Shelfari: Book reviews on your book blog

Saturday, July 19, 2014

Masterpost- deal with later

I adore this textbook on Second Language Acquisition: Making Communicative Language Teaching Happen 2nd ed by James Lee and Bill VanPatten


College by 12?

These parents got their kids into college by age 12 through some non-traditional teaching methods. I love the idea of teaching kids to follow their interests. If something interests a person they are more likely to enjoy doing the work required for it. I hope I can find a way to tap into this concept as well.

https://shine.yahoo.com/experts/how-we-got-our-kids-into-college-by-age-12-175102493.html





Sites I want to save for later use:
Virtual Nerd


Snipping Tool: This tool allows me to copy things from online without having to retype it all up. It's extremely useful for making lesson plans and creating worksheets.



This one teacher did a few videos with her students covering some math concepts:


I really enjoy this site for the short, concise videos which explain how to perform certain mathematical processes by hand: http://www.virtualnerd.com/

An interactive website which shows 1-400 and greys out multiples of prime numbers when you click on them. You start with 2 and go on up. I could see myself using this with students to show them a visual representation of how the sieve works. I will definitely use it when teaching prime numbers. http://www.hbmeyer.de/eratosiv.htm


I really like this site because it is a fun way to do grammar exercises and it gives explanations for why things are correct or incorrect. http://www.colby.edu/~bknelson/SLC/pret_imp.php



Favorite Translating Site: http://www.wordreference.com/

http://rubistar.4teachers.org is a great site to make rubrics with, so I've been told. I haven't actually used it yet, but I figured it would still be a cool resource to share.

Edit: Another example of a better way to teach math: https://secure.lipscomb.edu/ayers/Video/Play/6

Example of Japanese classroom using the teaching  methods I am now learning to use: Structured problem solving: http://timssvideo.com/49





My aunt is a math teacher and she uses this song. But the more remarkable part is that she accidentally taught it to her three-year-old granddaughter in the car one day by singing it a few times. My baby cousin is adorable already but even more so when she's singing this. 

I would love to see a comparitive math question in which a student at an anime convention is trying to decide whether to buy manga at one station or another at an anime convention based on the sales they are having. Geek culture is growing and I think it would apply. 

I noticed a teacher who counted down from 5 to get the students to pay attention. By the time she got to 1 they were all quiet and ready to listen. I think this would be effective and anyone still talking at 0 would get a warning and so many warnings would merit a detention.


I think it would be cool to occasionally have my Algebra students work out problems to figure out which HW problems they have to do. Ex: 4-2i with the condition i = 0-20. I know of another teacher who did this and I think the concept is neat.


I'm thinking that every January I will hold a contest of some kind that will run from when class starts in January up until March 13. The winning class will get homemade pie on March 14 (or the Friday closest if it's on the weekend).


Math Pickup Lines FACTS

There are no clever pickup lines. But these aren’t pickup lines. These are mathematical facts applied to real life as if they were pickup lines. Similar, but not the same. Easy to confuse though. But show your Valentine just how clever you are with some of these wonderful facts:

You must be the square root of -1 because you can’t be real.

Love is like pi; irrational and never ending.

Students could respond with more clever math lines (that are clean and mathematical) for points toward pi day. I think I will open up this point opportunity the first day of February and give students until the 14th to participate. Participation would of course be voluntary.




One teacher, a Professor R. Smullyan, wrote of a method he used in a geometry class in his book 5000 B.C. and Other Philosophical Fantasies that I found interesting (http://www.cut-the-knot.org/pythagoras/index.shtml). He drew a right triangle and then drew squares on both the legs and the hypotenuse. Then he told his students to pretend the squares were gold and he asked them if they would rather have the large square on the hypotenuse or the two smaller squares on the legs. Students gave a variety of answers, but were surprised when he informed them that it did not matter because of the Pythagorean Theorem which states “The area of the square built upon the hypotenuse of a right triangle is equal to the sum of the areas of the squares upon the remaining sides.”


