,0000,,Developing proficiency with number use \Nseems pretty important,
Dialogue: 0,0:04:20.44,0:04:23.74,Default,,0000,0000,0000,,memorization of processes \Nseems pretty important,
Dialogue: 0,0:04:23.74,0:04:25.99,Default,,0000,0000,0000,,cognitive organization of math words \Nseems pretty important,
Dialogue: 0,0:04:25.99,0:04:28.63,Default,,0000,0000,0000,,but Sean, I realize you didn't know \Nwhat I put in D there.
Dialogue: 0,0:04:28.63,0:04:31.28,Default,,0000,0000,0000,,I'm sure the entire audience wants \Nto talk about spaceships. So...
Dialogue: 0,0:04:31.28,0:04:34.21,Default,,0000,0000,0000,,SB: Don't... Just stop! \NHe's going to try to show you
Dialogue: 0,0:04:34.21,0:04:37.68,Default,,0000,0000,0000,,through a schema how \Nhe can connect perceiving and learning
Dialogue: 0,0:04:37.68,0:04:39.82,Default,,0000,0000,0000,,all the way to spaceships \Nand now you're gonna let him do it.
Dialogue: 0,0:04:39.82,0:04:42.34,Default,,0000,0000,0000,,DN : All right, all right! \NSB: Dan please, let's get to the point.
Dialogue: 0,0:04:42.34,0:04:44.09,Default,,0000,0000,0000,,DN: Ok. So the real answer's actually C.
Dialogue: 0,0:04:44.10,0:04:46.74,Default,,0000,0000,0000,,Based on this, Sean and I wondered:
Dialogue: 0,0:04:46.74,0:04:49.26,Default,,0000,0000,0000,,what are the math words \Nthat students actually have to organise
Dialogue: 0,0:04:49.28,0:04:51.17,Default,,0000,0000,0000,,as they're going through their education?
Dialogue: 0,0:04:51.17,0:04:53.77,Default,,0000,0000,0000,,Well, what we did is we went through \Nthe common core standards.
Dialogue: 0,0:04:53.77,0:04:56.31,Default,,0000,0000,0000,,Now if you're not familiar with them, \Nthese are a set of standards
Dialogue: 0,0:04:56.31,0:04:58.65,Default,,0000,0000,0000,,that are sweeping across \Nthe entire United States,
Dialogue: 0,0:04:58.65,0:05:01.75,Default,,0000,0000,0000,,almost every state has begun \Nadopting them in some way.
Dialogue: 0,0:05:01.75,0:05:04.99,Default,,0000,0000,0000,,These are the words that a kindergartener \Nis expected to know,
Dialogue: 0,0:05:04.99,0:05:10.03,Default,,0000,0000,0000,,at least to have in their vocabulary \Nbased on the concepts in those standards.
Dialogue: 0,0:05:10.03,0:05:12.00,Default,,0000,0000,0000,,OK? Then we move on to first grade. \NNow we realize you'll never
Dialogue: 0,0:05:12.00,0:05:14.14,Default,,0000,0000,0000,,be able to read all these, \Nbut I just want you to get the big picture.
Dialogue: 0,0:05:14.14,0:05:16.31,Default,,0000,0000,0000,,OK? Let me move on to second grade.
Dialogue: 0,0:05:16.31,0:05:19.30,Default,,0000,0000,0000,,And we're just going to jump up \Nto sixth grade for you.
Dialogue: 0,0:05:19.30,0:05:21.82,Default,,0000,0000,0000,,You'll notice a similarity \Nbetween this and our title screen.
Dialogue: 0,0:05:21.82,0:05:25.06,Default,,0000,0000,0000,,It's pretty overwhelming as you can see, \Nwhy some students
Dialogue: 0,0:05:25.06,0:05:28.25,Default,,0000,0000,0000,,get to sixth grade math and go, \N"I'm done, can't do this anymore."
Dialogue: 0,0:05:28.25,0:05:32.64,Default,,0000,0000,0000,,So, what we wondered was, \Nis it possible to organise these?
Dialogue: 0,0:05:32.64,0:05:35.72,Default,,0000,0000,0000,,Well, not only is it possible, \Nwe've actually done it.
Dialogue: 0,0:05:35.72,0:05:38.70,Default,,0000,0000,0000,,So, instead of having a confusing \Nmess of words,
Dialogue: 0,0:05:38.70,0:05:42.14,Default,,0000,0000,0000,,you can cognitively organise them \Nbased on definition.
