As you can probably tell by the post title, this is going to be about a lot of things. I have been needing to write a blog post on what I have been up to, but unfortunately I have not had the time before now.
Collaboration.
I have a couple of things to talk about here, first is the first 'open' time on the MCEdu server where we had people coming in, either to tour, explore, learn or build. It was amazing, and a big thanks to everyone who took the time to drop by. We had abilities ranging from first timers to seasoned veterans and the sharing of ideas was great to hear. There will be more of these so if you are interested head over to the google group for the details on how to get online. Unfortunately you must have MinecraftEdu to be a part of it, as it is a collaborative/training server for teachers.
Questions.
The second thing to discuss to do with collaboration also ties into the questions and maths parts as well. I have been working closely with another teacher on a setup that allows students to answer multiple choice questions in MinecraftEdu, in a much simpler way than my 21 questions map. It uses the command blocks and the scoreboard system in ways I had not even dreamt of. Working with Shane on the implementation of a question/answer system has opened up a massive amount of possibilities for gathering information from students, getting students to collaborate, making testing a bit more enjoyable and even being able to immediately give feedback to students as to whether they got the answer correct or incorrect.
With a bit more time spent it would also allow teachers to give immediate formative feedback that ties directly to the answer the students gave, if incorrect, it could quite easily provide corrective suggestions to the students and allow them to then do similar questions to prove they have fixed the issue or their misconception. I am amazed at the power we have unlocked by learning about the command blocks to implement this, ranging from doors that will not open unless you meet certain criteria to tagging students for teleportation.
Maths.
Now the reason Shane and I have been designing this is because I wanted to be able to give the students some form of 'test' in-game on their integer knowledge, but to make it much more fun. So while getting students to use integers to work out coordinates for a treasure hunt, there were also question stations where students commit to an answer for an integer based question and immediately get told whether they were correct or incorrect. If they get the answer correct they receive a diamond reward and then go to a new question to answer, if they get it incorrect they miss the diamond reward and go to the next question. This is where all of my time has been spent over the last week or so, designing, tweaking and implementing the question system into a treasure hunt map.
What is really interesting is that students did not really understand the questions, and this is something I will work on for future maps. I am not sure whether students didn't understand the question or whether they did not understand the form of the questions. Being the first really 'new' thing I have done for a while I clearly have a fair few things to work on before I do this again. Or before we continue with the treasure hunt after a 2 week holiday break.
Cells.
The animal cell map was also run again today, and I am still really impressed with how it turned out. For the hour or so the students were working through it, my room was pretty much absolutely silent, and while it is a small group of students it is still a pretty sure sign of engagement and just adds another point of access for information for my students in a different way.
I think that is enough of a post for now, thanks for reading, I will be putting my integer treasure hunt map up for download once I have tweaked it after the feedback from students today, and the 'guts' of it is on the MCEdu server to explore if you want to. Once I have stabilised the answer system and am sure it is 'bullet proof' I will also be putting that schematic up for download on the google group also.
Thursday, 19 September 2013
Friday, 13 September 2013
First Thing I Was Asked Today.
Are we going to do more Angry Birds forces today??
:D
The answer was unfortunately a no, as we had the opportunity to have access to MinecraftEdu for another project the students are working on, but the fact they asked means I at least made an impression. I now need to decide whether to continue with the plan to fire off bottle rockets next week, or whether to start the game forces assignment earlier. I think if we started it early the students would probably do quite a bit of it over the holidays that begin at the end of next week (which would be a massive win). However, I only have 2 periods of science next week and I have been promising them we would fire off the bottle rockets in the last week of term. I know some students have created their rockets and are really excited to see them fly, I have designed a bottle rocket (actually 2 different designs) on the computer and need to print them off to see how they perform, so I too am kinda excited to fire off some bottle rockets.
This weekend will see the first 'open' MCEdu server build session, where we will have some experts online working on a collaborative build and discussing the design of it as we go. This works very well in small groups, so it will be interesting to see how many people turn up, and also if it is a bit of a larger group how it goes, whether we need to split off into a couple of groups working on different builds or whether the large group will work.
