A.B

ANNOTATED BIBLIOGRAPHY

Armbruster, P., Patel, M., Johnson, E., & Weiss, M. (2009). Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. CBE-Life Sciences Education, 8(3), 203-213.

This article describes a case study on the reorganization of a first-year university biology class. The three main points they have done include teaching specific contents with broader conceptual themes, incorporating active and problem-based learning, and making the environment more student-centered. The result of increased student interest and performance is relevant to our promotion of scientific thinking.

Bell, R. L., & Trundle, K. C. (2008). The use of a computer simulation to promote scientific conceptions of moon phases. Journal of Research in Science Teaching, 45(3), 346-372. doi:10.1002/tea.20227

Common misconception on how moon phases work is common, and all 50 pre-service teachers in this study held such misconceptions. The researchers were able to change the pre-service teachers’ misconceptions by using carefully designed simulation and pedagogical approach that focuses on conceptual change.

Bonwell, C. C., & Sutherland, T. E. (1996). The active learning continuum: Choosing activities to engage students in the classroom. New directions for teaching and learning, 1996(67), 3-16.

This chapter in a book encourages teachers to promote active learning strategies to facilitate student learning. Teachers should consider the learning objectives, personal teaching styles, and students’ level of experience when choosing the right strategies to promote.

Crawford, B. A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of research in science teaching, 37(9), 916-937.

Crawford emphasizes the need for inquiry-based learning with the classroom, especially for science educators. He states that epistemology and curiosity to question the unknown is a valid and essential part in the deduction of science has been not adequately integrated to our currently outdated education system.

DeBourgh, G. A. (2008). Use of classroom “clickers” to promote acquisition of advanced reasoning skills. Nurse Education in Practice, 8(2), 76-87.

Debough suggest that popularization of clicker-based activities (predominant in post-secondary education) may be highly beneficial towards students’ engagement, satisfaction, collaborations, critical thinking, acquisition, reflection, and time management. He suggest that transitioning away from summative to formative assessment may be more appropriate and effective than common traditional approaches within the education system, especially in the case of clicker integration within the classroom -- not only should it be available, but more ubiquitous in other programs and learners.

Driver, R. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education (Salem, Mass.), 84(3), 287; 287-312; 312.

Since the social aspect of science is based on forming clear arguments, the arguments also have a central role in education about science. The authors believe that the current science education pedagogy practices in UK lacks this emphasis on arguments, and this needs to be improved.

Edelson, D. C. (1998). Realising authentic science learning through the adaptation of scientific practice. International handbook of science education, 1, 317-331.

This chapter in a book discusses how technology can be used in aid to promote scientific thinking. It also stresses that scientific thinking can only be fostered by finding a balance between traditional lecturing and interactive technologies.

Fishman, B. J., & O'Connor-Divelbiss, S. F. (2013). International conference of the learning sciences: Facing the challenges of complex real-world settings. Psychology Press.

The process to learn, comprehend, perform, apply and research science are under threat in the current educational system. This article suggest that students must be prepared for realistic challenges of the relevant scenarios and processes to adequately solve global scientific issues.

Geahigan, G. (1998). From procedures, to principles, and beyond: Implementing critical inquiry in the classroom. Studies in Art Education, 39(4), 293-308.

Despite progressive integration and implication of inquiry to educational pedagogy, little guidance of specific methodological approaches and incorporations are provided to educators within the classroom. Geahigan highlights the limitations and abstractions of currently integrated inquiry-based approaches and proposes three essential considerations to foster critical inquiry in classrooms, particular to art education: (1) Personal Responses, (2) Studential Research Activities, and (3) Pedagogical Instructions.

Gilbert, J. K. (2008). Visualization: An emergent field of practice and enquiry in science education. Visualization: Theory and practice in science education, 3-24.

With science becoming more modern and advance, rudimentary portrays of complex science concepts through traditional material objects, pictures, diagram, graphs, and tables, may not be effective for learning in the current era. Through computer simulations and modeling, students may be more proficient at achieving familiarity in visualization and application.

Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., . . . Wood, W. B. (2004). Education. scientific teaching. Science (New York, N.Y.), 304(5670), 521-522. doi:10.1126/science.1096022 [doi]

Even though researches show that the most effective way to teach science is through scientific teaching, getting students to conduct rigorous scientific method, it’s not widely implemented in universities. The authors believe that the change will only happen if the administration implements the approach top-down.

Vavra, K. L., Janjic-Watrich, V., Loerke, K., Phillips, L. M., Norris, S. P., & Macnab, J. (2011). Visualization in science education. Alberta Science Education Journal, 41(1), 22-30.

Vavra et al., suggest that the scale at which science should be learned and practiced should be interdisciplinary, which includes scientific knowledge and context from indigenous traditional ecological knowledge. By integrating a more holistic approach which highlights the environmental, social-cultural, and scientific context, literacy in scientific education may progress and become more applicable to students in the Alberta school system.

inquiry blog guidelines

Identify:
(1) a topic area
(2) two or three guiding questions

Research: (3) what has been done with learned about this already (literature review)
academic papers and books, practitioner article,
press, popular culture
(4) making contact with the real world of teaching and learning
- have conservations with teachers, students, parents, and report back to YOUR impressions
-look at documents, textbooks, websites...

7 - 8 slides, interactive activity 5 - 10 mins, summary of what you found out, bibliography (resource lists)


- albert T.
- How does observational skills influence scientific thinking?
- Given dissonance between knowledge, how does it affect scientific thinking?
(wrong idea)
-

Bodily Experience: Entrance Slip

            We are learners -- visual, auditory, or kinesthetic. Despite the common psychological
misconception that different learners exists, the reality is that learning strategies are not mutually exclusive to learners. Whether it is sensory experiences, gestures, vocalizations, or observations, embodied learning plays a crucial aspect towards aspects of learning. Familiarization and training of different learning strategies increases the dynamics of learning.  Note only can emphasizing different embodied experiences reinforce important subject material and content, it may be a captivative and engaging tactic as an educator.

             From Henderson and Daina's paper of Experiencing Meanings in Geometry, they emphasized a non-classical approach to learning mathematics. Instead focusing on the abstract nature of mathematics in the classroom, they highlighted alternative strategic learning tactics to accommodate individuals who may not grasp the concept as easy. By making course material more tangible, learning retention and ability may increase. By going against traditional conventions of modern mathematical education  by utilizing sensory experiences, gestures, embodied activities, and representations, students may be capable of making the material more relevant, noticeably applicable, and engaging, the future of education may be transformative -- beyond mathematics, but potentially to an array of interdisciplinary courses.

Exit slip: Inquiry Project

                                                                      Inquiry Framework

Original Post:
(1) Curiosity
(2) Epistemology
(3) Passion

Revised Post:
(1) Curiosity & Epistemology & Deduction
(2) Assessment
(3) Pedagogy

I combined curiosity and epistemology together as a coherent and wholesome topic, while assessment and pedagogy are prioritized in the other two important focuses. The emphasis of assessment and pedagogy now is based on the inadequate standardization of current North American summative and formative assessment. By altering teaching practices to better reflect student assessment, individuals may benefit more greatly than prior generations. In the project I would like to address:

(1) multiple choice impracticality and inequality
(2) exam standardization
(3) probing for higher understanding
(4) learning through mistakes
(5) engaging place for learning

with regards to assessment and pedagogy. Coupled with curiosity and epistemology, I think teachers could be the new renewed educators which future generations needs -- not what students has.


Revisited: Old Post


To teach or not to teach? This is the fundamental question which some experienced teachers question to themselves. However, the phrase may be more appropriated addressed as To learn or not to learn? What is the trifecta foundations of education? Despite the phrased rhetorical and ambiguous question, I believe that the foundations of acquiring knowledge are the most crucial aspects of education. Based on personal anecdotal experience, I believe that curiosity, epistemology, and passion are the three major pillars of education.

