Timing the Vegetables

The Journal of Preventive Medicine (via TreeHugger) says that in elementary school, Kids will eat more veggies if you let them play first : TreeHugger

Moving recess to before lunch increased consumption of fruits and vegetables by "0.16 servings per child", which might sound small, but it represents a 54% increase, which is huge. Pre-lunch recess also increased the number of children eating at least one serving of fruits or vegetables by 10% points.
Another beneficial effect of this simple change was the dramatic reduction in wasted food, by about 40%.

It's the sort of thing that I would class as "worth a try", both for schools and households. Wouldn't you?

FUNtervals

Fun and games make for better learners -- ScienceDaily

Four minutes of physical activity can improve behaviour in the classroom for primary school students, according to new research by Brendon Gurd.

A brief, high-intensity interval exercise, or a "FUNterval," for Grade 2 and Grade 4 students reduced off-task behaviours like fidgeting or inattentiveness in the classroom.

... FUNtervals involved actively acting out tasks like "making s'mores" where students would lunge to "collect firewood," "start the fire" by crouching and exploding into a star jump and squatting and jumping to "roast the marshmallows" to make the S'more. Each activity moves through a 20-second storyline of quick, enthusiastic movements followed by 10 seconds of rest for eight intervals.

I would expect this to become rote and lose some of its effectiveness after a few weeks or months, but retain some for years...it seems somewhere in between the adult-structured "games" of a gym class on the one hand, and the kid-structured play that Peter Gray talks about. I'd also think that it might be possible to keep it from becoming rote by having some of the eight activities be chosen by groups of kids, and at least one of them developed by those groups as replacements for the original set.

Games and Cognitive Skills

I've posted before about educational computer games, at Math Games Research, about games from Quizlet sets and the related "Purpose Games", and about more idiosyncratic augmented reality games.

Today I see that an Oxford study reports that video-game playing for less than an hour a day is linked with better-adjusted children, study finds; it's better to play than not, but moderation is good. So what can you do with an hour a day? Go back in the literature and see Video game 'exercise' for an hour a day may enhance certain cognitive skills

Non-gamer participants played five different games on their smartphones for an hour a day, five days of the week for one month. Each participant was assigned one game. Some played games like Bejeweled where participants matched three identical objects or an agent-based virtual life simulation like The Sims, while others played action games or had to find hidden objects, as in Hidden Expedition.

After this month of 'training', the researchers found that people who had played the action game had improved their capacity to track multiple objects in a short span of time, while hidden object, match three objects and spatial memory game players improved their performance on visual search tasks. Though previous studies have reported that action games can improve cognitive skills, the authors state that this is the first study that compared multiple video games in a single study and show that different skills can be improved by playing different games.

You may be imagining an hour a day spent sitting, and I suppose this can be done on a bus, but actually, I'm imagining an hour a day on a treadmill.

Or then again, maybe not.

Civics Games

I've written a bit about educational games previously; now I see retired Supreme Court Justice Sandra Day O'Connor getting into the act, at Citizenship goes digital: Online gaming effective in teaching civics -- ScienceDaily

Can playing online video games help students learn civics education? According to Baylor University researchers, the answer is yes. Brooke Blevins, Ph.D., assistant professor of curriculum and instruction and Karon LeCompte, Ph.D., assistant professor of curriculum and instruction in Baylor's School of Education studied the effectiveness of iCivics, a free online website founded by retired Supreme Court Justice Sandra Day O'Connor that teaches civics concepts using 19 educational games.

The study, published in The Journal of Social Studies Research, shows iCivics is an effective tool for teaching civics concepts to primary and middle school students.

As part of the study, more than 250 students in two Waco-area school districts played iCivics games for six weeks, twice a week for 30 minutes. Students took pre-tests and post-tests and completed journal entries on their experience. ... Statistically, most of the grades showed improvement in their civics education, but with younger students exhibiting the most gains.

"Students in grades 5 and 8 showed improvement in test scores with eight-grade students scoring nearly five points higher on both," Blevins said. "Students in fourth grade showed a marked improvement of nearly 10 points, the highest out of all of the grades."