Dialogue: 0,0:05:42.14,0:05:44.20,Default,,0000,0000,0000,,Right, so when a student is \Non the first grade
Dialogue: 0,0:05:44.20,0:05:46.83,Default,,0000,0000,0000,,instead of having a bunch \Nof words strewing around,
Dialogue: 0,0:05:46.83,0:05:49.26,Default,,0000,0000,0000,,they start connecting them \Nto everything else.
Dialogue: 0,0:05:49.26,0:05:53.08,Default,,0000,0000,0000,,Now we're going to jump up to sixth grade again \Nfor the second time,
Dialogue: 0,0:05:53.08,0:05:55.21,Default,,0000,0000,0000,,now we realize you can't see \Neverything on there.
Dialogue: 0,0:05:55.21,0:05:58.65,Default,,0000,0000,0000,,However, things are now organised. \NSo they can perceive and understand
Dialogue: 0,0:05:58.65,0:06:01.37,Default,,0000,0000,0000,,all this information in a proper manner.
Dialogue: 0,0:06:01.46,0:06:05.06,Default,,0000,0000,0000,,The observation that Sean \Nand I had from this was:
Dialogue: 0,0:06:05.13,0:06:06.96,Default,,0000,0000,0000,,well, what if they don't know \Nany of these words?
Dialogue: 0,0:06:06.96,0:06:08.56,Default,,0000,0000,0000,,what if they don't have one \Nof these connections?
Dialogue: 0,0:06:08.56,0:06:12.65,Default,,0000,0000,0000,,What if one of these connections is connected \Nin a not-so-efficient way?
Dialogue: 0,0:06:12.65,0:06:16.66,Default,,0000,0000,0000,,So, what we thought was, \Nnot only will it affect their success,
Dialogue: 0,0:06:16.66,0:06:19.23,Default,,0000,0000,0000,,but if they're overwhelmed \Nby all this information,
Dialogue: 0,0:06:19.23,0:06:21.75,Default,,0000,0000,0000,,it's going to affect their confidence \Nin mathematics
Dialogue: 0,0:06:21.75,0:06:24.59,Default,,0000,0000,0000,,and it's going to affect their motivation \Nto even try mathematics.
Dialogue: 0,0:06:24.59,0:06:27.48,Default,,0000,0000,0000,,So Sean, do you want to give a little context to that ?
Dialogue: 0,0:06:27.48,0:06:28.92,Default,,0000,0000,0000,,SB: Yes, I will try to give you guys some context.
Dialogue: 0,0:06:28.92,0:06:30.53,Default,,0000,0000,0000,,So stop, think for a moment:
Dialogue: 0,0:06:30.53,0:06:34.84,Default,,0000,0000,0000,,what is an activity, a job or an interest \Nthat you are personally doing right now
Dialogue: 0,0:06:34.84,0:06:38.35,Default,,0000,0000,0000,,that you feel very confident in? \NI would imagine that if I asked you to list
Dialogue: 0,0:06:38.35,0:06:41.48,Default,,0000,0000,0000,,a whole series of words \Nthat were related to that,
Dialogue: 0,0:06:41.48,0:06:42.100,Default,,0000,0000,0000,,you could give me a long list,
Dialogue: 0,0:06:42.100,0:06:45.12,Default,,0000,0000,0000,,you could even describe to me \Nhow they were connected.
Dialogue: 0,0:06:45.12,0:06:50.63,Default,,0000,0000,0000,,Imagine when you first started that. \NWhat if Dan and myself gave you a map?
Dialogue: 0,0:06:50.66,0:06:52.56,Default,,0000,0000,0000,,What if we showed you \Nhow those words were connected?
Dialogue: 0,0:06:52.56,0:06:54.64,Default,,0000,0000,0000,,How would that have affected your perceptions?
Dialogue: 0,0:06:54.64,0:06:56.85,Default,,0000,0000,0000,,How would that have affected your motivation?
Dialogue: 0,0:06:56.85,0:07:01.28,Default,,0000,0000,0000,,How much quicker could you've gotten \Nto the level you're at now?
Dialogue: 0,0:07:01.55,0:07:05.21,Default,,0000,0000,0000,,With that, we're going to show you \Nhow this works in our class:
Dialogue: 0,0:07:05.21,0:07:11.28,Default,,0000,0000,0000,,all critical terms plus organization \Nleads to effective perceptions
Dialogue: 0,0:07:11.28,0:07:14.84,Default,,0000,0000,0000,,which help to drive \Nmotivation and success.