        Individuals may argue that knowledge, curriculum, pedagogy, and  may be the most potent aspects of educational inquiry. However, how can one excel without the intrinsic desire to seek observations, answers, and knowledge? This form of learning is known as active learning, which curiosity, epistemology, and passion promotes. Detailed factual learning may be adequate for regurgitation of information, yet it does not build nor expand acquired knowledge as fundamentally as independent learning. Passive learning based on knowledge acquisition which are dependent on an external source -- such as a teacher deliver material -- usually promotes little interaction with the  students themselves.

       Curiosity, epistemology and passion provides the framework of inquiry. John Yamamoto once said that "You do not need to be knowledge experts in every field, but you do need to be inquirers of knowledge -- the rest of the information will follow along." Last summer I visited elementary schools in Prince George for science demonstrations for the local STEM summer camp. One of the most successful and impactful projects with the kids were air-powered paper rockets. To see the amazement of paper rockets made from everyday accessible materials such as paper, cardboard, tape, and scissors fly over a soccer field was almost intangible -- "It [was] mind blowing or mind blasting"  was often exclaimed by the nearby children who witnessed there rockets shoot across space. This was one of many experiences which captivated the collective curious, epistemology and passion within a singular project.


Below is an image of the contraception used to launch these explosive rockets:

Rocket Launcher

Other examples of empowering projects.
(Photos are publically permissible based on UNBC Active Mind Waivers):

Cylindrical Rubber Band Rollers

Newspaper Tower Structures

Grades are not everything, is a common statement often said to reassure student's academic anxiety. Even though there may be some truth which exists in this statement, to a large majority, it is wrong.
Grades are everything; they form the foundation of your success in the future, especially within the academic realm. Do you want to be a doctor, lawyer, nurse, teacher, etc.? Maybe or maybe not. But for the ones who do, you are only recognized as a number to academic institutions -- even though it may feel unjustified or corrupt, that's how our current North American post-secondary is standardized. As a student, your self value as a learner is non-proportionately due to academic grading. The reality is that if you perform academically poor or satisfactory, one's hope of potential opportunities are eroded. Marks can abraid or boaster the foundation of occupational possibilities, whether one likes it or not. Our cultural system is founded on the empirical worth of one individual's capability to perform within schools are based on one's subjective assessment of inequality. The one's which can adapt to the teacher strives, while the one's who struggle against compliance and proficiency of arbitrary test fails; inequality of intelligence is profusely ingraining the notions of what is considered a smart and dumb student.

A grading system implemented at the educational level reinforces the concept of operant conditionings. Good grade equate to positive enforcement while bad grade equate to negative enforcement. Our education systems assigns the black and white ideas of right and wrong to every individuals. Whether external rewards of grades if the justified and practical method of assessing students, it decreases the instrinsic value to learn: our goal is please the teacher, not learning or expanding beyond the classroom. By focusing on inquiry based and progress learning of each individual, it may be more reflective an holistic approach to academically assess students. However, this radical idea would require a cultural change to be enabled to integrate this concept within school systems which may not be widely accepted. By utilizing this model in teaching, each student may

Exit Slip: Welcome vs. Unwelcome Biology & Influence of a Teacher

         Content, content, content. Biology is about content -- or that's how it is assumed as junior high school student. This stigma was apparent and regurgitated throughout the classrooms, halls, and parking lot. Even though I had a passion towards biology, content of biology was very limited by the end of my grade 10 year. Grade 11 biology scared me as I didn't know if I would be good enough -- strong enough -- or remembering enough. The idea of uncertainty and negative rumors were quite unwelcoming to me and thee. However, one of the most inclusive experience a student may experience is with the teacher.

