# data[].attributes.body
YouTube

# data[].attributes.body
YouTube

# data[].attributes.attachment_link.title
Learning Visual Collaboration - The Seven Elements by Bigger Picture

# data[].attributes.body
YouTube

# data[].attributes.attachment_link.title
Learning Graphic Facilitation – 8th Element by Bigger Picture

# data[].attributes.attachment_link.title
Steve jobs Stanford commencement speech 2005 part1 + Eng sub

# data[].attributes.attachment_link.title
Apple Think Different - Steve Jobs Narrated Version

# data[].attributes.attachment_link.readable_text
To test the impact of making art on the brain, Girija Kaimal, an assistant professor in the College of Nursing and Health Professions at Drexel, used medical scanning technology to observe blood flow in people's brains when they doodle and draw. Twenty-six participants wore headbands with functional near-infrared spectroscopy (fNIRS) technology-which measures the flow of blood using light rays-while coloring a geometric pattern, doodling on a piece of paper marked with a circle, and drawing whatever they desired. The participants, some artists, some not, completed each activity for three minutes with breaks in between. The results were published in the journal The Arts in Psychotherapy.

Kaimal and her team found that there was increased blood flow to the area of the prefrontal cortex related to feelings of reward when the participants were creating art versus the rest periods-similar to what happens when you laugh or indulge in a chocolate bar, both of which stimulate the same reward circuit in the brain. There were small differences between each type of art making, with doodling causing the most increase in blood flow and coloring the least, though it was not statistically significant. Kaimal hypothesizes that the increased blood flow is due to an inherent pleasure in making art.

Interestingly, the participants who identified as artists had less blood flow to the reward pathway of the brain during the coloring activity-scientific evidence that artists prefer not to color within the lines.

The benefits of making art don't stop there. Surveys that participants took before and after the art-making activities show that participants felt more creative afterward-they believed they had more good ideas and could solve problems more easily.

"There are several implications of this study's findings," Kaimal told Drexel's news publication. "They indicate an inherent potential for evoking positive emotions through art making-and doodling especially. Doodling is something we all have experience with and might reimagine as a democratizing, skill independent, judgment-free pleasurable activity."

The study provides evidence for the benefit of art as a therapeutic tool for everybody, regardless of their skill level.

# data[].attributes.attachment_link.title
Science: Doodling Has Real Benefits For The Brain

# data[].attributes.attachment_link.description
To test the impact of making art on the brain, Girija Kaimal, an assistant professor in the College of Nursing and Health Professions at Drexel, used medical scanning technology to observe blood flow in people's brains when they doodle and draw.

# data[].attributes.attachment_link.readable_text
Having the RIGHT teaching method that matches your child's learning style is more crucial than ever, in understanding and performing in Math today.

I once taught a student who had no confidence in herself because she had been scoring less than 30% for her Mathematics exam since Primary 4. Let's call her Kate (not her real name).

In speaking to Kate's mother in a Face-to-face consultation, she revealed that Kate can't seem to understand the modelling method and this made it very challenging for Kate to solve problem sums in Upper Primary.

After the consultation, we agreed on starting a class for Kate so we could observe how she solved her Problem Sums, and in particular, what was preventing her from understanding the modelling method.

To my surprise, just after one lesson, it became very obvious that Kate had an innate talent and interest in handicraft and artwork. She would go on and on about her knitting hobbies, and the many beautiful things she made for her family and friends through knitting.

Without brushing that aside, we took special note that knitting, which Kate is so good at, is a very kinaesthetic and tactile activity. Furthermore, it actually requires a lot of patience and attention to detail - which is a great asset for Math!
With this incredible insight into Kate's learning style, I changed our teaching method to suit her abilities, interests, and talents.
So instead of drawing plain boxes on the worksheets, I gave her some colourful candies and lollipops to represent the units in the models.

I noticed her attention immediately spiked when she could touch and feel the candies. She also understood well how the candies represented a unit of the items in the problem sum.

