An exercise to keep a sharp mind!

They label this an Anti-Alzheimer exercise to keep a sharp mind! Fascinating!

       
CAN YOU SEE 10 FACES IN THIS TREE?
 
 

     
     
        
         
THERE'S A FACE IN HERE. CAN YOU SEE IT? 
 
 
 

     
     
       
        
       
        CAN YOU SEE THE BABY? 
 
 
 

     
     
       
        
         
CAN YOU SEE THE KISSING COUPLE? 
 
 

     
     
     
      


CAN YOU SEE THE THREE WOMEN? 
      

At which stage of life are you according to Erik Erikson?

Erik Erikson (a psychologist who studied with Freud) proposed a theory of psychosocial development that describes  tasks to be accomplished at different stages of life. He offered a basic framework for understanding the needs of young people in relation to the society in which they grow, learn, and later make their contributions. His psychosocial theory emphasises the emergence of the self, the search for identity, the individual's relationships with others, and the role of culture throughout life. He regarded development to be an interdependent series of stages, each with its particular goals, concerns, accomplishments, and dangers. A suggestion of a developmental crisis in the individual's life brings conflict between positive and potentially unhealthy alternatives. The way in which the individual resolves each crisis influences resolution of future crisis and has a lasting effect on that person's self-image and view of society (Woolfolk, 2010).

There are eight stages or as he calls them 'the eight ages of man', from pre-school to elementary and middle school to beyond the school years.

I want to remind my fellow graduating mates that they are going to contend with stage 6 to stage 8 and I wish them luck in their future endevours:

Stage 6 - Intimacy versus isolation - young adulthood - love relationships
               The young adult must develop intimate relationships or suffer feelings of isolation;

Stage 7 - Generativity versus stagnation - middle adulthood - parenting/mentoring
               Each adult must find some way to satisfy and support the next generation;

Stage 8 - Ego versus despair - late adulthood - reflection on and acceptance of one's life
               The culmination is a sense of acceptance of oneself and a sense of fulfillment.

(Taken from Educational Psychology, Anita Woolfolk, Eleventh Edition, Pearson).

I am at the glorious Stage 8 and it is really all coming together for me. I am enjoying life. I have had all my dreams come true and am proud to have been part of the Cornerstone Institute family where grace and blessings follow you with each E-mail they send you.

May God's grace and blessings be upon you and yours!

We often underestimate learners...

What learners like in their teachers...

(Getting practical. A guide to teaching and learning. Saide. 3rd Edition. Criticos, Long, Mays.et al)

Challenging the very nature of reality!

DESCARTES' EVIL GENIUS (Joel Levy, A bee in a cathedral. And 99 other scientific analogies.)

If you were nothing more than a brain in a vat of fluid, wired up to a computer that simulated reality for you, would you be able to tell?

In 1641 French philosopher René Descartes (1596-1650) posed an argument that challenges the very nature of reality, posing the ultimate doubt about the universe, 'Suppose', he wrote, 'some evil genius not less powerful than deceitful, has employed his whole energies in deceiving me; I shall consider that... all ... external things are but illusions and dreams of which this genius has availed himself to lay traps for my credulity.' In other words, if the only means we have to determine the nature and existence of reality is the information that arrives in the mind via senses, it is possible that we could be deceived via these senses.

The modern version of this sceptical dilemma is the 'brain in a vat' problem. If you are not really a person with a body, walking around and interacting with reality, but actually just a brain suspended in a vat, fed a simulation of reality by a powerful computer, there would be no way to tell the difference.

This conceit forms the basis of the film The Matrix.

Interesting stuff to know:

The cerebrum - the outer part of the brain - is thought to be the seat of the conscious mind. If the cerebrum's wrinkles were all unfolded, it would cover four pieces of A4 paper.

The mind can have extraordinary powers over the body. Hindu holy men, known as saddhus, can consciously slow their heart rates to just two beats a minute and stay under water for up to six minutes.

Some Tibetan monks practise a skill known as tumo, where they learn to raise the temperature of their fingers and toes by up to 8°C (15°F), simply by an effort of will.