          A teacher makes it or breaks it; one cannot learn from someone who they don't like. Luckily my biology teachers were there for us when we were in need, or when we sought need. By integrating an inclusive and supportive environment for one's classroom, passion towards personal and academic growth can excel beyond the boundaries of the classroom. Through culturally challenging ingrained stigmas about particular courses within school systems, uncertainty and negativity may not override our minds before the next semester even started. In addition, by integrating new and innovative pedagogy within the classroom, one can carter content to specific individuals from an array of perspectives. Holistic is intrinsic. There is no mutually exclusive things in life -- no simplistic absolutes in reality. Thus, we must challenge the singular mindset of the value of another -- we are not only good at one thing and nothing else; possibilities exists beyond stigmas.

UBC Orchard Garden

The crispy air, the cold breeze, the chirps of various birds -- all different from the classroom experience. Learning at the UBC Orchard garden was a refreshing experience when compared to the menial classroom environments. The garden provided a safe and inviting work space which allowed for greater discussional activities and engagement from students. Not only were students more motivated, individuals were explicitly joyful of the outdoor classroom -- some even therapeutic.
One of the most noticeable and apparent differences between the indoor and outdoor environment was curiosity and critical thinking. Especially when we were given a task to artistically illustrate artificial and natural objects within the Orchard garden. The various ideologies and interpretations of collective objects were vastly different from student to student. This simplistic design of a task changed my introspective interpretation of things and how others may see something else -- I am not the only lens, nor am I absolute.

Multicultural School Garden: Entrance Slip

                  With a societal culture so saturated with artificial representations (such as roads, buildings, sidewalks, etc.) through the process of urbanization, connectives to nature has collectively decreased. When the natural environment gradually dissipates, is there a reason to reconnect -- or is it too dire or futile? Cutter-Mackenzie (2009) emphasizes the importance and necessity for creating safe learning spaces for students. She suggest that integration of community school gardens may be the solution for creating a sense of space and place, especially for second language learners. Evidence of numerous multicultural school gardens from Australian non-government initiatives highlights the importance and benefits derived form these environmental programs including: educational, social, health, inclusiveness, environmental, cultural and language.


                Despite urbanization dissipating the ubiquitous natural beauty every moment, environmental education is intrinsic and highly valued. Even though we may not be as connected to nature as we use to be from previous nomadic lifestyles, the environment is the foundation with humans depend upon, from resources to community dynamics. Small initiatives such as community gardens ingrained into the primary education can re-create the natural appreciation, conservation, sustainability of our home in the future on a generational scale. Aside from obvious benefits such as natural restoration, air purification, and aesthetic beauty, nature has been linked towards improving mental health. By integrating comfortable and inviting place of learning space, inclusiveness of education may flourish, especially for timid, shy, or language-barrier'd' second language learners. Due to cultural and economic similarities between Canada and Australia, we may extrapolate that integrating such community garden initiatives may provide benefits seen within the Australian culture. Not only this may be a strategic plan on a popularity consensus, growing influence of English language learners in the Canadian system may benefit unequivocally in a positive way.

Praise -- Is it good? Exit Slip

I am highly biased -- I love praise; I strive for praise. My decisions are mainly based whether there is the presence or absence of a reward -- physical or verbal. Based on prior knowledge, psychology suggest that intrinsic desire is more genuine than extrinsic reward. However, despite knowing this, extrinsic motivation has override my intrinsic desire to do things. Appraisal system can be extremely beneficial towards high competitive individuals who succeed, while ones who do not meet exceptional expectation as degradation. Within the academic realm, where academic success is entirely dependent on grades, appraisal system can hinder the self esteem of struggling students, while bolstering who excel. By integrative a more holistic approach towards rewarding students, collectively, more students can benefit within the school system rather than having an individualistic perspective. By weaning away from a completive selfish perspective of learning, rather than collaborative, collective understandings of knowledge and other may increase.