I like this method. It provides a visual representation as well as a real world connection. I know it’s not a proof, but I still like it to use to segue into a proof which uses squares. 






Game: Unders and Overs

For teachers who like an activity-based approach to the study of statistics and probability, Unders and Overs is a rich introductory activity that can be studied by students with various levels of mathematical maturity from upper primary school to year 11 Maths.

Materials
Two dice; one large table; five poker chips for each player plus fifty or so chips for the bank; one white board marker.  Optional - armband, croupier’s eyeshade, bowtie, a vest and hair slicked back with Bryl Cream.

The Activity
Bill is at the front of the room, dressed like a croupier, behind a large table. Not too large, it is important that he can easily reach all parts of the table. On the table directly in front of Bill is a white board marker and piles of poker chips.

[Comment: In the old days you could often find a game of Unders and Overs at the local school fete, being run by one of the parents.  It was illegal but this was generally ignored as the gambling activity raised money for the school.]

‘Come on down, come on down.  You’ve got to be in it to win it.  If you don’t speculate you can’t accumulate.’

The students gather around the table.
‘Ladies and gents, the name of the game is Unders and Overs.  Here is how you play.’

Bill takes the white board marker and draws two lines on the table, dividing it into 3 sections.  In one section he writes ‘Under 7’, in the middle section he writes, ‘7’ and in the remaining section he writes, ‘Over 7’.  Bill looks around furtively.

‘I hope the boss doesn’t catch me doing this.  Now I am going to toss two dice.  There are three possible outcomes - the total is Under 7, the total equals 7 or the total is Over 7.’

Bill rolls the dice a few times.  The patter changes depending on the outcomes, eg,
‘Under 7; and Under 7 again.  It looks like Under 7 hot.’  Under 7 again.  There - an Over 7, that balances things up a bit.’

Bill now explains how to bet.
‘Ladies and germs, boyz and girlz, you can bet on Under 7.’  Bill places a small stack of chips in the Under 7 section. 
‘If the total of the two dice is under 7, ladies and germs, you win even money.’  He places a stack of equal height next to the first stack. 

If you bet on Over 7 and the total is over 7, ladies and germs, you win even money.  Bill repeats his actions in the Over 7s section.

And if you bet on 7 and the total is 7, ladies and germs, I pay out not even money, not 2 to 1 but ladies and germs I pay 3 to 1 on a total of 7.’  Bill places a three stacks. each as high as the original one, next to the original stack.

‘Just think about it - there are only 3 possibities and on 7s I pay out 3 to 1.  You walk away with four times your bet.  Ladies and germs I will probably lose my shirt on this, but that’s the sort of generous guy I am.’

Bill now places a few chips in each section, rolls the dice and demonstrates how he pays out, by placing a stack of chips from the bank next to the winning stack and then taking up the losing chips.

He then passes out 5 chips to each player.
‘OK, ladies and germs, place your bets, place your bets.   You’ve got to be in it to win it.  If you don’t speculate you can’t accumulate.  You have to bet big to win big.  Under 7 pays even money, Over 7 pays even money and 7 pays 3 to 1.

Students place one or more chips in various sections of the board.
‘If you don’t bet big you can’t win big.  Any more bets?  OK, the table is closed, no more bets.’

Bill rolls the dice.  They come up 4 and 2, say.
‘4 and 2, that’s 6, that’s Under 7.  Under 7 pays even money.’

Bill places a stack of chips next to each winning bet and then clears away the losing bets.
‘OK, place your bets, If you don’t speculate you can’t accumulate.....’ etc

The students play a couple of rounds.
‘I seem to be doing OK, so I’ll tell you what.  Being a magnanimous chap, I’m going to increase the payout on 7s to 4 to 1.  That’s right, ladies and germs, if 7s comes up, for every chip you bet on 7s you win 4 more chips if 7 is the total.