By demonstrating how the items in the problem sums are being transferred, we would guide her to shift the candies to see for herself how it will affect the model. After helping her with a few questions, she was able to solve the rest without guidance! And she did so happily and willingly!
With just a little tweak in the teaching method, Kate was able to demonstrate a much stronger level of understanding in the Math concepts, and more importantly, started to gain more confidence in herself and her Math abilities.
What led to the change?

In order to learn effectively, it is crucial to first identify the way that your child learns best. According to the VARK model, there are four primary types of learners: visual, auditory, reading/writing and kinaesthetic.

Visual learners learn by seeing and visualising

Auditory learners prefer verbal explanation rather than written information.

Read-Write learners learn by silently reading or rewriting their notes in their own words.

Kinaesthetic learners prefer hands-on approaches as well as trial and error.

Kate was more of a kinaesthetic learner.

As such, she might not learn best in a typical classroom setting in which all the students are required to sit still and listen attentively to the teacher for long periods of time.

This led me to conclude that Kate was no less intelligent or able that her other classmates. She was simply made to sit in an environment that was using the WRONG teaching method for her.

When she finds a certain topic hard to understand, she would start to lose interest in the subject.

Mandatory homework and assessments that adopt a more drilling approach (i.e. practice, practice, practice!), rather than helping her understand the concepts in a way that suits her learning style, would result in more frustration and perhaps even hatred for the subject.

As there are around 30 to 40 children in a class, usually teachers have no choice but to adopt one teaching method that is suitable for the majority of children. And this may or may not be the most effective method for your child.

As clichéd as it may sound, I strongly believe that every child is special; they have their own learning styles and patterns. In order to maximise their potential, it is vital that we tap on their preferences to make it easier for them to understand and apply the knowledge they learn.

This is where personalised learning comes into play. Robert et al. (2016) states that individualised learning promotes a more efficient and active learning environment that meets the specific needs of each student.

Coaches can also evaluate the performance of student and design assignments that tailor to the weaknesses.
By allowing your child to learn at his/her own pace, it prevents him from falling behind and potentially losing interest in studying.
While writing this article, her mom called me and told me about her child's score in her recent Math quiz.
She was so happy that she scored 75% (as her previous scores were always below 30%)!

She also mentioned that her child enjoys herself in the class and she feel much more satisfied and confident, now that she can solve more problem sums on her own.

To her, the decision to come down to our centre for the Face to Face consultation a few weeks ago became the turning point for her child in Maths. It was through the interactions we had during the short 45 minutes, I was able to better understand her child's situation in Maths and thus devise a learning plan that will maximise her potential.

If you want to find out more about your child's current learning style, and how it can be applied to the teaching of Math Problem Sums, do come for our FREE (for a limited time) Face to Face consultation with experienced Math Coaches.

What parents have said about our consultation?

The things that I found most useful: (1) The coach could explain my child's weaknesses and strengths clearly. (2) She also proposed feasible solutions. (3) Going through the full set of exam paper to recognize the strength & weaknesses of the student."

- Gillian Kan, Mother of P6 student, Leanne

Thank you coach. You've given us a very clear and detailed insight into what to expect as the years progress towards PSLE; and what steps we can take to help towards understanding concepts that will be useful in problem sums.

- Kavitha, Mother of P3 student, Sailesh

Where?

Address: 50 Ophir Road, Level 2, Auston Institute (beside the Church of Our Lady Of Lourdes), Singapore, 188690

Nearest MRT is Bugis MRT (5 min walk), and opposite Rochor Centre

Coming by car: Free parking space within church compounds

When?

CLICK HERE to sign up and our staff will contact you on the slots available.
We are only offering a maximum of5 slots per week so sign up now if you want to arrange for your consultation earlier.

Alternatively you can contact us via any of the following methods..

Phone: +65 8797 5770
Email: hello@mathscholars.com.sg
SMS/Whatsapp: +65 8797 5770

Yvonne Looi
Math Consultant at Math Scholars Singapore
What did you learn from this post?
Has your child experienced similar confidence problems, like Kate? Let us know in the comments below! References
Vark-learn.com. (2017). The VARK Modalities | VARK. [online] Available at: http://vark-learn.com/introduction-to-vark/the-vark-modalities/ [Accessed 20 Jul. 2017].