Dialogue: 0,0:07:14.96,0:07:16.64,Default,,0000,0000,0000,,DN: So, as Sean just said, \Nwe are going to talk about
Dialogue: 0,0:07:16.64,0:07:19.56,Default,,0000,0000,0000,,how we created an experience \Nin our classrooms
Dialogue: 0,0:07:19.58,0:07:23.30,Default,,0000,0000,0000,,where students can now cognitively \Norganise information,
Dialogue: 0,0:07:23.30,0:07:25.34,Default,,0000,0000,0000,,effectively perceive information
Dialogue: 0,0:07:25.34,0:07:28.56,Default,,0000,0000,0000,,and have an overall clear \Nunderstanding of mathematics.
Dialogue: 0,0:07:28.56,0:07:31.63,Default,,0000,0000,0000,,Now, just like this basic outline here,
Dialogue: 0,0:07:31.63,0:07:35.99,Default,,0000,0000,0000,,what we do is we get our students to move \Nfrom something that's scary and messy
Dialogue: 0,0:07:35.99,0:07:37.89,Default,,0000,0000,0000,,– this is like kindergarten information –
Dialogue: 0,0:07:37.89,0:07:41.60,Default,,0000,0000,0000,,into something that's organised \Nand understandable like this.
Dialogue: 0,0:07:41.60,0:07:45.12,Default,,0000,0000,0000,,So, as you said before, \Nwe start off with vocabulary.
Dialogue: 0,0:07:45.12,0:07:49.36,Default,,0000,0000,0000,,Ok, we'll show just a few terms up here, \Nin just a moment,
Dialogue: 0,0:07:49.36,0:07:51.17,Default,,0000,0000,0000,,that you've probably seen before.
Dialogue: 0,0:07:51.17,0:07:53.17,Default,,0000,0000,0000,,We're not going to test you, don't worry!
Dialogue: 0,0:07:53.17,0:07:59.74,Default,,0000,0000,0000,,You're after TEDxHonolulu stuff, \Nit's not going to be dependent on passing a test,
Dialogue: 0,0:07:59.92,0:08:03.85,Default,,0000,0000,0000,,but from gaining to go through and build\Ntheir vocabulary in literacy with these,
Dialogue: 0,0:08:03.85,0:08:07.38,Default,,0000,0000,0000,,we then have them start mapping them out, \Nbased on definition.
Dialogue: 0,0:08:07.38,0:08:10.07,Default,,0000,0000,0000,,In kindergarten, \Nthe starting point is normally numbers.
Dialogue: 0,0:08:10.07,0:08:13.01,Default,,0000,0000,0000,,And then from there, \Nwe have our students go through
Dialogue: 0,0:08:13.01,0:08:15.94,Default,,0000,0000,0000,,word by word and look at the definition,
Dialogue: 0,0:08:15.94,0:08:18.87,Default,,0000,0000,0000,,and you can actually see connections \Nin those definitions:
Dialogue: 0,0:08:18.87,0:08:23.77,Default,,0000,0000,0000,,Whole Numbers, Counting, Place Values, \Nall have numbers in the definitions.
Dialogue: 0,0:08:24.43,0:08:27.86,Default,,0000,0000,0000,,SB: So, you can start to do as you saw \Nwith operations as expressions,
Dialogue: 0,0:08:27.86,0:08:31.10,Default,,0000,0000,0000,,– I'll just go back real quick – \Nkinda show you what that looks like.
Dialogue: 0,0:08:31.10,0:08:33.07,Default,,0000,0000,0000,,We can even start to hit them \Nwith more terms
Dialogue: 0,0:08:33.07,0:08:34.83,Default,,0000,0000,0000,,and they start to know where to place them.
Dialogue: 0,0:08:34.83,0:08:37.58,Default,,0000,0000,0000,,What we've categorized \Nin this slide is a tipping point:
Dialogue: 0,0:08:37.58,0:08:42.08,Default,,0000,0000,0000,,you can see that as you get more and more, \Nit starts to become more and more clear,
Dialogue: 0,0:08:42.08,0:08:45.86,Default,,0000,0000,0000,,without even showing them math, \Nhow these ideas relate.
Dialogue: 0,0:08:45.86,0:08:48.53,Default,,0000,0000,0000,,The best part is that they can do this \Non their very own.
Dialogue: 0,0:08:48.53,0:08:52.68,Default,,0000,0000,0000,,Dan now is going to show you what it looks like \Nwhen we show them math content.
Dialogue: 0,0:08:52.68,0:08:54.79,Default,,0000,0000,0000,,DN: So, notice, we haven't done \Nany math problems yet.
Dialogue: 0,0:08:54.79,0:08:56.90,Default,,0000,0000,0000,,Our students now \Nhave a big picture understanding
Dialogue: 0,0:08:56.90,0:08:59.77,Default,,0000,0000,0000,,of how everything is related. \NThey are not quite as overwelmed
Dialogue: 0,0:08:59.77,0:09:04.29,Default,,0000,0000,0000,,when we start presenting them with activities, \Nlabs, examples that they go through on their own.