The students play 2 or 3 more rounds.
‘Now lets have a show of hands - who is well ahead?  Who is about even?  Who is losing?  Who is broke?’

Usually the majority of students are broke, a few are about even and a few are well ahead.  Bill points out how well the back has fared, then collects up the chips and asks the students to return to their seats.
‘Now that we’ve played a few rounds, and you have a feel for the game, I want you to think about a strategy that will give you the best chance of winning.  You can talk it over with your mates if you wish.  Once you have your strategy figured out I want you to write your strategy down.’

The students are given a few minutes to do this.  Common strategies are to wait for a run and then either bet on the same outcome (‘the lucky streak theory’) or on the opposite outcome (‘the law of averages theory’).  The class members should share some of the strategies.

‘OK come on down, come on down.   You’ve got to be in it to win it, if you don’t speculate you can’t accumulate, to win big you have to bet big.’

The above scenario is repeated.   Usually it takes longer for the students to lose their chips as students are more cautious in their betting, but the final outcome is the same.  The bank is the big winner.  The students turn in their chips and return to their seats.  Bill passes out a table of random numbers generated in a spreadsheet that uses the correct probability for each total of two dice.  He explains how the table can be used to simulate the tossing of two dice.’

‘What are the chances of winning each of the bets?  We can use the Unders and Overs Simulation sheet to help us find out.’  Pick a starting spot and a direction at random.  Select 50 numbers and record them as either Under, Over or Sevens.  Then total up how many are in each category.’

Bill demonstrates how to do this on an overhead transparency.  He then gives the students time to gather the data.  The class can pool their results to find the experimental probability of each of the outcomes.  Depending on the sophistication of the class, the theoretical probability can now be calculated and compared to the class results.

It is instructive to have students use the Unders and Overs Simulation sheet to test their strategy.   Here is an example.

‘We can also use the table to see what happens after we get a run of three Under 7s.  Move your finger along a randomly chosen row or column until you get three numbers under 7 in a row.  Record the next number.  Repeat this until you have recorded 20 numbers.’

The students carry out this simulation.  The class results can be quickly collated on the board.  The students will see that a run of Under 7s doesn’t alter the chance of an Under 7 coming up next.

This activity closes with a discussion of who really wins these games, and what the almost certain outcome is for folks who gamble often.

 From the Exploring Data website - http://curriculum.qed.qld.gov.au/kla/eda/
© Education Queensland, 1997


More Probability Games: http://www.scholastic.com/probabilitychallenge/

Predicting uniqueness of DNA with probability. http://nrich.maths.org/6680

MUSIC IN MATH: http://nrich.maths.org/5478

Rock, Paper, Scissors: http://www.math.wichita.edu/history/activities/prob-act.html#rock
Could go a number of ways with this: What's the probability of you winning all of them. Probability of tying with scissors, getting scissors, or etc.

http://www.bbc.co.uk/schools/teachers/ks2_activities/maths/probability.shtml






Japanese multiplication.


I feel like the American version makes it clear that we are dealing with numbers more so than the Japanese version. The Japanese version feels a bit like magic. I am still amazed that it works. The explanation links it to foiling. I think this is a difficult concept to grasp, but it is neat that it links to something students will learn later in high school. They learn how to use this method in elementary school and build on it in high school. I think that is fascinating. It allows teachers to take something the students are comfortable with and introduce something new that they are uncomfortable with. 


In terms of usability, this method is quick and easy, though on the blog a commenter noted that it can be a pain to draw out all those lines and then count them. While I see his point, I also feel it is an effective method. After all, it is basically counting. Once the concept is down, it is pretty straightforward and simple. However, students in a rush are often known to multiply incorrectly when using the method taught in American schools. In fact I had to look up how to multiply by hand and I even messed up when multiplying two random large numbers to test both methods out.