You spend the equivalent of 122 days asleep every year - that's about a third of your life.

The dolphin and the echidna are the only mammals that do not have REM sleep (as far as researchers can tell).

Newborn babies spend up to 70% of their sleep time in REM sleep.

From conception humans design their own reality with input from parents, family and the world. If our heavenly Father would have been our single input, how amazing could reality have been?

Math Science and Technology (MST) Report from the DoBE October 2013

The DoBE has released a report on MST and I view it as a good read for those who are interested in these learning areas and what the government is planning for the future as solutions and recommendations.

http://www.education.gov.za/LinkClick.aspx?fileticket=O26UtU9j3bg%3d&tabid=358&mid=1301

I can underpin the seriousness of a country at loss for good ideas on how to stop this critical challenge we have in South Africa. The time has come to refrain from blaming each other and pull together as a nation to seek solutions - especially the public sector is viewed as a solution to this challenge.

Annette Lovemore of the Democratic Alliance (DA):
"No matter what dedicated maths, science and technology structure Basic Education Minister Angie Motshekga decides to develop within her department, she must take cognisance of the fact that successful teachers have succeeded largely despite her department, and not because of it. She must draw on their expertise. Their excellence must be recognised and duplicated many fold." [Politicsweb. Accessed 29/10/2013]

As teachers we have the responsibility to share our fresh knowledge on Classroom Management and Praxis, Educational Psychology, and Instructional Methods with those teachers who haven't studied for a while and might be a bit rusty on these issues. I have recommended good reading books too:

The Educator as Mediator of Learning. Nieman & Monyai, 2006.

Remain positive and remember that teachers have an extra accountability factor, before God, when it comes to children.

Celebrities are also human.

Yes, Einstein was challenged with Oppositional Defiant Disorder (ODD).

During my research on barriers to learning, I was amazed to learn that many prominent celebrities suffer from this disorder and how challenged their lives became in social context. ODD is a disruptive behaviour disorder. There are three types, namely:

* Attention defecit-hyperactivity disorder...is characterised by inattention, a high level of activity and impulsivity, or a combination of these, Note, though, that it is often not considered a disability;

* Oppositional defiant disorder (ODD) is diagnosed when learners are defiant with adults and vindictive or blaming with peers to an excessive degree over a long period of time; and

* Conduct disorders are diagnosed when learners fight, bully, display cruelty to animals or people, or otherwise repeatedly break serious rule.

[Taken from Educational Psychology. Anita Woolfolk. 11th Edition. Pearson, page 137]

How does one distinguish between just plain bad behaviour and ODD as a teacher, apart from seeking professional help? I experience primary school learners as children that have not been taught the ethics, manners and self-worth common to a normal family setup, it doesn't necessarily mean that they are ODD due to their aggressive and unmannered behaviour towards teachers and peers.

The answer is basically to consider where the child has come from at any given day, try to establish patterns of occurance and keep a portfolio, talk to teachers who have experienced the same behaviour with that specific child, talk to the parents and family during parent meetings to pin down the occurance, and finally refer the child to a professional for diagnosis. Until then the child cannot be labelled and the process of support can begin with a holistic approach of child, family, school and professional caring net of sharing information.

There is so much resentment in our children today towards the world, but on the other hand I must admit that if I were a learner in my community today, I would also be furious with the Do BE with the challenging ergonomics and teacher quality we find in schools currently. I have so much empathy for the way learners have to experience their education - which should actually be a carefree time of their lives.

One can only hope for an education rebirth on all levels of society.

On a less serious note...In the book "A bee in a cathedral. And 99 other scientific analogies." Joel Levy published an analogy 'Measuring the Internet' by way of Einstein's formula.

"Russell Seitz of Harvard University took a novel approach and decided to weigh the Internet. Einstein's famous equation E=mc² describes how energy has mass (albeit infinitesimally small mass). Seitz applied this principle to an estimate of the total amount of Internet traffic in bytes, multiplied by the energy required to move a byte of information, arriving at the conclusion that the Internet weighs 56g (2 oz) - about the weight of a large egg."