Roberts-Mahoney, H., Means, A., & Garrison, M. (2016). Netflixing human capital development: personalized learning technology and the corporatization of K-12 education. Journal of Education Policy, 1-16. http://dx.doi.org/10.1080/02680939.2015.1132774

# data[].attributes.attachment_link.title
Is Your Child's Teaching Method Blocking His/Her Success?

# data[].attributes.attachment_link.description
Having the RIGHT teaching method that matches your child's learning style is more crucial than ever, in understanding and performing in Math today. I once taught a student who had no confidence in herself because she had been scoring less than 30% for her Mathematics exam since Primary 4. Let'

# data[].attributes.attachment_link.readable_text
In looking back at my parents' education in the 1950s and 60s, and my own education in the 1990s and 2000s, I worry sometimes that despite the huge advances that we've seen in technology, not much has changed when it comes to how we view learning and how we design learning environments. The transmission model of education is still the name of the game, although in some circles there are signs of its erosion.

I would like to take you on a journey in this post, starting from the 1950s banking model (Freire, 1968) of instructional design, before comparing it to my own schooling experiences as a digital native at the turn of the century. Then, finally, I would like to share my vision for C21 learning, and propose some ways that we can move forward so that we are meeting the needs of today.

When my parents went to school....

In each of these infographics, students are shown as (S) and teachers as (T). The important focus in each of these images is the direction of the arrow. By looking at where the arrow originates and where it is pointed, we can ask ourselves, Who is doing the thinking? Who is actively using language? Who is leading? What is the relationship between the student and the teacher? And since learning is the ultimate goal, Is learning happening? and Is this how students best learn?

In an industrial-age classroom, with a teacher-centered/teacher directed, one-size-fits-all approach, the arrow always points from the teacher to the student. The directionality of the traditional teaching arrow doesn't differentiate to allow for students to learn from any source but the teacher and the resources prescribed by the teacher. The roles are clearly defined: It is the teacher's job to create memorable lessons, and the student's job to remember them whether or not they are memorable.

The only positive spin I can put on the 20th century compliance model is that learning can potentially happen despite the teacher's illusion of control. My mom, for example, was a Deaf student learning in a 1960's hearing world. She recalls how she would resort to sneaking notes to ask for help from her peers before being caught and punished by her teacher. According to her, and countless other students with similar experiences, it was the help of peers or an adult tutor that saved them from what could potentially have been a lost education. Of course, reconceptualizing the entire learning model to one that allows for personalization and multi-directional dialogue would have done the trick as well.

Now, if you think that things got better for us millennials circa Y2K, I am sad to report that by the time school started for me in 1992, the directionality of the arrow had barely changed at all.

When I went to school....

Let me paint a picture of what it was like when Stephanie and I attended school. In almost all of my classes growing up, teachers put us in groups of 4-6 desks like those depicted above. There were 6-8 iMacs collecting dust around the perimeter of the classroom, and class sets of simple word processing laptops on wheels. We had book bags and class libraries, and we took brain breaks and played learning games, too. There was an increased understanding on the value of pastoral care and differentiation, although they didn't call it that. Despite an overall appearance of progress, the teacher still held the cards. The direction of the arrow didn't change; It still went from teacher to student to nothing.

I don't want to devalue the work that was being done by a handful of forward-thinking teachers in my life. If it weren't for them, I wouldn't have entered the profession. But for the majority of my experience, the focus was on making traditional teaching work for the 21st century, not on shifting the paradigm. Yes, my generation's instructional methods included "turn and talk", for example, where we were asked to turn to a partner and mindlessly babble fake discussion, with one eye on the teacher to make sure she wasn't coming around. Then, when "talk" time was up, we would just share what we were already going to say before the exercise began. This is how we did "discussions"; We were allowed to talk to a partner for 15 seconds, and then those selected by the teacher were allowed to share before the teacher took back the reigns once more.