Max Van Manen on 'tact in teachng' - Entrance Slip

         Praise -- everyone likes a praise; it (generally) make us feel good about ourselves. However, do praises have negative connotations sometimes? Max V. Manen's quote of the potential detriments of appraisal resonated with me: "It is important that teachers understand [their] positive as well as negative consequences of praising students." Even though appraisals are beneficial for acknowledging one's accomplishments or effort, if used too loosely and unjustifiably, students affected may become too confident in their ability. For example, if a student was struggling in math class with a failing homework mark and the response is: "Good job; you'll be ready for the test!"
"Even with the best intentions things do not happen that way" Despite the extreme and over exaggerated example, it does make a clear point: when is it appropriate to praise students. When a student exceptionally excels or are hard working -- these are times of approval. However, I believe that moral support towards challenged individuals would be beneficial as well and boost their self esteem. Appraisals are societal confirmations in which one has succeeded and should be cherished and valued. If appraisals are ubiquitous, the value of individual appraisal are diminished. Finding a balance between moral support, appraisal, and comments allow for direct reflection towards students and teachers, as well as parents, indirectly.

           Educated replies on a timely manner are difficult: "Teachers does not have the time to distance [themselves] from the particular moment ... [to figure out what to]... say next." Questions are answers towards oneselve when teaching in the classroom and to reply in a timely manner can be difficult - whether it is uncertain knowledge, inappropriate comment, or controversial topic. Since educators are held at a higher social responsibility thaw normative civilians, teachers should take the time to critically evaluate the question, whether it is rational, moral, or emotional. I believe a usual tact to temporarily resolve this dilemma is to use waiting phrases: "I'll come back to you; I don't remember right now, but I'll have an answer the next day; mind asking me after class today?" These phrases will allow for time for your mind to process these question. Critically evaluated answers and questions will lead to lower chance of miscommunication and emotional controversies within the classroom environment between teacher and student. Conversely, parents may become involved if mindful tact's towards replies are not made.

            Max wrote that "[O]ur sense of pathic in our own or in other people's existence can be a topic for our reflection." This dense statement highlights the personal complexity of ourselves and others. With practical knowledge being pathic, actions and reflections are dependent on emotional learning of sense, presence and perspective. By dedicating time to convert subjective experiences to critical evaluation, one is capable of personally reflecting through communication with oneself or others to determine understanding. Personal reflections are absolutely crucial and necessary for personal growth, especially when professional lifestyle of teaching and self are so interwoven. Evaluations can lead to improvements and increase self awareness on subtleties which may have been ignored. This ultimately assists the educator the most. However, also beneficial towards the students and parents by allowing a top-down reflection approach; studential reflections may be integrated if desired. By integrating and transitioning reflections to the classroom regime, students may develop comfortability nd expression over time.

Exit Slip - Educational Revolution, Sept. 21

                 Humanity substantially changed throughout the past century -- yet education within the school system has stayed quite stagnant and unchanged. By using technology as a progressive innovative teaching aid towards students. The current standardized western view of education is passive -- not active learning. Using video to supplement or replace lectures allows for more collaborative and social problem solving within the classroom as it allows for more time. This also alleviates the allocation of time for the teacher as he/she gets to partition their time for effectively, spending more item to aid and suggest students rather than lecturing. Even though technology in the classroom may be seen as distracting, especially with new necessities of cellphones and devices. However, as a society if we see technology as a part of educational realm, the dichotomy of schooling and technology may be less apparent.

                  Despite favouritism towards the integration of technology towards classic education, there are realistic concerns and exploitations that may occur. I believe that the success of flip classrooms are dependent on the community culture which the program is integrated within. Flip classrooms has been progressively popular within the European schools, yet has been scarce in North America. This discrepancy may be due to difference in the philosophy and culture towards education. Exploitation of this idea may promote individual student who don't value education, leading to potential slacking. Due to difficulty to regulate, monitor, and confirm the completion of watching videos may be catastrophic towards the view and learning of students in need. However, gradual implication towards schools which are open-minded and build a community centralized towards education may be optimal. Gradually, this may cause a cultural and educational revolution towards the neotechnoeducational era.



