The decimal numeral system is the standard system for denoting integer and non-integer numbers. The way of denoting numbers in the decimal system is often referred to as decimal notation. Parents can play at home with their children and use the abacus to learn how the decimal system works.
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The abacus, also called a counting frame, is a calculating tool that was in use in the ancient Near East, Europe, China, and Russia, centuries before the adoption of the written Hindu–Arabic numeral system. The exact origin of the abacus is still unknown. Parents can build an abacus at home to support learning at home.
https://www.npr.org/sections/ed/2017/10/04/554316261/want-change-in-education-look-beyond-the-usual-suspects-like-finland
Want Change In Education? Look Beyond The Usual Suspects (Like Finland)
October 4, 20176:02 AM ET ANYA KAMENETZ In a tiny hamlet in Tanzania, children who have never been to school, and can't recognize a single letter in any language, are about to start learning basic math and reading. They'll do this with the help of a cutting-edge, artificially intelligent "tutor" who can hear what they are saying in Swahili and respond meaningfully. In the slums of Bogota, Colombia, children play with special board games, dominoes and dice games that can teach them math and reading in a matter of months. Youth volunteers in the community help bring the games to younger children. On the outskirts of Tokyo, a kindergarten is built more like a giant playground. There is a circular park on the roof. You can reach classrooms by climbing a tree. A slide that goes from top to bottom of the building and the furniture is made of lightweight wooden boxes that the children can reconfigure themselves. These three ideas have something in common. Each is part of a distinct global effort underway right now to identify important innovations in education and to help them spread. The first project, RoboTutor from Carnegie Mellon University, is one of the just-announced finalists in the Global Learning Xprize, a $15 million innovation competition sponsored by Tesla founder and visionary Elon Musk. Mission: Create a software application that will enable children to learn basic math and reading independently. The second, Literacy Education and Math Lab or LEMA, was highlighted in a recent report from the Brookings Institution's Center for Universal Education titled "Can We Leapfrog? The Potential of Education Innovations to Rapidly Accelerate Progress." Brookings has cataloged 3,000 innovations from 166 countries so far. The third, known as Fuji Kindergarten, was picked by a Finnish nonprofit called HundrED dedicated, again, to spreading the top educational innovations from the world, around the world. Today they announced their first global group of 100 ideas from 42 countries. Something big is happening here. Governments, nonprofits, donors and educators are gearing up to try to solve two intractable, and seemingly disparate, problems — at the same time. The first one is that not enough children are learning the basics. The second is that the basics are no longer enough. And to solve these two problems, they are working hard to spotlight and spread innovations that go far beyond Silicon Valley. 100 years behind The first problem, and likely the most familiar, is inequality. More than a quarter of a billion kids worldwide don't attend school, and that number hasn't budged for a decade. The Global Learning Xprize challenge is addressed specifically at these children, who may never see the inside of a schoolhouse or meet a trained teacher. For those who are in school, meanwhile, there is a massive gap in basic skills between the richest and the poorest. You can express this as points on a standardized test: in the United States, for example, that gap is almost 40 percentage points in math at the highest level. Or, you can express it in years: Adults living in the poorest countries in the world are about as educated as the average for adults in rich countries 100 years ago. And, at the rate they're going, it would take another century to catch up. But there's a second problem. Just learning reading and math the way it was done 100 years ago is not going to prepare anyone for the future. Up to 70 percent of the tasks in most jobs are on track to be automated, leaving only the most creative, empathetic, technically fluent, collaborative work for humans. NPR ED3 Things People Can Do In The Classroom That Robots Can't Students need to find motivation and meaning, and take a playful attitude that makes it safe to try and fail. It's as though half the world's children were 100 years behind on learning to walk, but everyone now needs to dance. From walking to dancing That's why Rebecca Winthrop of Brookings asked the question "Can We Leapfrog?" In other words, she says, "How quickly can we transform both what and how children learn?" Leapfrogging as a concept is often associated with technology. Countries in sub-Saharan Africa, southeast Asia and elsewhere adopted mobile communications without ever having extensive landline or telegraph networks. Kenya is a world leader in mobile payments because the system came in before people had formal bank accounts or credit cards. Social goals like sustainability can leap forward, too. This summer the nation of India, where car ownership is far behind the U.S., announced a goal to sell only electric vehicles by 2030. China is leading the world in both production and installation of solar power. But schooling is fundamentally a human enterprise. Change can't just be a matter of mass-producing some technological marvel and pushing it to market. And there are many in the development world, says Winthrop, who argue that poor countries should master the basics before trying to address 21st century skills. Can you really take people who can't walk and show them the moonwalk? NPR EDThe One-Room Schoolhouse That's A Model For The World Her work argues that it has to be both/and. "From the learning sciences literature we know that kids can learn small things," like addition and subtraction, "on the way to big things" — like creativity and collaboration, she says. "We're not doing poor kids any favors by the drill-and-kill method." Projects like LEMA, the board game project that started in Latin America and is now in 16 countries, bring a playful attitude to learning, which is part of cultivating what Winthrop calls a 21st century "breadth of skills." Leapfrogging isn't about supplanting traditional schools, Winthrop explains, but it does address the need to change how they do business. Even in rich countries with high literacy rates, like the United States for example, there's a great deal of dissatisfaction expressed about education. And here's where leapfrogging really gets interesting: Some of the places with the fewest resources can become sources for huge inspiration. Identifying great ideas is one thing, but getting them to spread is another. It requires overcoming a silo effect, says Saku Tuominen, the Finnish innovation expert who is the creative director of HundrED. "If you think of a teacher in Helsinki, New York, New Delhi, Stockholm, Buenos Aires, they haven't got the faintest idea what is happening in another city on the classroom level," he says. In fact, they often don't even know much about what the teacher down the hall is doing. One theme he's identified among the innovations highlighted so far has to do with exactly that problem: thinking about new ways for teachers to collaborate and co-teach. Other professions are increasingly evolving in a collaborative direction, he notes; why not teaching? His nonprofit offers free support in PR and consulting to educators with ideas worth sharing, and it helps identify schools that want to adopt the ideas. "We're moving to a global world and it's time to make education global as well."