Again, the arrows of my education were not much different than the linear, teacher-controlled, unidirectional arrow that formed the education of my parents' generation, and the generations of organized schooling that existed for 100 years before. In order to truly reject the pedagogy of the 20th century, which may have been adequate for the time, we literally have to make a 180 ° turn and run the other way.

My dream for school....

It's time to change the direction of the arrow by for once and for all turning it around and allowing it to originate from the student.Imagine a classroom where students are the ones driving the learning and are empowered to pursue things that matter to them. In the infographic above we see multiple modalities being employed by these students as students are accessing human and digital resources to drive their own learning. In a 21st century learning model, learning extends beyond the classroom walls, and students are exchanging, discussing, questioning, reflecting and making connections anywhere, anytime. Most importantly, students are inspired and empowered to act, rather than sit back and have the knowledge brought to them.

Ideal classrooms always change, are a mess & have no teacher desk. They encourage interactions & personalization. #africaed #kicslearns pic.twitter.com/mnAPoa6hJw

- Bradley Arnold (@leybradly) September 14, 2017

This learning is so nonlinear, publicly shared, and student-driven that there is no silver bullet for how to achieve this in your classroom overnight. I'm still learning and reflecting on how best we might do this, and I don't pretend to have arrived the proverbial mountaintop of understanding. Regardless, here are some things I've tried in my class to change the direction of the arrow, with a related blog post explaining below:

With the world of knowledge now available at our students' fingertips, and in a time when we're certain that the workforce of the future is going to look completely different from what it does now, it's time to reject the status quo of how we design learning opportunities for our students. Seeing as we are already well into the 21st Century, my hope is that once and for all we put an end to the 20th century mindset of the teacher as the keeper of knowledge and our students as the passive consumers of information.

- Zach Groshell @mrzachg
You're welcome to join our facebook group, Over-posting Educators.

# data[].attributes.attachment_link.title
After 100 Years of the Same Teaching Model It's Time to Throw Out the Playbook

# data[].attributes.attachment_link.description
In looking back at my parents' education in the 1950s and 60s, and my own education in the 1990s and 2000s, I worry sometimes that despite the huge advances that we've seen in technology, not much has changed when it comes to how we view learning and how we design learning environments.

# data[].attributes.body
Starter maps @Beginning

# data[].attributes.attachment_link.title
COS 2018 debate: Foo Mee Har on an education model for the new era

# data[].attributes.attachment_link.description
Speaking in Parliament on Monday (Mar 5), MP Foo Mee Har asked about the steps the Ministry of Education is taking to transform the education system to strongly position Singapore's future generations for Industry 4.0.

# data[].attributes.attachment_link.title
Want to learn better? Start mind mapping | Hazel Wagner | TEDxNaperville

# data[].attributes.attachment_link.readable_text
The brain is easily bored. This one fact explains why Apple does what it does in its product launches. A presentation based on the fundamentals of neuroscience includes frequent changes to keep people interested. But how frequent is 'frequent' change?

Neuroscientists say our brains have a built-in stopwatch that ends around 10 minutes. In my conversations with University of Washington Medical School molecular biologist, John Medina, he cites peer-reviewed studies that show people tune out of a presentation in the first ten minutes. "The brain seems to be making choices according to some stubborn timing pattern, undoubtedly influenced by both culture and gene," he says. "This fact suggests a teaching and business imperative: Find a way to arouse and then hold somebody's attention for a specific period of time."

Medina and other neuroscientists say that speakers can re-engage an audience every ten minutes if they introduce a change. A change can include a video, a story, a demonstration, etc.

In the Apple Event on September 12, the company introduced its newest Apple Watch (version four) and next generation iPhones. As they do in every major product presentation, Apple executives re-engaged the audience every ten minutes. They do it by introducing change in the form of new voices.

Apple shares the stage every 10 minutes or less.

