Videography by Eric Koziol. Published on 18 June by Stanford University.
You can now register for the current offering of this course. For Students" course, the course is available here: How to Learn Math: The course is primarily for teachers and parents and others who may help students with math.
It consists of short videos interspersed with various thinking tasks—such as reflecting on videos, designing lessons, discussing ideas with peers in the class—to promote active engagement.
This course first ran last summer June - Sep but will soon be re-opening and will run for an extended time, probably April-October. Registration will open soon so please check back at this site to enroll for the course.
More than 40, people took the last class — mainly teachers, parents and school administrators.
Knocking down the myths about math. Math is not about speed, memorization or learning lots of rules. Girls are equally capable of the highest achievement. This session will include interviews with students. What is math persistence?
Stanford University. The Leland Stanford Junior University, commonly referred to as Stanford University or Stanford, is an American private research university located in Stanford, California on an 8,acre (3, ha) campus near Palo Alto, California, United States. The course is an undergraduate introduction to cryptography and its correct use in real world systems. The course is intended for advanced undergraduates and graduate students. MOOC: Free online cryptography course open to the public. Our course portfolio reflects the exciting research and world-class teaching of Stanford faculty from the School of Engineering as well as the schools of medicine, law, business, and humanities and sciences.
Why are mistakes so important? How is math linked to creativity? This session will focus on the importance of mistakes, struggles and persistence.
Teaching Math for a Growth Mindset. This session will give strategies to teachers and parents for helping students develop a growth mindset and will include an interview with Carol Dweck. Math is a conceptual subject— we will see evidence of the importance of conceptual thinking and participants will be given number problems that can be solved in many ways and represented visually.
In this session we will look at and solve math problems at many different grade levels and see the difference in approaching them procedurally and conceptually. Interviews with successful users of math in different, interesting jobs film maker, inventor of self-driving cars etc will show the importance of conceptual math.
Participants will learn some key research findings in the teaching and learning of algebra and learn about a case of algebra teaching. This session will review the ideas of the course and think about the way towards a new mathematical future.
Prerequisites There are no prerequisites for this course. Frequently Asked Questions Whom is this course for?
This course is for teachers of math K or for other helpers of students, such as parents. A student course will also be offered in the school year. This course provides an opportunity for teachers and parents to preview the ideas for students and think about how they may be useful, as well as learn from new research ideas and share ideas with other teachers and parents who enroll in the course.
What is the course structure? In those sessions I will combine some videos of me, interviews with students, cutting edge research ideas, interesting visuals, and some peer and self-assessments. If you engage with the materials actively, thinking and writing about teaching and learning, I anticipate that each session will take you somewhere between 1 and 2 hours.
What is the pace of the course? The course will be self-paced, and you can start and end the course at any time in the months it is open. How will I be assessed?
There will be a concept check at the end of the course and those who finish and are successful will receive a statement of accomplishment. There will be no grades given.
It will be ideal if you can take this course with others, and discuss the ideas together. There will also be opportunities to engage in discussions through the forum pages, and to share good ideas for teaching. Do I need to buy a textbook?This is an online version of one of our most frequently sought after introductory learning experiences.
Using a video, worksheets, and facilitation tips we will take you step by step through the process of hosting or participating in a 90 minute design challenge.
Kristin Sainani. Kristin Sainani (née Cobb) is a clinical assistant professor at Stanford University and also a health and science writer. After receiving an MS in statistics and PhD in epidemiology from Stanford University, she studied science writing at the University of California, Santa Cruz.
Courses Below is a listing of all the courses available through the Department of Economics. Also listed are courses from other departments recognized for Econ undergraduate elective credit. SNAP is offering two free hybrid MOOCs (Massive Open Online Courses).
Both courses follow a hybrid online/face-to-face format in slightly different ways. Course 1 is recommended (but is not required) before Course 2. Summer, Course 1. Performance Assessment in the NGSS Classroom: Implications for Practice. This course is about how short performance assessments can be used to .
Dementia and Diversity in Primary Care: A Primer - Guidelines, Ethnic Differences, and Assessment (CME) SOM-YCME Have general questions about Stanford Lagunita?You can find lots of helpful information in the Stanford Lagunita Help Center.