TEDxManitoba - Rick Van Eck - The Gaming of Educational Transformation

E-waste

"Lagos has one of the largest dumps for unwanted or old electronic items. This is called e-waste. This is a very serious threat to the environment and can also be dangerous to people's health" (Our World Our Society, Grade 6 Learner Book). Lagos is situated in Nigeria and the country is rated to be the second fastest growing city in Africa, and seventh fastest in the world.

Not only is e-waste a challenge for this country but will become a worldwide one, as we all know that the computer's existence in its traditional form is fast coming to and end. Heaps of screens, CPU towers, keyboards , mouses and accessories will eventually add to the growing waste dump because the new technology of learning is leading the way for cellphone devices to be harnessed in the world of information sharing.

Google's catch phrase for today is "The web is transforming Africa' and the truth is that this is putting it lightly, actually it is revolutionising the complete human mindset towards information sharing. The following link from nyotamedia showcases this through a slideshare presentation:

http://www.slideshare.net/rudydw/how-mobile-technology-is-transforming-africa

I have an undescribable hope for rural area schools and how education can manifest itself creatively via technology appropriate devices that speak to the 21st generation in a way they understand and prefer to learn. I dream of schools where teachers mediate technologically to educate learners...no more teachers sitting around in staff rooms, unwilling to be in classrooms...only learners with bright eyes and bushy tails, eager to learn from an information giant like Google, going the distance for those humans who are willing to seize the moment and secure our future (leaders)!

Thank you Google!

Language and Math

[Saide Current Awareness] Saide Current Awareness Service 2013 09 30.

Jenny Louw.www.saide.org.za. [online] [Accessed 30/9/13].

Saide, the South African Institute for Distance Education, is a non-governmental organization based in Johannesburg but conducting projects throughout South Africa and sub-Saharan Africa. Saide's task is to contribute to the development of new models of open and distance education practice, that accord with and take forward the values, principles, and goals of the evolving education systems in the Southern African region. It has also paid particular attention to the appropriate use of technology in education and most recently established a Kenya-based initiative, OER Africa, to promote the development and sharing of OER on the African continent.

I received my usual Saide awarenes articles on what is going on in and around the teaching halls of our country. For those who do not know about this site, you can subscribe by clicking on the link, it really is a handy place where all the up to date education ramblings-on are voiced.

A very interesting topic surfaced today and I thought it prudent to list it on my blog for those who are interested in reading it. The topic is:

Where do language and maths meet for young children.pdf by Professor Elizabeth Henning

The Questions (she asks):

1. Does it matter in which language one starts to learn mathematics?

2. What is 'mother tongue' teaching?

3. How about starting to learn in one language and then switching by grade 3-4?

4. How many people in South Africa count in their first language (mother tongue)?

5. In which languages are Grade 1 children tested on the big public school annual national assessment tests the ANA's)?
6. Is early multilingualism an asset for learning numeracy (oops, and literacy)?

It is important to answer these and challenge these questions because the District and ANA results are shocking at the Practical School I am at (but nevertheless show a marginal improvement). 

Professor Henning  furthermore answers these questions under the heading 'Early Responses':