Dialogue: 0,0:09:04.29,0:09:07.75,Default,,0000,0000,0000,,So, we do a thing in our class where essentially
Dialogue: 0,0:09:07.75,0:09:09.80,Default,,0000,0000,0000,,when I go through this content, \Nthey make a tweet.
Dialogue: 0,0:09:09.80,0:09:12.55,Default,,0000,0000,0000,,Now if you're not familiar with Twitter, \Nand hopefully all of you are now,
Dialogue: 0,0:09:12.59,0:09:16.66,Default,,0000,0000,0000,,essentially it's just a quick \Nlittle visual and a phrase
Dialogue: 0,0:09:16.66,0:09:18.54,Default,,0000,0000,0000,,that attaches to that word.
Dialogue: 0,0:09:18.54,0:09:21.11,Default,,0000,0000,0000,,So for example with numbers, \Nthey might say something like,
Dialogue: 0,0:09:21.11,0:09:24.31,Default,,0000,0000,0000,,"How many? Give a few examples."\NOK?
Dialogue: 0,0:09:24.33,0:09:28.88,Default,,0000,0000,0000,,And then they run the whole numbers \Nand an observation they might make is,
Dialogue: 0,0:09:28.88,0:09:31.29,Default,,0000,0000,0000,,"Zero, count up by one." \NI give a quick little example.
Dialogue: 0,0:09:31.29,0:09:34.08,Default,,0000,0000,0000,,This continues on and on, \Nbut we realize sometimes
Dialogue: 0,0:09:34.10,0:09:36.62,Default,,0000,0000,0000,,two things can come up at once.
Dialogue: 0,0:09:36.62,0:09:38.56,Default,,0000,0000,0000,,Now that they have a structure in place,
Dialogue: 0,0:09:38.56,0:09:42.19,Default,,0000,0000,0000,,they can now handle working with multiple ideas \Nat the same time,
Dialogue: 0,0:09:42.19,0:09:47.07,Default,,0000,0000,0000,,and know how this content fits together \Nto create an overall big picture understanding.
Dialogue: 0,0:09:47.07,0:09:51.80,Default,,0000,0000,0000,,So, we move from something \Nthat's kinda scary like this
Dialogue: 0,0:09:51.80,0:09:55.45,Default,,0000,0000,0000,,into something that's organised \Nand makes sense like this.
Dialogue: 0,0:09:55.45,0:09:58.95,Default,,0000,0000,0000,,Now some of the effects \Nthis has had on our students is,
Dialogue: 0,0:09:58.95,0:10:01.59,Default,,0000,0000,0000,,they now have this perception \Nin their mind of –
Dialogue: 0,0:10:01.59,0:10:05.85,Default,,0000,0000,0000,,"Ok, well, if I see this word, I know \Nwhat content's connected to it from my tweet.
Dialogue: 0,0:10:05.85,0:10:08.63,Default,,0000,0000,0000,,If I see this word I know \Nwhat other words it's connected to
Dialogue: 0,0:10:08.63,0:10:10.71,Default,,0000,0000,0000,,and the content that's connected to those,
Dialogue: 0,0:10:10.71,0:10:13.61,Default,,0000,0000,0000,,instead of this disorganised mess \Nthat's in their heads sometimes
Dialogue: 0,0:10:13.61,0:10:16.70,Default,,0000,0000,0000,,when they are doing things high-pressured \Nlike taking a test,
Dialogue: 0,0:10:16.70,0:10:19.98,Default,,0000,0000,0000,,ACT, PSAT, things like that.
Dialogue: 0,0:10:19.98,0:10:22.57,Default,,0000,0000,0000,,So, Sean is going to show us \Nsome more results.
Dialogue: 0,0:10:22.57,0:10:25.02,Default,,0000,0000,0000,,SB: So, what does this afford us \Nin our classroom?
Dialogue: 0,0:10:25.02,0:10:29.16,Default,,0000,0000,0000,,As far as performance goes, \Nwe've completely and entirely
Dialogue: 0,0:10:29.16,0:10:33.17,Default,,0000,0000,0000,,started getting our students \Nto teach themselves, OK?
