Comments for Zero-Knowledge Proofs

Comment on Golden Ratio and the Human Face by Wendell

Wendell — Sat, 18 May 2013 16:06:21 +0000

The internet is fueling the success of music because
it can be listened to at any time of the day and anywhere in
the world. And once you have your own project that you want to promote, you
must have considered the radio as one of the best alternatives to introduce your
music to the crowds. But mostly BBC Radios 4 and 5 because, being speech orientated, they’re more like what I do, so I can learn lots from them.

Comment on Exit Slips as Practice by Exit Pass Differentiation | Life of Mrs. Reilly

Exit Pass Differentiation | Life of Mrs. Reilly — Sun, 12 May 2013 02:18:59 +0000

[…] of trying a differentiated lesson and blog about it. I had been reading John Scammell’s blog (I hope you all are reading his stuff!) where he discussed his methodology of no homework, giving […]

Comment on Outcome Checklists by Dan

Dan — Wed, 08 May 2013 11:56:16 +0000

If you want to set-up repeatable checklists and routines you can use this web application:

Gtdagenda. com

You can use it to manage your goals, projects and tasks, set next actions and contexts, use checklists, and a calendar.
Syncs with Evernote and Google Calendar, and also comes with mobile version, and Android and iPhone apps.

Comment on Exit Slips to Activate Students as Owners of Their Learning by Exit Slips to Activate Students as Owners of Their Learning | Passion for Teaching

Wed, 01 May 2013 02:17:31 +0000

[...] Exit Slip activity Idea [...]

Comment on Daily Expert by John Scammell

John Scammell — Mon, 29 Apr 2013 15:10:03 +0000

Good question. Anybody tried this?

Comment on Exit Slips as Practice by John Scammell

John Scammell — Mon, 29 Apr 2013 15:09:39 +0000

I just check in with them while they are working. I don’t have anything formal that I do after this part. You may have just identified a deficiency in my practice. I’m thinking about this.

Your second question is one I get a lot. I should have clarified in this post that I tend to use this more often in my academic classes. Those kids tend to care, and the ones who struggle really, really want to get through the course. They are appreciative of the smaller group attention from the teacher.

Comment on Exit Slips as Practice by Stephanie Langlois

Stephanie Langlois — Sun, 28 Apr 2013 20:40:15 +0000

Very cool shifts you mentioned, John. May I ask how you go about assessing the “got it” and “sort of got it” groups after they work in their small groups at the start of class – i.e. how you confirm the the errors of the mid-group are fully corrected and how you close on the extension/application questions with the upper group? I’d love to incorporate some of these strategies, but not sure how to “sum up” the groups that I wouldn’t necessarily be working with myself.

Also, do you have any problems with students feeling stigmatized at all?

Comment on DragonBox by jean

jean — Sat, 27 Apr 2013 18:41:34 +0000

DragonBox 12+ now out. Covers much more like fractions, parenthesis, signs factoring…. starts off the same 2 first chapters but then give new learning for 20 chapters.

Comment on Daily Expert by mrdardy

mrdardy — Fri, 26 Apr 2013 10:06:05 +0000

Is the power of this technique lessened once kids all become aware of the strategy here? I can see it being powerful early on when it seems surprising that their colleagues can explain – but weaker after each kids has been the plant him/herself.

Curious…

Comment on Comment Only Marking by John Scammell

John Scammell — Wed, 24 Apr 2013 14:11:37 +0000

mrdardy, It’s kind of funny how I feel like I need to apologize for this next statement. I’m not teaching right now. I am currently engaged in a research project exploring the effects of formative assessment on high school math completion rates. I am in lots of different classrooms across the province, trying lots of different things.

You bring up an interesting point. Does it matter what grade, level, and course you are teaching? My last school was diverse by all measures. I taught everything from 10th grade non-academic remedial to 12th grade IB. My processes tended to be different based on levels. The remedial kids got incredibly small chunks of material, and we changed up activities 4 or 5 times a class. They never, ever, had homework. They weren’t allowed to take anything out of the classroom. That way all they had to remember to bring was themselves. Their pencils, books, calculators, etc… were all there for them. Feedback for them had a lot to do with completeness and correctness. They tend to want to do the bare minimum they have to to pass.

My academic kids got feedback that was more directed towards extending thinking and moving them forward. Most of them are correct most of the time. It’s how we extend and challenge them that is important.