1. "It matters, because it has to be consistent. Neuronal connections are formed from different parts of the brain and have a safe route of connection that remains stable. It's like switching traffic rules on the road when there is no consistency in the medium that has to be decoded by the young brain. Grade 1 children have to encode and decode the very challenging alphabet and get to know the small sound parts of a language, link them to letter groups, and then sneak off to another part of the brain for a preview of what it may mean. That's for alphabetical stuff. Now what about the signs of numeracy and other visual signs that all need to be recognised and processed in the brain simultaneously and at great speed. Together with the language. Come on - why make it more diffucult by fooling around with language code-switching? Young children's learning is not a social experiment or an ideological platform." I agree but why are the gurus still maintaining this path if evidence such as the ANA results proves that language switching has a negative rather than a positive effect? Who will stop this madness? 
2. ....."Mother tongue is what these kids see and breathe and live (with English in the background media). They [Afrikaans kids] learn to read faster than most other kids in the country because the sound and grammar obstacles are fewer. So mathematics in language form is more easily read than in, say English, or French. They [Afrikaans kids] also do not count in English, while doing maths in Afrikaans! Specific areas in their brains are activated repeatedly and consistently and neural connections are fastened....I support the right of the child to learn more than any of the political issues." What a weird and wonderful world we live in; and I always thought that acquiring a language at a very young age is the right thing to do, now I learn that the drawbacks in certain areas are devastating...
3. "To switch from one language to another requires many more parts of the brain to be active and to make connections at great speed. It is a heavy load. For most children it is just too much. They end up confused in a world of conflicting signs and symbols. Some manage to get out of the conflict zone. Most don't. They fail dismally in the learning of mathematics (early learning blocks in a foundation have no other place than in the foundation.)" Halleluja, so true and logical and...the ANA results show that these learning blocks are missing...
4. "I wonder. Those who I encounter have to be asked to do it. English seems to be the default counting language and language of mathematics. What now?" Indeed...
5. "All the kids are tested in English." True...and are not assisted and prepared for the test, such as normal in a classroom...
6. "I think the jury is more split than ever before. A leading world cognitive neuroscientist says its a burden. Sjoe, 'worried face'." Prof, if you're worried then I have little hope of South Africa turning math statistics around...The question remains 'what are we to do as future teachers in an educational system that promotes things that don't work for Afrika?' That is open for debate.... 

Pinterest as tool for critique

If anyone hasn't heard of Pinterest on Google, then their life isn't complete yet!

This is an amazing tool for teachers.

If you need ideas for the classroom, tips or funnies this is the spot to check out.

I am going to critique this tool on the web for my semester project...

Thus far it has proven to be a real help when fresh creative ideas are lacking!

Enjoy...

Marina van Eck

http://pinterest.com/

New on the block

As a student teacher at Cornerstone Institute situated in the Western Cape, South Africa, I look forward to graduating in the Advanced Diploma in Teaching at the end of the year (2013) and enjoying the class room and learner vibe in a public school here on the Highveld of Mpumalanga in South Africa.

To serve God and my community in this farming area will challenge me in areas of academic and spiritual preparation.

Academic preparation is a physical challenge whereas finding the spititual window of oppurtunity in a child's mind to provoke learning in a way that knowledge, skill and value is internalised, is more focused on applying sense and sensibility in a given situation in the class room.

Preparation also extends to me having insight into every child's background; applying an inclusive approach of knowing what his or her unique 'happy and sad spot' is with the aim to teach effectively.

I won't be able to do this without the Holy Spirit sensitising me to each child's needs and it is my prayer that I shall be obedient to listen and act on His voice in that given educational situation.

I need training to build on the knowledge I have already accumulated in the didactic areas of Educational Psychology, Ethics, and Class room Praxis and Management. Part of my current training is to become technologically literate, therefore the blog, as an assignment to chat on topics that will present itself during this semester.

It stands to reason that I look forward to engage with other educators, especially familiar to the South African ("There are no short-cuts to changing society. The only way out is a social revolution that once again places education at the centre of the agenda for change...Jonathan Jansen) public school class room environment on my 'UmzansiEduPad' but I would like to invite my acquaintances in America (I have a dream - Dr Martin Luther King)  and China ('Rock, Rock, oh when will thou open, rock? - Valignano)' to participate too, as children's educational challenges are not border bound.

Yours in Christ
Marina van Eck

"When we no longer know what to do we have come to our real work, and when we no longer know which way to go we have begun our real journey. The mind that is not baffled is not employed. The impeded stream is the one that sings." - Wendell Berry

Educational Psychology

This is a teacher learner educational tool for interaction with peers.
The development of children within the zone of proximal development is key to the future of education in South Africa .
Be creative in ideas and critically think on thinking (metacognition).
This is an online think tank where ideas are shared and improved on.
Feel free to share your knowledge ,skills and values.
No vulgarity allowed because this is a Christian blog.
Blog only what you feel comfortable with.

Enjoy! Grace and blessings.