In the long run, there will be a large part of each kid's education which is provided this way, and it will be very cheap as well as self-motivating. I do wonder how large the part will be.

Math Games Research

Some evidence that computer games do better at teaching math than traditional exercises, reported by Science Daily at Math game more effective than paper exercises

To measure the effectiveness of Monkey Tales, a study was carried out with 88 second grade pupils divided into three groups. One group was asked to play the game for a period of three weeks while the second group had to solve similar math exercises on paper and a third group received no assignment. ...
Broadly speaking, it can be concluded that the game showed better results both in terms of motivation and learning efficiency. Further research should reveal how these additional learning outcomes are achieved by the game. Possible reasons are the continuous feedback players receive during gameplay, that the game is more motivating, that it adjusts the difficulty level to the player or -- more generally -- that it trains additional cognitive skills such as working memory and attention.
Serious or educational games are becoming increasingly important. Market research company iDate estimates that the global turnover was €2.3 billion in 2012 and expects it to rise to €6.6 billion in 2015. A first important sector in which serious games are being used, is defence. The U.S. Army, for example, uses games to attract recruits and to teach various skills, from tactical combat training to ways of communicating with local people. Serious games are also increasingly used in companies and organizations to train staff....

The game studied here was Monkey Tales Games - Educational math games. Progress. Or regress, of course. Probably one of those.

Boys (mostly) Won't Be Girls

Everybody's different. Sometimes one group of individuals seems substantially different from another. Stop Penalizing Boys for Not Being Able to Sit Still at School - Jessica Lahey - The Atlantic

According to the book Reaching Boys, Teaching Boys: Strategies That Work and Why, boys are kept back in schools at twice the rate of girls. Boys get expelled from preschool nearly five times more often than girls. Boys are diagnosed with learning disorders and attention problems at nearly four times the rate of girls. They do less homework and get a greater proportion of the low grades. Boys are more likely to drop out of school, and make up only 43 percent of college students. Furthermore, boys are nearly three times as likely as girls to be diagnosed with Attention Deficit and Hyperactivity Disorder (ADHD). Considering 11 percent of U.S. children--6.4 million in all--have been diagnosed with a ADHD, that's a lot of boys bouncing around U.S. classrooms....

Hmm....sounds like 4.8 million boys and 1.6 million girls. You wouldn't want to forget the 1.6 million by creating a boys v. girls division, but on the other hand even that might be better than what we have now. The book being described apparently sorts out results from a survey describing

eight categories of instruction that succeeded in teaching boys. The most effective lessons included more than one of these elements:

• Lessons that result in an end product--a booklet, a catapult, a poem, or a comic strip, for example.
• Lessons that are structured as competitive games.
• Lessons requiring motor activity.
• Lessons requiring boys to assume responsibility for the learning of others.
• Lessons that require boys to address open questions or unsolved problems.
• Lessons that require a combination of competition and teamwork.
• Lessons that focus on independent, personal discovery and realization.
• Lessons that introduce drama in the form of novelty or surprise.

I suspect that, in the end, we want all of those to be available -- not compulsory -- for kids and groups, some in formed in person and some by telepresence.

Or then again, maybe not.

Learning by Video Game

From UCSD via Science Daily, a self-motivating educational experience: Computer scientists develop video game that teaches how to program in Java

CodeSpells' story line is simple: the player is a wizard arriving in a land populated by gnomes.... The wizard must help them. She (or he) writes spells in Java. ...
Players can also earn badges by undertaking simple quests, which help them master the game's spells. One quest entails crossing a river. Another entails rescuing a gnome from the roof of his cottage... By the time players complete the game's first level, they have learned the main components of the Java programming language, such as parameters, for if statements, for loops and while loops, among other skills.
Researchers tested the game on a group of 40 girls ages 10 to 12 in San Diego...."We were purposefully vague," they wrote, "as we hoped to encourage a largely unstructured learning environment."
The students were disappointed when they had to stop playing because the test was over.

And there ain't no maybe not about it.