Dialogue: 0,0:10:33.17,0:10:36.19,Default,,0000,0000,0000,,Stop and think about that: \Nactually teaching themselves,
Dialogue: 0,0:10:36.19,0:10:40.70,Default,,0000,0000,0000,,that can go on to any other class. \NSo we've created a lasting student achievement,
Dialogue: 0,0:10:40.70,0:10:44.69,Default,,0000,0000,0000,,regardless of whether they connect \Nwith the next year's or following years' teacher
Dialogue: 0,0:10:44.69,0:10:49.21,Default,,0000,0000,0000,,or then they go off to college \Nwhere it's lecture blaze, hands-on –
Dialogue: 0,0:10:49.21,0:10:51.96,Default,,0000,0000,0000,,they can actually have the confidence \Nto teach themselves.
Dialogue: 0,0:10:51.96,0:10:56.36,Default,,0000,0000,0000,,The most amazing part is: we've managed \Nto do this without lecturing.
Dialogue: 0,0:10:56.37,0:11:00.72,Default,,0000,0000,0000,,That's right! \NNot one day of standing up like this
Dialogue: 0,0:11:00.72,0:11:03.25,Default,,0000,0000,0000,,towards you guys right now, lecturing.
Dialogue: 0,0:11:03.25,0:11:05.37,Default,,0000,0000,0000,,In fact, if we had it our ways, \Nwe would have just given you
Dialogue: 0,0:11:05.37,0:11:10.27,Default,,0000,0000,0000,,the list of words of how to do this \Nand we would've had you start building the map, all right?
Dialogue: 0,0:11:10.27,0:11:13.64,Default,,0000,0000,0000,,But for you non-teachers, \Nour students come in every day.
Dialogue: 0,0:11:13.64,0:11:16.96,Default,,0000,0000,0000,,They sit down, they start working \Nin collaborative groups,
Dialogue: 0,0:11:16.96,0:11:19.68,Default,,0000,0000,0000,,they're on their own and they start \Nworking with the words.
Dialogue: 0,0:11:19.68,0:11:24.02,Default,,0000,0000,0000,,They make their own connections \Nand they start to start problem solving
Dialogue: 0,0:11:24.02,0:11:27.07,Default,,0000,0000,0000,,creatively, entirely on their own!
Dialogue: 0,0:11:27.07,0:11:31.26,Default,,0000,0000,0000,,So Dan's going to share a little with you \Nhow this has affected his algebra class.
Dialogue: 0,0:11:31.26,0:11:34.17,Default,,0000,0000,0000,,DN: So, this kind of the mess \NI can hear of teaching:
Dialogue: 0,0:11:34.17,0:11:37.43,Default,,0000,0000,0000,,I'm an emergency hire, which means \NI've no formal teacher training whatsoever.
Dialogue: 0,0:11:37.43,0:11:41.89,Default,,0000,0000,0000,,Last year in my freshman algebra class, \Nmy passing rate was only 52%.
Dialogue: 0,0:11:42.00,0:11:44.08,Default,,0000,0000,0000,,Now, after implementing this,
Dialogue: 0,0:11:44.08,0:11:49.19,Default,,0000,0000,0000,,I have moved from a 52% passing rate \Nall the way up to an 86% passing rate.
Dialogue: 0,0:11:49.27,0:11:55.16,Default,,0000,0000,0000,,(Cheers) \N(Applause)
Dialogue: 0,0:11:55.20,0:11:57.28,Default,,0000,0000,0000,,(Laughter)
Dialogue: 0,0:11:57.28,0:11:59.65,Default,,0000,0000,0000,,SB: I've been teaching geometry now \Nfor five years.
Dialogue: 0,0:11:59.65,0:12:02.20,Default,,0000,0000,0000,,I originally came over with Teach for America,
Dialogue: 0,0:12:02.20,0:12:03.81,Default,,0000,0000,0000,,for those of you that are familiar with that,
Dialogue: 0,0:12:03.81,0:12:07.78,Default,,0000,0000,0000,,I came over in 2006, \Nthe first quarter I actually came to Hawaii.
Dialogue: 0,0:12:07.78,0:12:10.62,Default,,0000,0000,0000,,I was placed to Waipahu, \NI did my two years, I stayed longer
Dialogue: 0,0:12:10.62,0:12:13.46,Default,,0000,0000,0000,,'cause I enjoy the students here \Nin Hawaii so much.
Dialogue: 0,0:12:13.46,0:12:14.86,Default,,0000,0000,0000,,They're great kids out here!
Dialogue: 0,0:12:14.86,0:12:17.13,Default,,0000,0000,0000,,For those of you who haven't had an opportunity \Nto be in a classroom,
Dialogue: 0,0:12:17.13,0:12:19.18,Default,,0000,0000,0000,,they're amazing!
Dialogue: 0,0:12:19.21,0:12:23.08,Default,,0000,0000,0000,,I've never been able to break 60% pass rate \Nin my geometry class,
Dialogue: 0,0:12:23.08,0:12:26.68,Default,,0000,0000,0000,,which has driven me nuts! \NLast year I actually almost quit!