(Accidentally saved as draft, not published on Thursday)

Sept. 14: Entrance Slip - Grant & Zeichner article: On becoming a reflective teacher

Sept. 14: Entrance Slip - Grant & Zeichner article: On becoming a reflective teacher

There is an assumption which suggests that old information is irrelevant -- clearly, this is far from the truth. The age of information does not degrade nor change on age; instead, new ideas are generated over time which may or may not replace documented knowledge. Grant and Zeichner's ageless article of educational evaluations and considerations succinctly reminded me about the importance of teaching -- not only for the students, but for yourself as well. Reflection, a word heard iteratively stated throughout my teacher candidacy, is still relevant to my everyday actions -- no less meaningful from now and two week ago. I think it is easy to forget to assess introspectively when one is caught in the professionalism of teacher lifestyle. However, the fact is, that we are all human and are continuously learning, even if it means learning more about yourself -- regardless and independent of age. Self reflections allow for personal growth and improvements which may have been unnoticed otherwise. As teachers, we often attempt to be open, responsible, and caring towards our students, but rarely do we consciously enforce these principles towards ourselves. Grant and Zeichner claims that these three steps are crucially important for a healthy and stable mental health as a teacher: open mindedness, responsibility, and wholeheartedness.

Despite evaluating and assessing others within the profession, rarely does it occur to the same magnitude upon ourselves as it may be less cognitively aware of to be more critical upon yourself than others. By participating in regular reflections, unknown or unnoticed difficulties, comprehension, and clarity within your teaching may be addressed for improved over time. As we challenge the students, we must also challenge ourselves as educators, unlike complacency suggested by the paper. Their article highly suggests that teachers must be reflectionist within every aspect of life. Not only do I agree with their philosophy, I believe that teachers must -- not should -- reflect throughout their lives. Even if this consumes additional plethora of time, reflection is the main assessment to critically evaluate oneself and teachers are only as good as the verification of greatness from themselves. When having the power and influence to inspire and change future generations, we must not settle nor accept mediocrity as an educator.

Sept. 14/17: Entrance Slip - Inquiry Topic Possibilities

Sept. 14/17: Entrance Slip - Inquiry Topic Possibilities

(3 areas of education you are passionately interested in and may want to do your inquiry 1 & 2 project on.)

       To teach or not to teach? This is the fundamental question which some experienced teachers question to themselves. However, the phrase may be more appropriated addressed as To learn or not to learn? What is the trifecta foundations of education? Despite the phrased rhetorical and ambiguous question, I believe that the foundations of acquiring knowledge are the most crucial aspects of education. Based on personal anecdotal experience, I believe that curiosity, epistemology, and passion are the three major pillars of education.

        Individuals may argue that knowledge, curriculum, pedagogy, and  may be the most potent aspects of educational inquiry. However, how can one excel without the intrinsic desire to seek observations, answers, and knowledge? This form of learning is known as active learning, which curiosity, epistemology, and passion promotes. Detailed factual learning may be adequate for regurgitation of information, yet it does not build nor expand acquired knowledge as fundamentally as independent learning. Passive learning based on knowledge acquisition which are dependent on an external source -- such as a teacher deliver material -- usually promotes little interaction with the  students themselves.

       Curiosity, epistemology and passion provides the framework of inquiry. John Yamamoto once said that "You do not need to be knowledge experts in every field, but you do need to be inquirers of knowledge -- the rest of the information will follow along." Last summer I visited elementary schools in Prince George for science demonstrations for the local STEM summer camp. One of the most successful and impactful projects with the kids were air-powered paper rockets. To see the amazement of paper rockets made from everyday accessible materials such as paper, cardboard, tape, and scissors fly over a soccer field was almost intangible -- "It [was] mind blowing or mind blasting"  was often exclaimed by the nearby children who witnessed there rockets shoot across space. This was one of many experiences which captivated the collective curious, epistemology and passion within a singular project.