Networks of Imagination

Ken Bausch mentioned this last December; The Global One-Room Schoolhouse: John Seely Brown | DMLcentral

In this video, which contains the highlights of his “Cultivating the Entrepreneurial Learner” keynote at the 2012 Digital Media and Learning conference in San Francisco, he introduces the fascinating notion of “a global one-room schoolhouse through networks of imagination.”

It seems to me that this is quite compatible with Sal Khan's vision (and book) that I've mentioned a few times, but it's an interestingly different point of view. I'm inclined to see it as a mix of Khan with some of Yong Zhao's World Class Learners, but that oversimplifies as usual. I do see him as detecting and approving a trend towards tools like Scoot & Doodle | Get Creative Together, which has just received fairly major support from Pearson among others.

Google+ Hangout App Scoot & Doodle Raises $2.25M Seed, From Valley Angels & Pearson, To Get More Kids Learning Through Play | TechCrunch

Well, maybe not just kids, or just play; I'll add some emphasis in a quote from the GeekDad report on Scoot & Doodle: Makes Google Hangouts a Collaborative Playspace | GeekDad | Wired.com

essentially, it is an app that works with Google+Hangouts and lets you type, draw and engage in a visual and tactile way – as well as through video and voice. In my use of it I have found it to be really stable and offer a fluid and worthwhile experience whether with my kids or with business colleagues. Like many startups there appears to be more potential applications than you can imagine; however, kudos for both the Scoot & Doodle team and Pearson for seeing the potential of this in the education and learning space.

And I certainly approve of the idea that education works off study groups that fit in a Google+ Hangout. That works.

Or then again, maybe not.

Other School Analogies: Day Jail?

School isn't just about learning; it's also about signaling that you've learned, of course. Beyond that, it's about making society work, in such a way that parents can do what they need to do all day. Arnold Kling, in The Dark View of Schooling, notes

Bryan Caplan thinks that schooling is not about education. He thinks instead it is about signaling.
Bryan’s view is benign compared with John Holt.

society demands of schools, among other things, that they be a place where, for many hours of the day, many days of the year, children or young people can be shut up and so got out of everyone else’s way. ... That is an important part of what schools are for. They are a kind of day jail for kids.

I do believe that technological improvements can make signaling a lot easier, in K-12 as much as in How testing could transform higher education:

having a well-calibrated measurement would put a lot more focus on learning the material and much less on how you learned it. No one will care too much which book you read, which online class you took, or what exercises you did. Those are all just ways to learn. Second, this would truly democratize education—the self taught Bangladeshi is on equal footing with the legacy Harvard admittee.

If you want to know if a kid has grasped 10th grade math, start him on the Khan Academy 11th grade sequence and see how quickly he reaches "mastery". Of course you probably need humans to rate English composition, if not reading comprehension, but you can go a long ways without adult humans involved -- let ten kids write short essays to summarize some information, each of them answers ten sets of multiple-choice questions, and they get comprehension scores based on how well they answered, but composition scores based on how well their readers answered. (Is this a bad idea? Probably; I just thought of it. There are lots of possibilities.) The testing tools for this probably won't come very quickly, and they won't come at the same pace in all subject/skill areas, but they're coming. I'm less confident that we'll get a substitute for the "day jail for kids." Many parents will want to know that their kids are somewhere being supervised -- the sort of "off in the woods, probably building a dam" that went over well enough in the late 50s (when I went along with my elder siblings) is probably gone forever.

Or on the other hand, maybe not.

All that Jazz -- Education Analogy

Alex Tabarrok, economics professor and co-founder of the online Marginal Revolution University, comments on Online Education and Jazz

there is something special, magical, and “almost sacred” about the live teaching experience...It’s even more true that there is something special, magical and almost sacred about the live musical experience... and yet by orders of magnitude most of the music that I listen to is recorded music.
In The Trouble With Online Education Mark Edmundson makes the analogy between teaching and music explicit:

Every memorable class is a bit like a jazz composition.