Both methods are easy to understand. Both methods consistently give accurate answers. However, both had efficiency issues. In the American long multiplication, students may panic and multiply incorrectly in their heads. At the same time, students might draw their crosshatch incorrectly, for example drawing lines too close together, or obsess about drawing it perfectly. They may also panic and miscount. I would teach both. I think they are both useful to learn and students can always decide which one to use in the moment. For example, with larger numbers, 99 x 88, students may want to use the long multiplication to avoid drawing a lot of lines. But in smaller things 33 x 44, students can draw the lines. Honestly, it is really up to the students which one they feel they can use most efficiently and accurately. To be honest, the method they are most comfortable with which the mess up the least is going to be the one they use. 




Homework idea:
I thought this was a great idea and something I wouldn't have come up with personally. Since I lose access to the class once the semester is over I wanted to have a copy for myself: 

Thomas M: 
I am now attempting to implement more interactive homework assignments instead of simply book assignments. One idea is to have the student take a problem from class or from the book and explain to someone how to work the problem. Or take a problem or concept and give a real world application for the problem. Another example would be to illustrate a problem. Maybe it would allow the students to step into a more comfortable area for them. So that would be my advice, to try some different strategies that may be more interesting to the students while still accomplishing the goal of extending or reinforcing the student's learning.


Thursday, November 21, 2013

More Memes!

These are some random memes I found from Tumblr. I have no idea what they're called.


This is probably how I will feel when students watch movies in my class.






Good Advice Duck
http://www.quickmeme.com/Good-Advice-Duck

I can imagine this would be a good one to utilize for giving students tips on something they struggle with alot. Nothing comes to mind right away, but I'm sure in Math or Spanish something that seems like a classhack/cheat (based on lifehack) will come up eventually.

Tips from Teacher Observation- Spanish


Makeup work binder for each class- make a sheet telling what we did that day as well as copies of any handouts given (she has them make their own notes so there aren’t a lot of grammar handouts. I may wish to do a combination of both. I might give my higher classes a nice pretty version of the grammar rules but make lower classes copy and make their own.

Journals- have students write so many lines per day in Span. Once a week they have to write a focus in which they wish to specifically practice grammar, vocab, or culture. Higher classes also have to do an article focus in which they lookup an article online IN SPANISH, summarize and respond to it. (I could use my blog to list different articles they could respond to and this way include political, feminist, equality, etc stuff into class. I could also use it to include cultural aspects of the culture that we do not get to.

            Grade journals for completion, but otherwise don’t grade them for correct grammar. Idea is to give them a way to practice writing freely and get comfortable with it. Maybe circle repeated errors for them to pay attention to but otherwise it’s allll good.


One part of classroom management is to keep them busy- overplay so that you never have a moment of free time. Free time is the enemy. If I finish and have a few minutes at the end of the class then I need to have them pull out hw and start working on it.

No late work accepted
Hw due every day at beginning of class

Grade hw for completion- sign sra or initials in diff ink each day and record the grades in that ink. (bright colors like what I bought for my agenda book) and use them all over and over in same order to make things easy- also makes gradebook fun!

Let students know hw is graded for completion. Pick it up at beginning, have them work in groups or stand-alne activity, grade/check hw then hand back out and review. 

Complete HW myself and scan into computer- project correct hw up on board for students to see.

Fun game: matching with eng/span words, could also use it for synonyms and antonyms in higher classes. Can give incentive for students to play by giving winners extra 5/0 grade. Doesn’t have to be specifically hw or test or quizzes, just a random one.

Train students that when I am in the front of the room they need to be silent. When we come in we get settled. When bell rings we start bellwork and stop talking. No talking through Channel 1.

Use checks to signify students who disobey (my idea) Let them know how many checks gets them what punishment. 

Has them listen to song and fill in words in subjunctive. Tells them they won’t know if it’s for extra credit, completion, or nothing. So they need to do their best.