Below is an image of the contraception used to launch these explosive rockets:

Rocket Launcher

Other examples of empowering projects.
(Photos are publically permissible based on UNBC Active Mind Waivers):

Cylindrical Rubber Band Rollers

Newspaper Tower Structures

Sept. 14/17: Exit Slip: Teacher Inquiry & Personal Inquiry

Teacher Inquiry & Personal Inquiry (Ordinary Teacher):

          Their is a misconception that one must be smart to make inquiries, yet this is not true. Everyone has the capability to ask questions and think critically regardless of formal or informal education. Frank McCourt was a renowned educator who did not finish high school. Frank realized the that a teacher does not need to be experts within the subject. He focused on multiple approaches of teachings and swayed away from the conventional classroom environment.

           Frank McCourt stated that "A teacher does not only teach, he[/she] must learn as well." This empowering quote highlights the social responsibility as an educator. This philosophical view allows for a more connected teacher to student relationship. If you can build trust with the students, you can engage the students to learn within the classroom. Whether it is personal experiences or agreeing with rebellious remarks with regards to not do classroom work, you must establish a healthy trust between the educator and students. Yet, despite Frank McCourt's ambiguous allowable topics such as stealing and suicide, he was able to grab the genuine interest with teenagers who may be hard to relate and connect unlike educators who are not relatable or relevant to their lives.

            However, despite the motivational speech and documentaries from Frank McCourt on becoming a better teacher, his philosophical views and practices may not be permissible for the current era of education within the 21st century. How does a teacher balance personal life from professional life when you are seen as a role model for society? Does one simply hide all the questionable experiences from the students? Even more mature content such as movies and television shows which may be relevantly empowering towards course material, it may not be suitable for all students and parents. Even though he challenges the ideology of educator professionalism, I think he definitely provides the passionate flexibility towards different teaching style and methodology away from the conventional norms of the education system. Collectively from all of Frank McCourt's speeches, he provided reassurance towards being different as an educator and a student may not be a bad thing at all.

"It is the differences within another which makes things beautiful and exciting"
~ M.Y

Sept 7/17: Exit Slip: The Ambiguious Value of Knowledge and Information

Summarize the debate/experience. Was there anything in this debate which surprised you or moved you?

                     A highly biased statement was said by a renowned mathematician, Raffaella Borasi which promoted that, "Informal mathematics is just a frill." Despite a highly controversial claim, controversial statements like this allows for more complex and in-depth conversations. From a holistic approach of mathematics of which I took, I quickly realized that not only was I biased -- but everyone other colleague had a personal bias as well. Based on the liberal favouritism to reject Borasi's claim, five collectively pinnacle ideas challenged the frill of informal mathematics: (1) interconnectedness of mathematical applications and equations, (2) retention of information, (3) perspectives of learning, (4) theoretical work is the fundamental basis of the mathematical application, and (5) challenges problem solving and critical thinking abilities.

                     Despite the majority of intraconnected group members agreeing on these ideologies, there were a few that defended Raffaella Borasi's statement -- where efficiency of knowledge prioritizes over theoretical gain. Classmates adjacent to me stated, "How can we learn everything when we don't have the time to understand the material?" and that, "How can I learn the material, if I don't care for it?" These provoking rebuttals challenged my -- or shall I say, majority of our holistic views. Yet, were they truly right? Is it more important to learn  about relevant applications or theoretical ideas? Was I wrong; was I right (like other colleagues)? Undoubtedly, this dissonance has yet to be resolved. However, nevertheless of conflicting beliefs, critical and provoking supports ideas were given by each member within the discussion. I soon realized that despite the overarching theme of mathematical ideology, fundamentally, this was debate of the value of knowledge and information; are some knowledge disposable while others are absolute? The ramifications of this debate may be discussed on a later blog!

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M.Y. 

Greetings

Hello there, Michael here (as you read this, I am continuing to caveman type new content)! Return back in 2- 3 business days for weekly updates! Hope you enjoy following me :)