Quite right but every non-memorable class is also a bit like a jazz composition, namely one that was expensive, took an hour to drive to (15 minutes just to find parking) and at the end of the day wasn’t very memorable. The correct conclusion to draw from the analogy between live teaching and live music is that at their best both are great but both are also costly and inefficient ways of delivering most teaching and most musical experiences.

I think that's true, but I think that maybe he's missing part of the point of his own work and that of other online services: online teaching environments and live teaching environments both offer opportunities for interaction, and for student improvisation. Online teaching can (and probably will) get better with time, the techniques are reasonably cumulative. The approach of, say, the Berlitz LP records that helped me learn Spanish fifty years ago is still available online -- it is now supplemented, not entirely replaced, with the game-like approach of Rosetta Stone which one of my sons used recently, to help get ready to go to Nicaragua with some old friends from HCS. Live teaching from a great teacher is not cumulative in the same way (I was a worse teacher than most of my teachers, no matter how hard I tried.)

If MOOCs were going to be "everybody watch the same lecture and then take the same exam", that would be of some value, and the use of a great teacher could increase that value greatly...but that's not what's happening. On places like CourseTalk | MOOC Reviews & Ratings you can learn who is teaching what and how, and how well it worked...you can learn about online courses, yes. But at the same time, when you interact with software like that of the Khan Academy, that software is learning about you. In fact it can pay more individual attention to you than any human teacher can, outside of the traditional 1-1 ideal, and it can eventually improve on that 1-1 ideal because it can try out different approaches on millions of students -- different explanations, different experiences suggested by thousands of different teachers and students. It can note which works for whom -- and it can compare you to more somewhat-similar students than any 1-1 human teacher can ever make notes on.

Will it ever outdo human teaching in every respect? Gee, I dunno. But it can certainly outdo human teaching in many respects.

Or then again, maybe not.

Study Strategies

Which study strategies make the grade?

Students everywhere, put down those highlighters and pick up some flashcards! Some of the most popular study strategies -- such as highlighting and even rereading -- don't show much promise for improving student learning, according to a new report published in Psychological Science in the Public Interest, a journal of the Association for Psychological Science.

If I understand correctly, basically they support flashcards and practice tests (spread over time). Looking at the successes and failures, it seems that the more effective techniques (in their study) are those which directly mimic performance (on a test) rather than those like highlighting and summarizing which try to make sense of the material. My suspicion is that we're not comparing apples and oranges but rather axes and hammers -- different tools which should be used at different times for different tasks by different students; so I'd advocate computerized highlighters (as in the Kindle) and computerized flashcards (all kinds of software available) linked to self-tracking software (based on Google spreadsheet forms, or the equivalent.) Your mileage may vary, so you should keep track of it.

Rocketship charters

This summer, the Washington Post asked Is a charter school chain called Rocketship ready to soar across America? - The Washington Post

After their first week at Rocketship, the children woke up early on Saturday morning to do their homework unprompted. The boys made progress. And Vivian had a math breakthrough. “She said, ‘Dad, I finally get it,’ ” Martinez said. “I asked how did your teacher show you?’ She said it wasn’t the teacher. It was the penguin.”
An animated penguin is featured in the math software used by Rocketship.
Computers cannot replace good teachers, Danner said. But rote tasks — math drills, for example — can be offloaded to computers, freeing teachers to focus on more creative work, he said.
Computers cut roughly $500,000 annually from Rocketship’s labor costs for each school, which has an average enrollment of about 500. The savings means Rocketship can finance its own new school buildings — a luxury in the charter world, where facilities pose the greatest obstacle.

In fact what Rocketship brings to the table that's new may be mainly financial. Back in February, Larry Cuban had asked and answered: Are Rocketship Schools the Future? Part 3 | Larry Cuban on School Reform and Classroom Practice

The answer is maybe. But not for all schools.
Like KIPP, Aspire, YES Prep Schools, Uncommon Schools and other charters including regular schools that have aimed at enrolling low-income minority children and youth...–hybrids like Rocketship are the latest generation of the “effective schools” movement that began in the late 1970s. Aimed at urban failing schools, Ron Edmonds’ work on whole-school reform energized districts across the country as they replicated his five features (strong principal leadership, climate of high expectations for students, focus on basic academic skills, etc.) that seemingly accounted for high-achieving slum schools. ....
What the standards,testing, and accountability movement has done for the past two decades is create different models of “effective schools” to rescue students from toxic urban schools. Rocketship schools founded just before the recent economic recession offers a less expensive hybrid model...