(uses speakers to play song for whole class)

Use songs to show subjunctive- Example Juanes- A Dios Le Pido. (See worksheet she gave me. (I also like Fanny Lou’s song “no eres para mi” for supe)

Listen to song twice if needed (asks them how many have 5 filled in, 6, 7, 8, 9. Fewer and fewer hands pop up.)  Asks if they need to hear it a third time then lets them if needed but 3x is max


Can use spotify app/Youtube/Pandora for songs I don’t have in my iTunes- may need to turn down volume for commercials on spottily


Can base rest of class on what first period gets through.


Introduced commands first then used them to lead into subjunctive since sub is the larger topic. 

Wednesday, September 11, 2013

Ideas for Spanish Classroom

I posted: Question #3:  According to Lee and VanPatten, “we may come to the conclusion that languages are, in essence, unteachable…”  What do you think they mean by this?
I think this refers to the cultural aspects behind culture. Things such as slang and turns of phrase are difficult to learn because they often make no sense when directly translated. Also things like Benedict Arnold in English for a traitor would require explanation to be used in another language. Just the same, there are many references in other languages that would have to be explained. That kind of thing doesn’t often get taught in language classes. So the cultural aspect of language is often lost when it is taught. 



A fellow student, Roxanna H. responded with:
I am not sure I agree with you. While many phrases cannot be directly translated, there are many phrases that have English equivalents. I think that looking at language acquisition the question is what is the end goal of teaching the language. If one bases success off of fluency, I think our standard becomes different. I teach my students slang and idioms. I make it a point to speak with native speakers so that I can learn new slang and new idioms. I can also teach my students about daily life and about cultural norms.  Culture is a critical part of language learning. Learning words without learning about the people who speak them are takes away from the experience. This is not to say that we can teach them EVERYTHING. There are only 180 school days after all. However, I make it a point to bring in people who can tell my students about current music, movies, and slang and make an effort to teach them language that is used on the street. I do this because I know they will encounter it. There are certain things that may not be able to be taught in a classroom, but the limitations are due to time rather than the ability of information to be passed from the teacher to the student.



~~~~~~~~~~~~~~
I think Roxanna's ideas are bomb and I should try to implement them as well.





Another idea: teach words using pictures. Idea is that the words stand for things rather than for translations of things. 

Friday, April 12, 2013

Memes

So I want to incorporate funny (but appropriate) memes in my class and more specifically on my blog. Here's some memes I made with examples of how I could use them as well as links to making them:


http://memegenerator.net/Overly-Obsessed-Girlfriend

Here's the origins of this meme: http://knowyourmeme.com/memes/overly-attached-girlfriend

I use it as is because she looks creepily happy, which is what I imagine students think teachers look like when they make "cruel" decisions.



http://memegenerator.net/Bill-Lumbergh-Office-Space

I could use this for rules or silly points I'd like to make such as being late, being messy, etc.





I could use this one to clear up misunderstandings. 






For all the derp things.






http://memegenerator.net/Charlie-And-The-Chocolate-Factory

Sarcasm attack!



http://memegenerator.net/Brace-Yourself

http://memegenerator.net/Victory-Baby



http://memegenerator.net/Annoying-Facebook-Girl
I'll probably use this one either to make a point about grammar (since poor grammar usage is part of the meme) or for something I'm super excited about.



Saturday, March 23, 2013

Readability Checklist Assignment


Samantha Bustos-Hubeny
RDNG 7545



“From Nature” by Ralph Waldo Emerson
When we speak of nature in this manner, we have a distinct but most poetical sense in the mind. We mean the integrity of impression made by manifold natural objects. It is this which distinguishes the stick of timber of the wood-cutter, from the tree of the poet. The charming landscape which I saw this morning, is indubitably made up of some twenty or thirty farms. Miller owns this field, Locke that, and Manning the woodland beyond. But none of them owns the landscape. There is a property in the horizon which no man has but he whose eye can integrate all the
144 syllables, 6.5 sentences, 8th grade reading level


“Soldier’s Home” by Eernest Hemingway