Dialogue: 0,0:12:26.68,0:12:29.94,Default,,0000,0000,0000,,I had applied, took my LSAT, \NI was looking at law-school and then
Dialogue: 0,0:12:29.94,0:12:32.48,Default,,0000,0000,0000,,Dan and I started thinking \Nabout these ideas \N
Dialogue: 0,0:12:32.48,0:12:36.79,Default,,0000,0000,0000,,and I've been able to move \Nthem from 58 to 89%.
Dialogue: 0,0:12:36.79,0:12:40.21,Default,,0000,0000,0000,,(Cheers) \N(Applause)
Dialogue: 0,0:12:43.68,0:12:47.03,Default,,0000,0000,0000,,DN: So, the next class we're going to talk \Nto you about is statistics and probability.
Dialogue: 0,0:12:47.03,0:12:49.38,Default,,0000,0000,0000,,It's a new course at the school \Nthat we started,
Dialogue: 0,0:12:49.38,0:12:51.52,Default,,0000,0000,0000,,so there is no previous statistics on it.
Dialogue: 0,0:12:51.52,0:12:54.62,Default,,0000,0000,0000,,However, the book that we're using \Nis a college textbook,
Dialogue: 0,0:12:54.62,0:12:56.96,Default,,0000,0000,0000,,the students are currently \Nteaching themselves college material,
Dialogue: 0,0:12:56.96,0:13:02.53,Default,,0000,0000,0000,,and I have all of my students passing \Nmy class right now.
Dialogue: 0,0:13:03.92,0:13:08.62,Default,,0000,0000,0000,,Dramatic! \N(Applause)
Dialogue: 0,0:13:08.62,0:13:14.23,Default,,0000,0000,0000,,The next group, I'm most proud of, \Nas for the reason I joined Teach For America,
Dialogue: 0,0:13:14.23,0:13:16.06,Default,,0000,0000,0000,,for those of you who're not familiar with them,
Dialogue: 0,0:13:16.06,0:13:17.98,Default,,0000,0000,0000,,you leave your undergraduate
Dialogue: 0,0:13:17.98,0:13:20.85,Default,,0000,0000,0000,,and you go to schools \Nwhere students face many challenges.
Dialogue: 0,0:13:20.85,0:13:26.16,Default,,0000,0000,0000,,Many of my students face things \Nfrom teen pregnancy to domestic violence,
Dialogue: 0,0:13:26.16,0:13:29.41,Default,,0000,0000,0000,,homelessness, health care issues,
Dialogue: 0,0:13:29.41,0:13:32.67,Default,,0000,0000,0000,,the list is long and very long.
Dialogue: 0,0:13:32.67,0:13:36.75,Default,,0000,0000,0000,,Because of this, we've had to come up \Nwith new ways of teaching.
Dialogue: 0,0:13:36.75,0:13:38.70,Default,,0000,0000,0000,,There's a lot of teachers doing great things
Dialogue: 0,0:13:38.70,0:13:41.98,Default,,0000,0000,0000,,but one thing we're proud of is, \Nbecause we don't lecture,
Dialogue: 0,0:13:41.98,0:13:44.77,Default,,0000,0000,0000,,we can actually work \Nwith each student one-on-one.
Dialogue: 0,0:13:44.77,0:13:47.67,Default,,0000,0000,0000,,So instead of asking, \N"Hey, how is that math problem going?"
Dialogue: 0,0:13:47.67,0:13:50.23,Default,,0000,0000,0000,,we move beyond that \Nand we can now ask students,
Dialogue: 0,0:13:50.23,0:13:53.76,Default,,0000,0000,0000,,"Hey, how is everything in your life going? \NEverything all right at home?".
Dialogue: 0,0:13:53.76,0:13:57.86,Default,,0000,0000,0000,,And now that students instead of walking \Nin our class going, "Oh, God, math!",
Dialogue: 0,0:13:57.86,0:14:00.98,Default,,0000,0000,0000,,they're like, "Oh, hey, I know \NMr. Briel and Mr. Nash care." All right.
Dialogue: 0,0:14:00.98,0:14:04.84,Default,,0000,0000,0000,,Just that simple question has allowed me \Nto move from 12%
Dialogue: 0,0:14:04.84,0:14:09.45,Default,,0000,0000,0000,,to 65% and these \Nare students that had failed math 2, 3 –
Dialogue: 0,0:14:09.45,0:14:12.68,Default,,0000,0000,0000,,I have actually quite a handful \Nof 4th time in algebra!