It's certainly plausible that parts of that may carry over to schools that really aren't failing and are very far from urban...but there's no special reason to think that the solutions of "toxic urban schools" will work for us. Maybe we're already doing what they do, just not as cheaply. On the other hand, I'm not knocking cheap. Cheap is good, cheap frees up resources for other things, cheap is a quantity having a quality all its own. (Yes, quantity having a quality all its own is supposedly Stalin.) I find it very plausible that each of us, whether six or sixty, of whatever income and linguistic background, can have a collection of things to be learned by computer games, and that's where Rocketship comes in; and a collection of things to be learned in self-assembling study groups (mostly of people in your own time zone, but video between Greece and the US does work), and a collection of things to be learned with the individual assistance of actual teachers, with teachers preferably being certified by students rather than by officials... It might work.
Or then again, maybe not.

Time on MOOCs

From Time Magazine, a sampling of online courses and the way they can leverage what we've learned about learning.... College Is Dead. Long Live College! | TIME.com

Minute 4: Professor Brown asked me a question. “What did the Greeks know?” The video stopped, patiently waiting for me to choose one of the answers, a task that actually required some thought. This happened every three minutes or so, making it difficult for me to check my e-mail or otherwise disengage — even for a minute.
“You got it right!” The satisfaction of correctly answering these questions was surprising. (One MOOC student I met called it “gold-star methadone.”) The questions weren’t easy, either. I got many of them wrong, but I was allowed to keep trying until I got the gold-star fix.
Humans like immediate feedback, which is one reason we like games. Researchers know a lot about how the brain learns, and it’s shocking how rarely that knowledge influences our education system. ...
... Minute 8: Professor Brown explained that Plato had also tried (and failed) to estimate the earth’s circumference. Brown did this by jotting notes on a simple white screen. Like all the other videos in the course, this clip lasted only a few minutes. This too reflects how the brain learns. Studies of college students have shown that they can focus for only 10 to 18 minutes before their minds begin to drift; that’s when their brains need to do something with new information — make a connection or use it to solve a problem.

For any given person, on any given day, as the day goes by the ideal pace of learning changes. No one can predict how that's going to work even for one person, much less make an ideal pace for a group...but maybe self-paced learning (unlike the teaching-machines self-paced learning that I read about in high school, in the 60s) can finally work out.
Or then again, maybe not.

Salman Khan's Ideal Classroom

As a follow-up to the previous post (now that I've read the book), I'd like to quote Khan's description of his "ideal classroom" (pp. 203 et seq):

I would group together as many as a hundred students of widely varying ages. They would seldom if ever all be doing the same thing at the same time. And while nooks and alcoves within this imagined school might be perfectly quiet for private study, other parts would be bustling with collaborative chatter.
At a given moment, perhaps one-fifth of the students would be doing computer-based lessons and exercises aimed at a deep and durable grasp of core concepts. Let me pause a moment to stress this: one-fifth of the students. This is another way of saying that only one-fifth of the school day, or one to two hours, would be spent on the Khan Academy (or some future version thereof) and any peer tutoring that it might catalyze. Given the greatly increased efficiency of self-paced, mastery-based learning, one or two hours is enough...
Twenty out of a hundred are working at computers, with one of our team teachers circulating among them, answering questions...as they occur....augmented by peer-to-peer tutoring and mentoring...
What of the other eighty students?
...learning...by way of board games... teams, building robots... creative writing projects... original music...