https://hundred.org/en/articles/the-role-of-parents-in-education-transformation-a-needs-assessment-guide
From past experiences in literacy programs we developed in Guatemala and other Central American countries (www.abcdespanol.com), it was observed that mothers needed to bring their children when attending the literacy program because they had no one else to help care for them. Through working in these communities, we learned that allowing mothers to bring their children was not only a need but an opportunity, as mothers became excellent tutors of their children, sharing with them what they have learned and encouraging them to take risks and get involved in play. Mothers in our programs used our games not only to gain literacy skills, but also to play with their children and to help them discover and learn as well. In this process, both the mothers and children benefited, in at least two ways: developing literacy and math skills and nurturing their relationship and bond. By engaging mothers in this way, they were also empowered to support their children’s learning process confidently.
In another project, Literacy4All was invited by a municipality in Colombia to design and implement a literacy program for mothers and caregivers of children 0 to 5 who did not know how to read and write. Here we observed how the women in the program had big dreams for their children but knew that without necessary literacy skills, their capacity to positively influence and participate in their children’s education was limited. However, the program participants were residents of a neighborhood in the city where it was not safe to be out of their home after six o’clock; and where congregating in small groups, even if for educational purposes, was perceived by the community as a “dangerous” activity. Although the program was ultimately successful, this was an example of how socio-economic barriers prevent mothers from engaging more actively in education.
Increasing parent engagement at home and in school will require local ownership and customized strategies for specific contexts to remove barriers.
To learn more about the Parent Needs Assessment Guide developed by the Parent Engagement Working Group that emerged out of Project Literacy, a global campaign founded and led by Pearson, with support from Results for Development (R4D), click HERE
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What kind of attitude is needed to make change happen? “We all know that mindset is everything, we know that from our own experience and from the young people we have the privilege to teach”, HundrED Academy Member Hsuieh Dean Lee opens with.
Catalina Gonzalez, founder of Literacy4All, offers a bold and inspirational response: “I’m going to say three very bad words, so be advised. Being intolerant, being impatient, and being naive." "Three things we’ve learned to be bad, but let me explain. Be intolerant about the inequality that exists in the world. That children are not able to learn and read and write, today when we are talking about digital literacy and digital skills. “Be impatient at the pace of change. When we say ‘in 2030 all children will have quality education’, how can we wait for that? There are children that need us now.” “Be naive, because if we think about the magnitude of challenges involved in doing any of the things we do, with the communities we work with, we will never move.” “Think big, for sure, but don’t forget how important the small is. Yes, it starts with us, but it’s also that child, that parent, that teacher. So think big, but don’t forget how important the small is” Posted By C. M. Rubin on May 21, 2019
“We use play because play is learning.” – Catalina Gonzalez Catalina González, founder and director of Literacy4all begins her story in Colombia. A young school teacher, Javier González-Quintero, was asked to send report cards for his students to their parents. Javier decided this would not work since very few of the children’s parents were able to read and write. So, he decided instead to meet with the parents in person. He invited the fathers to play dominoes. Many of the dads (who couldn’t read or write) proceeded to beat Javier at dominoes and he wondered: what if these men could learn to read and write the same way they learned to win at dominoes — through play? The abcdespañol board game was born, and for 30 years has been successfully implemented as a learning tool in more than ten countries reaching over a million children, youth and adults. Today, LEMA – Literacy Education and Math Lab – works to support early literacy development in children from 1st to 4th grade that are not reading at grade level. The Global Search for Education is pleased to welcome Javier’s daughter, Catalina González, to tell us how students are improving their literacy skill levels through play. “Group play encourages relationship building and helps to promote the development of social and communication skills. It also allows and encourages peer-to-peer learning.” – Catalina Gonzalez Catalina, how would you describe your challenges and your progress with your model to date? There are more children in classrooms today than there were 15 years ago. However, children are not learning how to read, write or use basic math. Children who don’t learn how to read by the end of third grade are likely to remain poor readers for the rest of their lives, and are likely to fall behind in other academic areas. Without these foundational skills, there is no lifelong learning. Another challenge is how and what children are learning aligns poorly with how they learn best and with what they need to learn. LEMA´s solution is based in play-based group work. We use play because play is learning. Group play encourages relationship building and helps to promote the development of social and communication skills. It also allows and encourages peer-to-peer learning, changing the power dynamics of the traditional classroom. Through play, we