Dialogue: 0,0:14:12.68,0:14:17.38,Default,,0000,0000,0000,,And now they at least come to class \Nand they feel that they can learn.
Dialogue: 0,0:14:18.13,0:14:21.58,Default,,0000,0000,0000,,(Applause)
Dialogue: 0,0:14:24.45,0:14:27.23,Default,,0000,0000,0000,,DN: So, what does this actually afford us?
Dialogue: 0,0:14:27.23,0:14:30.24,Default,,0000,0000,0000,,Well, by organizing ideas, \Nwe've been able to change and shift
Dialogue: 0,0:14:30.24,0:14:32.56,Default,,0000,0000,0000,,our perceptions of what learning actually is.
Dialogue: 0,0:14:32.56,0:14:37.33,Default,,0000,0000,0000,,So, from this, we've actually been able \Nto create a classroom experience
Dialogue: 0,0:14:37.33,0:14:39.77,Default,,0000,0000,0000,,that allows our students to organise ideas
Dialogue: 0,0:14:39.77,0:14:42.03,Default,,0000,0000,0000,,and change their perceptions of learning,
Dialogue: 0,0:14:42.03,0:14:44.73,Default,,0000,0000,0000,,and now we have a class where our students \Nare learning how to do things like
Dialogue: 0,0:14:44.73,0:14:51.28,Default,,0000,0000,0000,,critically think, creatively problem-solve, \Nall on their own, instead of listening to me talk.
Dialogue: 0,0:14:51.28,0:14:54.37,Default,,0000,0000,0000,,And thank you for all listening. \NI know I'm kind of boring.
Dialogue: 0,0:14:54.37,0:14:59.26,Default,,0000,0000,0000,,On top of that, we as teachers \Nhave also been able to re-establish
Dialogue: 0,0:14:59.26,0:15:00.86,Default,,0000,0000,0000,,our value in the classroom.
Dialogue: 0,0:15:00.86,0:15:04.84,Default,,0000,0000,0000,,Instead of just our content-area expertise, \Nwe can now create an experience
Dialogue: 0,0:15:04.84,0:15:08.08,Default,,0000,0000,0000,,for our students \Nwhere it's completely them doing everything
Dialogue: 0,0:15:08.08,0:15:10.19,Default,,0000,0000,0000,,and we're just there to help them through it.
Dialogue: 0,0:15:10.19,0:15:13.37,Default,,0000,0000,0000,,So, and on top of that, what's kind of even more \Nimpressive to us is
Dialogue: 0,0:15:13.37,0:15:16.86,Default,,0000,0000,0000,,now we have students who are seeing \Nthe value of learning and education.
Dialogue: 0,0:15:16.86,0:15:19.37,Default,,0000,0000,0000,,Next two quotes \Nwe're going to show to you are quotes
Dialogue: 0,0:15:19.37,0:15:22.57,Default,,0000,0000,0000,,directly from our students \Nabout their experience in their classroom.
Dialogue: 0,0:15:22.57,0:15:25.54,Default,,0000,0000,0000,,First one says, \N"Now, since I had this class,
Dialogue: 0,0:15:25.54,0:15:27.62,Default,,0000,0000,0000,,I think smart is just organised.
Dialogue: 0,0:15:27.62,0:15:30.38,Default,,0000,0000,0000,,If everyone had a mental map \Nand organised every idea,
Dialogue: 0,0:15:30.38,0:15:32.62,Default,,0000,0000,0000,,then everyone will be as smart as the other."
Dialogue: 0,0:15:32.62,0:15:36.74,Default,,0000,0000,0000,,This is from a student who is currently \Ntaking algebra 1 for the third time.
Dialogue: 0,0:15:36.74,0:15:38.75,Default,,0000,0000,0000,,So, the next quote:
Dialogue: 0,0:15:38.75,0:15:42.91,Default,,0000,0000,0000,,"The day we are born, we pick things up, \Nlearn, and we adapt.
Dialogue: 0,0:15:42.91,0:15:46.07,Default,,0000,0000,0000,,We understand things based on the ideas \Nwe have learned.
Dialogue: 0,0:15:46.07,0:15:49.18,Default,,0000,0000,0000,,Our understanding of new ideas changes \Nbased on the way
Dialogue: 0,0:15:49.18,0:15:51.60,Default,,0000,0000,0000,,we organised past experiences and ideas.
Dialogue: 0,0:15:51.60,0:15:53.81,Default,,0000,0000,0000,,If one of our experiences \Nor ideas is a bad one,
Dialogue: 0,0:15:53.81,0:15:58.29,Default,,0000,0000,0000,,then it will affect how we perceive \Nnew ideas or experiences.