Krebs acquired the nausea in regard to experience that is the result of untruth or exaggeration, and when he occasionally met another man who had really been a soldier and they talked a few minutes in the dressing room at a dance he fell into the easy pose of the old soldier among other soldiers: that he had been badly, sickeningly frightened all the time. In this way he lost everything.

During this time, it was late summer, he was sleeping late in bed, getting up to walk down town to the library to get a book, eating lunch at

136 syllables, 1.5 sentences, 10th grade reading level



“A Noiseless Flash from Hiroshima” by John Hersey

Dr. Fuji sat down cross-legged in his underwear on the spotless matting of the porch, put on his glasses, and started reading the Osaka Asabi. He liked to read the Osaka because his wife was there. He saw the flash. To him- faced away from the center and looking at his paper- it seemed a brilliant yellow. Startled, he began to rise to his feet. In that moment (he was 1,550 yards from the center), the hospital leaned behind his rising and, with a terrible ripping noise, toppled into the river. The doctor, still in the act of getting ot his feet, was

144 syllables, 7 sentences, 7th grade reading level

General Textbook Readability Checklist
In the blank before each item, indicate V for "yes," + for "to some extent," or x for "no" or 'does not apply."
UNDERSTANDABILITY

___V___1. Are the assumptions about students' vocabulary knowledge appropriate?


___Vweaw___2. Are the assumptions about students' prior knowledge of this content area appropriate?


___+___3. Are the assumptions about students' general experiential background appropriate?


____x__4. Does the teacher's manual provide the teacher with ways to develop and review the students' conceptual and experiential background?


___+___5. Are new concepts explicitly linked to the students' prior knowledge or to their experiential background?


___+___6, Does the text introduce abstract concepts by accompanying them with many concrete examples?


___+___7. Does the text introduce new concepts one at a time, with a sufficient number of examples for each one?


___V___8. Are definitions understandable and at a lower level of abstraction than the concept being defined?


___V___9. Does the text avoid irrelevant details?


___V___10. Does the text explicitly state important complex relationships (e.g., causality and conditionality) rather than always expecting the reader to infer them from the context?


___x___11. Does the teacher's manual provide lists of accessible resources containing alternative readings for the very poor or very advanced readers?


___V___12. Is the readability level appropriate (according to a readability formula)?


USABILITY
A. EXTERNAL ORGANIZATIONAL AIDS

____V__1. Does the table of contents provide a clear overview of the contents of the textbook?

___V___2. Do the chapter headings clearly define the content of the chapter?

___V ___3. Do the chapter subheadings clearly break out the important concepts in the chapter?

___V___4. Do the topic headings provide assistance in breaking the chapter into relevant parts?

___V___5. Does the glossary contain all the technical terms in the textbook?

___x___6. Are the graphs and charts clear and supportive of the textual material?
___+___7. Are the illustrations well done and appropriate to the level of the students?
__V____8. Is the print size of the text appropriate to the level of student readers?

___V___9. Are the lines of text an appropriate length for the level of the students who will use the textbook?
___x___10. Is a teacher's manual available and adequate for guidance to the teachers?
___+___11. Are the important terms in italics or boldfaced type for easy identification by readers?
___+___12. Are the end-of-chapter questions on literal, interpretive, and applied levels of comprehension?

B. INTERNAL ORGANIZATIONAL AIDS
___+___1. Are the concepts spaced appropriate throughout the text, rather than being too many in too short a space or too few words?

___V___2.. Is an adequate context provided to allow students to determine the meaning of technical terms.

___V___3. Are the sentence lengths appropriate to the level of students who will be using the text?

___V___4. Is the authors style (word length, sentence length, sentence complexity, paragraph length, numbers of examples) appropriate to the level of students who will be using the text?

____V__5. Does the author use a predominant structure or pattern of organization (compare-contrast, cause-effect, time order, problem-solution) within the writing to assist students in interpreting the text?
INTERESTABILITY
___x___1. Does the teacher's manual provide introductory activities that will capture students' interests?
___V___2. Are the chapter titles and subheadings concrete, meaningful, or interesting?

___V___3. Is the writing style of the text appealing to the students?
 ___+___4. Are the activities motivating? Will they make the student want to pursue the topic further?
____x__5 Does the book clearly show how what is being learned might be used by the learner in the future?

___+___6. Are the cover, format, print size, and pictures appealing to the students?

___+___7. Does the text provide positive and motivating models for both sexes as well as for other racial, ethnic, and socioeconomic groups?
___+___8 Does the text help students generate interest as they relate experiences and develop visual and sensory images?


SUMMARY RATING