are able to remove one of the biggest barriers to learning – fear. Learners are encouraged to explore, discover, develop and test hypotheses, making learning relevant. Lastly, the key to the LEMA model is its flexibility with regards to who, where and when learning takes place, and who supports students on their learning journey. In some contexts, the process is guided by teachers during the school time. In others, the process is guided by learning coaches, who can be retired teachers, grandparents, parents, youth, older siblings, or volunteers. By bringing other social actors to support children´s literacy, we build communities able to support schools and their children, unburden teachers, and ensure that children acquire the skills they need when they need them. This form of learning can happen in and outside of the school time. To date, LEMA has been implemented in 4 countries, reaching over 8,000 children, and has trained over 500 teachers and learning coaches. The programs are set to become autonomous, allowing for programs and schools to incorporate LEMA in the way that works best for their community. “Learners are encouraged to explore, discover, develop and test hypotheses, making learning relevant.” – Catalina Gonzalez What makes the Literacy4All learning tools and games unique compared to other models? We are changing where, what and how children learn. Our approach to literacy goes beyond memorizing rules or repeating sounds. We approach language (including the language of mathematics) as systems, with rules to be discovered and applied; studying and understanding exceptions as proof of these rules. Play groups allow children to develop social skills, communication, collaboration, problem-solving and conflict resolution skills. It also promotes emotional intelligence and confidence, while supporting children’s creativity. In many parts of the world, the digital divide continues to be a challenge. Our model can reach populations were technology and connectivity remains a luxury few can achieve. How would you describe the biggest challenges you’ve faced in engaging your end users? How have you addressed these challenges? Despite increased access, many children today are not able to attend school; and those that attend school are not mastering the foundational skills they need for future learning, work and life. Children from all socioeconomic backgrounds are affected, but the poorest children carry the heaviest burden. We work with the community to develop the capacity they need to support their children, using a play based model that is an accessible instructional tool. “We work with the community to develop the capacity they need to support their children.” – Catalina Gonzalez If someone asked you to share 1 or 2 great examples of how your model has had an impact on learners, which stories would you show/tell us? Teachers in India reported doubting the approach at first, but when they saw their children learning, it changed their confidence on the approach and their level of confidence in their children. In Panama, 1000 children with learning disabilities improved their skills using our games. In El Salado, a population of Colombia devastated by violence, school teachers are afraid, often get sick or are unable to reach the school due to poor road conditions. By training community leaders, we made sure children continued to learn despite the adversity of the conditions. Where do you see your model in 5 or 10 years from now? We see our model expanding, reaching more children and adapting the games to many more languages, so children can learn in their first language. We also see ourselves partnering with organizations developing learning apps, to reach many more communities. We hope to work more intentionally in reaching children with learning disabilities. We also hope to work with parents of children 0 to 5 so that they can become more effective advocates and supporters of their children’s learning process. C M Rubin and Catalina Gonzalez Thank you to our 800 plus global contributors, teachers, entrepreneurs, researchers, business leaders, students and thought leaders from every domain for sharing your perspectives on the future of learning with The Global Search for Education each month. C. M. Rubin (Cathy) is the Founder of CMRubinWorld, an online publishing company focused on the future of global learning and the co-founder of Planet Classroom. She is the author of three best-selling books and two widely read online series. Rubin received 3 Upton Sinclair Awards for “The Global Search for Education”. The series which advocates for all learners was launched in 2010 and brings together distinguished thought leaders from around the world to explore the key education issues faced by nations. Follow C. M. Rubin on Twitter: www.twitter.com/@cmrubinworld The Global Search for Education Community Page Community of Practice members joined us in person from Uganda, Kenya, Ghana, India, Zambia, Colombia, Nigeria, and the U.S and many also joined virtually. External guests from USAID, Worldreader, and World Vision and a few R4D colleagues who were in attendance and said they greatly enjoyed learning from all. Throughout the day, attendees shared helpful input on moving the co-developed tools forward and on strengthening our community in the next phase. The tools are live on the Center for Education Innovations website. Spread the word! Share the tools with your colleagues and networks to ensure they can also benefit from them and contribute to our collective efforts. Working group tool pitches were a highlight. Thank you to Catalina Gonzalez, Ira Sockowitz, Josh Cleveland, Amit Pathak, Jamison Crawford, and Kofi Essien for presenting each of the 5 working group tools.
https://hundred.org/en/articles/leadership-lessons-from-our-hundred-innovators-this-international-women-s-day
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June 2020
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