Hmmm... and also Well.... I find him quite convincing on the virtues of self-paced, mastery-based instruction; convincing for a larger range of topics and students than I would have expected. It's easy to agree about the deficiencies of what he calls "Swiss cheese" instruction, which sends you to the next level if you manage to pass tests with 60% or so of the right information; from tutor work in high school on up to trying to help one of my graduate students pass a Ph.D. prelim, I've been inclined to believe that each of those holes eats more time than you would have spent filling it in the first place (unless, of course, it needn't be learned in the first place.) He seems to have convincing experience, actual data with high and very-low end students, that mastery is a realistic goal for KhanAcademy-style lessons; it certainly isn't realistic for a traditional classroom. (It was arbitrarily defined as ten-right-answers-in-a-row to get to the next little lesson, with "stuck and needs help" defined as fifty questions tried without achieving mastery; he says they refined these definitions some, but doesn't say how.) And it's clear why, if they work, these lessons should be far more efficient in student-time than traditional classrooms. Or perhaps than traditional tutoring...I recently showed my daughter how to use STDEV in a Google spreadsheet, and she cut short my explanation by saying that she'd look for it on khanacademy.org and I was proud. (I did look for it myself, and commented that she should check the variance lesson right before standard deviation.)

Still, my ideal classroom would be organized differently. I think. For one thing, there would always be one or more performances going on; in fact I think that each student would at any given moment be a member of a group generating another lesson video, with their own explanation/demo. And most would be involved in some kind of drama, or some kind of music; probably most (about 70% at HCS, it seems) would be involved in sports.

But as he says, there'd be lab groups and writing groups, of course. And many groups would have mainly virtual meetings, even with current (Google Hangout, Skype, etc) technology; even more so with the kind of table I've talked about before, where you and a friend or two are at one corner of a virtual table, whose other three corners are across from you on the other side of some big screens, but are probably not in your zip code. And possibly that can grow into a Second-Life avatar meeting where you put on your goggles, step into your Kinect closet, and you can sit, stand, move a step or two without hitting the physical walls, but all the time you're in a very very very big room. (Psst, look at that galaxy! Now, pick up the black hole at its center; shift your vision into the X-ray spectrum, and watch the time dilation on your wristwatch...)

On the other hand, maybe not.

Thymio II Education Robot

Hmm..did I mention robotics lately? Your Kid Wants a Thymio II Education Robot - IEEE Spectrum

Yes, there's a trailer hook. So you can stop worrying about that. And those "mechanic fixation" points are Lego compatible. To program Thymio II, you can use a nifty graphical interface, or a simple programming language called Aseba that's similar to Matlab. And oh hey did we mention that this thing is open source from source code to hardware? 'Cause it is.
Seriously, $100 seems very cheap for a platform like this. It's cheap enough that a $1,000 grant could outfit an entire classroom with robots that are colorful, versatile, fun, and can be tackled with a GUI before graduating to writing code.

Of course there are even cheaper systems, like the rubber-band powered Walking paper Robot - YouTube.
Surely every kid should play with robots.
Or then again, maybe not.

Online Disruption

The Washington Monthly - The Siege of Academe

To drive home the point of just how cheap it is to be Quizlet, one of its executives asks me how much money the United States spends per year to educate a single student in K-12 education. About $15,000, I say. That’s more than what it costs us per month to host the entire site, serving millions, the executive responds. Quizlet has no sales force, a very small marketing department, and more than seven million monthly unique visitors. (There are about fifty million public school students in the United States.) Quizlet, in its busiest months, during the school year, is among the top 500 most visited sites on the entire Internet. Now they’ve expanded beyond flash cards. You can create study groups, convert your content into multiplayer games, and search for cards and games that other people have created. We think we can get to 40 million users, then 100 million, says the executive. The question that drives the company, he says, is this: How can we create amazing learning tools for one billion people?

Educational Games--"Purpose Games"

The idea here seems to be a class of interactive online games which are a bit like flashcards, but rather than just a list of cards you have regions on a map or diagram, e.g. muscles of the body or maybe regions of the brain. I wonder if this could be developed into a Memory Palace memorization scheme for more or less arbitrary objects to memorize. PurposeGames.com - Create & Play Online Games

Create your own games, host your own groups / classes, study for a test, or just dazzle us with your knowledge.