Dialogue: 0,0:15:58.37,0:16:01.79,Default,,0000,0000,0000,,We can use maps to change \Nthe way we organise things in our mind
Dialogue: 0,0:16:01.79,0:16:04.03,Default,,0000,0000,0000,,to see all the possibilities in our lives."
Dialogue: 0,0:16:04.03,0:16:07.31,Default,,0000,0000,0000,,This is from a second-time student in algebra 1
Dialogue: 0,0:16:07.31,0:16:10.60,Default,,0000,0000,0000,,based on the experiences \Nthey've had in our classroom.
Dialogue: 0,0:16:10.60,0:16:13.88,Default,,0000,0000,0000,,So, what has this afforded us?
Dialogue: 0,0:16:13.88,0:16:17.35,Default,,0000,0000,0000,,Well, we believe we've been able \Nto actually start developing critical thinkers
Dialogue: 0,0:16:17.35,0:16:22.14,Default,,0000,0000,0000,,by teaching our students to organise ideas, \Nrecognise how they organise these ideas
Dialogue: 0,0:16:22.14,0:16:25.89,Default,,0000,0000,0000,,affects their perceptions. \NAnd this goes way beyond the classroom.
Dialogue: 0,0:16:25.89,0:16:32.71,Default,,0000,0000,0000,,Imagine: thinkers that understand \Nand recognise the very ideas and the power
Dialogue: 0,0:16:32.75,0:16:34.90,Default,,0000,0000,0000,,and how they organise them
Dialogue: 0,0:16:34.90,0:16:37.96,Default,,0000,0000,0000,,will affect the possibilities \Nthey see in their very lives.
Dialogue: 0,0:16:37.96,0:16:41.23,Default,,0000,0000,0000,,Think of the impact \Nthis would have on individuals:
Dialogue: 0,0:16:41.23,0:16:44.74,Default,,0000,0000,0000,,individuals would recognise \Nthat all they needed to reach
Dialogue: 0,0:16:44.74,0:16:47.60,Default,,0000,0000,0000,,the possibilities in their lives \Nwould be the critical terms,
Dialogue: 0,0:16:47.60,0:16:52.28,Default,,0000,0000,0000,,the time to organise them \Nand just the time to see it all materialise.
Dialogue: 0,0:16:52.28,0:16:55.38,Default,,0000,0000,0000,,Imagine the impact \Nthat would have on communities:
Dialogue: 0,0:16:55.38,0:16:58.76,Default,,0000,0000,0000,,communities can come together \Nwhen individuals meet!
Dialogue: 0,0:16:58.76,0:17:01.38,Default,,0000,0000,0000,,They will recognise that, \N"Hey we don't disagree,
Dialogue: 0,0:17:01.38,0:17:03.33,Default,,0000,0000,0000,,these are just perceptual differences!
Dialogue: 0,0:17:03.33,0:17:06.08,Default,,0000,0000,0000,,We can take the time to collect the words \Nfrom everyone's maps
Dialogue: 0,0:17:06.08,0:17:08.67,Default,,0000,0000,0000,,and come up with powerful solutions.
Dialogue: 0,0:17:08.67,0:17:11.69,Default,,0000,0000,0000,,They're not just to address just one perception \Nbut many perceptions."
Dialogue: 0,0:17:11.69,0:17:14.61,Default,,0000,0000,0000,,What impact would this have on society?
Dialogue: 0,0:17:14.61,0:17:19.64,Default,,0000,0000,0000,,Think about that: a whole society \Nwhere everyone's coming together.
Dialogue: 0,0:17:19.64,0:17:23.59,Default,,0000,0000,0000,,It's because of this \Nthat we think developing critical thinkers
Dialogue: 0,0:17:23.59,0:17:26.42,Default,,0000,0000,0000,,is not only necessary for our children,
Dialogue: 0,0:17:26.42,0:17:29.39,Default,,0000,0000,0000,,but ourselves as well!
Dialogue: 0,0:17:29.88,0:17:34.41,Default,,0000,0000,0000,,The most important part is – \Nwe believe developing critical thinkers
Dialogue: 0,0:17:34.41,0:17:39.17,Default,,0000,0000,0000,,is the lifeline for individuals, \Ncommunities, to society
Dialogue: 0,0:17:39.17,0:17:43.55,Default,,0000,0000,0000,,to become what they want, \Ncan, dream and should be.
Dialogue: 0,0:17:43.55,0:17:45.50,Default,,0000,0000,0000,,Thank you very much.
Dialogue: 0,0:17:45.50,0:17:48.47,Default,,0000,0000,0000,,(Applause) \N(Cheers)