Circle one choice for each item.
The text rates highest in understandability / usability / interest,
The text rates lowest in understandability/ usability/ interest.
My teaching can best supplement understandability/ usability / interest.
I would still need assistance with understandability/ usability / interest.

STATEMENT OF STRENGTHS(The strengths of this textbook are….)
 Variety of themes
Good pictures and decorations to make the book aesthetically pleasing.
Good use of vocabulary
There are selections about nature and war and the Salem witch trials, just to name a few. Those alone show a good variety already.  The textbook itself is very aesthetically pleasing to look at. Some pages have decoration at the bottom or all around the page and some of the pictures are really cool. Plus the entire book is yellow. The creativity of the colors in this book please me. I like the words they choose to define on the page itself. I feel they do a good job of picking out which words may be foreign to students.


STATEMENT OF WEAKNESSES: (The weaknesses of this textbook are...)
 Uninteresting
Low Reading Level
Lack of sufficient stories written by females and a good variety of races

I feel the stories would be boring by the students. I love to read and I only spotted a few stories that I remember being interesting.  Everything else sounded dull, to be honest. I would need to do something to keep the students interested. I feel the reading level should be higher than it is. While tests need to be below reading level, I feel English classes need to be above reading level to properly challenge students. There is an extreme lack of stories written by people of color and women. The majority of the stories were written by white males. I feel like they should be the minority as they are the things students read most about in every other English class they could ever take.




Saturday, February 23, 2013

INTO THE FUUUUUTUUUUUUURE!




The White Paper didn’t really tell me anything I didn’t already know from my own experiences. I am personally plugged into a variety of online sites. I already knew that students are using technology to communicate and even date from across the globe at an almost constant level. I myself have felt the high that comes from having new notifications and texts, so I know how addicting it can get and how fast-paced the online culture is.

It is very true that youths are much more likely to want to learn things from other youths, usually who are within their same interest groups. I feel like this indicates that we should be stressing peer-to-peer tutoring more. I went to more study groups in college than I went to tutoring labs. So I feel the same could be implemented in high school. For example, students with a study hall could instead be tutors to younger students. I think that would be a great way to capitalize on their desire to learn from their peers.
Webcam tutoring would be a cool thing to set up in my opinion. However, I have tried doing so before and found out my camera was too poor quality for me to show my friend the solution to the equation I was helping him figure out. However, I believe with some decent quality webcams and some white boards, students could tutor each other from pretty much anywhere. 


I think most of the stuff I saw on the site seemed pretty cool. I honestly don’t think body modifications will become much cheaper in seven years, especially if they do branch out to include things that affect the mind, than they are now, even if they do become more popular and more practical. But It was cool to read about it.I feel like one of the most important things I will need to be able to teach my students in 2020 is how to discern facts from fiction in the virtual world, how to deal with cyber bullying, and how to not be a cyber bully. The thing about the internet is that it removes the human factor and with it some people’s humanity. 

At the same time I have seen people be too open. I think one helpful thing will be to show students how to be more cautious about what they post. For example, I have to be careful what I post on my Facebook, even though it is private, as I am a Sunday School teacher. Jokes with foul language in them would be inappropriate for me to post. However, up until the time I graduated college, no one said a word to me about what was appropriate or inappropriate or why it was important to care about such things. In this new digital world, students can end up hurting themselves when it comes to job opportunities based on what they’ve posted online. So I feel that will still be worthwhile to teach my students in 2020.