In the first 60 minutes of Apple's September 12th event, the audience heard from 10 speakers (including chief designer Jony Ive whose voice could be heard on a video describing the new Apple Watch). And no one spoke for more than 10 minutes, at most. Here's an example of how it works.

Apple CEO Tim Cook takes the stage and spends five minutes bringing the audience up to date on sales, products, and introduces the two themes of the day: Apple Watch and new iPhones.

After five minutes, Cook introduces Apple COO, Jeff Williams, to talk about the new Apple Watch.

Two minutes later, Williams plays a video that shows off the design of the new watch. The video resets the audience's internal stop watch.

Williams takes to the stage again and speaks for the longest uninterrupted time of any speaker (12 minutes). Williams, though, paused frequently as he was interrupted by applause twelve times. His segment was probably scripted for ten minutes or less.

Williams introduces another speaker, Dr. Ivor Benjamin, president of the American Heart Association. Benjamin speaks for two minutes about the new health feature on the Apple Watch--an EEG to measure heart rate.

Williams presents for four minutes and plays another video. This time we hear the voice of chief designer, Jony Ive.

The video ends two minutes later. Williams concludes his portion of the presentation and hands it back to Tim Cook.

In the first first 30 minutes, the audience watched three videos and heard four distinct voices.

The remaining 90 minutes followed a similar template, with no speaker taking more than 10 minutes on stage.

Marketing chief, Phil Schiller, took over the iPhone portion of the presentation. He spoke for exactly ten minutes before introducing an iPhone product marketing director, Kaianne Drance, to demonstrate how enhanced graphics will improve gaming and app development. She, in turn, shared the stage with three different app developers who also brought along gamers and guests. In a 15-minute segment, the audience saw nine people share the stage.

Remember, the brain gets bored easily. Keep your listeners engaged by introducing a cast of characters. If you're pitching investors, bring along members of your team or a customer. If you're delivering a solo presentation, insert videos to reset your audience's internal stopwatch.

Above all, stick to the 10-minute rule to keep your audience's attention. Don't give your listeners a chance to get bored.

# data[].attributes.attachment_link.title
Apple Follows This 10-Minute Rule to Keep You Glued to Product Presentations

# data[].attributes.attachment_link.description
The brain is easily bored. This one fact explains why Apple does what it does in its product launches. A presentation based on the fundamentals of neuroscience includes frequent changes to keep people interested. But how frequent is 'frequent' change? Neuroscientists say our brains have a built-in stopwatch that ends around 10 minutes.

# data[].attributes.attachment_link.readable_text
Davos 2016

Image: REUTERS/Sergei Karpukhin

Senior Writer, Formative Content

Stay up to date:

Davos 2016

Follow

Don't miss any update on this topic

Create a free account and access your personalized content collection with our latest publications and analyses.

Sign up for free

License and Republishing

World Economic Forum articles may be republished in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License, and in accordance with our Terms of Use.

The views expressed in this article are those of the author alone and not the World Economic Forum.

Global Agenda

The Agenda Weekly

A weekly update of the most important issues driving the global agenda

# data[].attributes.attachment_link.title
The 10 skills you need to thrive in the Fourth Industrial Revolution

# data[].attributes.attachment_link.description
Davos 2016 Image: REUTERS/Sergei Karpukhin Senior Writer, Formative Content Stay up to date: Davos 2016 Follow Don't miss any update on this topic Create a free account and access your personalized content collection with our latest publications and analyses.

# data[].attributes.attachment_link.title
The Fourth Industrial Revolution, by Klaus Schwab

# data[].attributes.attachment_link.description
Ubiquitous, mobile supercomputing. Intelligent robots. Self-driving cars. Neuro-technological brain enhancements. Genetic editing. The evidence of dramatic change is all around us and it's happening at exponential speed.

# data[].attributes.attachment_link.title
What will future jobs look like? | Andrew McAfee

# data[].attributes.attachment_link.title
The fourth industrial revolution is in your pocket | Ian Khan | TEDxMississauga

# data[].attributes.attachment_link.title
What happens when you sell your HDB flat?

# data[].attributes.body
Hi