We are not just building houses or something like that, I would like the focus to be on lesson design, but I know there are some things that would be good to discuss while building with everyone, that on their own would not be a lesson, but may tie quite well into some. So that is another thing I am really excited about, it is happening on Sunday morning my time so expect a post either Sunday evening or Monday at some stage trying to share what happened and clarify it all in my own head.
OH! Another super exciting development with the Braille Periodic Table, I shipped the first one the other day (it was even international) and am eagerly awaiting its arrival so I can get some feedback, but I also got an order for 4 today :D so I will be printing these off and sending them off soon, again I cannot wait to get some feedback from students on either possible improvements, or how it helped them out.
Quick post today, just thought I should share the comments from students today and some of the happenings of MinecraftEdu. Thanks for reading, feel free to leave a comment below.
:D
The answer was unfortunately a no, as we had the opportunity to have access to MinecraftEdu for another project the students are working on, but the fact they asked means I at least made an impression. I now need to decide whether to continue with the plan to fire off bottle rockets next week, or whether to start the game forces assignment earlier. I think if we started it early the students would probably do quite a bit of it over the holidays that begin at the end of next week (which would be a massive win). However, I only have 2 periods of science next week and I have been promising them we would fire off the bottle rockets in the last week of term. I know some students have created their rockets and are really excited to see them fly, I have designed a bottle rocket (actually 2 different designs) on the computer and need to print them off to see how they perform, so I too am kinda excited to fire off some bottle rockets.
This weekend will see the first 'open' MCEdu server build session, where we will have some experts online working on a collaborative build and discussing the design of it as we go. This works very well in small groups, so it will be interesting to see how many people turn up, and also if it is a bit of a larger group how it goes, whether we need to split off into a couple of groups working on different builds or whether the large group will work.
We are not just building houses or something like that, I would like the focus to be on lesson design, but I know there are some things that would be good to discuss while building with everyone, that on their own would not be a lesson, but may tie quite well into some. So that is another thing I am really excited about, it is happening on Sunday morning my time so expect a post either Sunday evening or Monday at some stage trying to share what happened and clarify it all in my own head.
OH! Another super exciting development with the Braille Periodic Table, I shipped the first one the other day (it was even international) and am eagerly awaiting its arrival so I can get some feedback, but I also got an order for 4 today :D so I will be printing these off and sending them off soon, again I cannot wait to get some feedback from students on either possible improvements, or how it helped them out.
Quick post today, just thought I should share the comments from students today and some of the happenings of MinecraftEdu. Thanks for reading, feel free to leave a comment below.
Thursday, 12 September 2013
Angry Birds Space & Forces.
I have just walked out of a 48 minute lesson with my year 7 class, where we began looking at how forces work by playing Angry Birds Space. I have got to say that it was interesting to run a lesson like this (I have had/seen the idea to model parabolas in Angry Birds before, but never had the opportunity to implement it in a classroom setting). To get students predicting as to where a bird was going to land when we let it go was great, then to discuss the forces at play and how some forces are stronger than others was also pretty amazing.
I own Angry Birds Space on my iDevice, but played it for free online so we could put it on the data projector for all to see. I have never actually played Angry Birds Space before, but have played plenty of Angry Birds in my time, many of the students were the same, however we did have a couple of experts who had played quite a bit of Space. So for students who hadn't played the first thing we did was compare what happens when you fire a bird straight off into the distance (or straight up in the air). "It doesn't come back, normally they do" was one comment, and captured what was happening perfectly. So from there we got to talk about forces being a push or a pull. We also got to discuss that objects that are stationary have forces that are in balance and will stay that way until the forces get out of balance (by a rogue flying bird).
At one stage one poor little piggy was in a bubble in space, so we got to pop his bubble and he froze!!! So I asked why did that happen? Their response was "there is no air in space" which, while true does not fully explain why the pig froze, but it is a good starting point for future discussion about gravity impacting on air and keeping it closer to the planet and that is how atmosphere 'forms'.
All in all I feel that it was a very successful beginning, how we move on from here though I am not entirely sure. I have an idea that may, or may not work very well. I will get the students to propose a game they would like to explore the forces in, be it on their mobile device or the web. I will then check each of them out to make sure they are suitable and it will be the students responsibility, either individually or as a group, to share their findings about forces in that game with the rest of the class. I will also put together a short sample list of games that are free and have a decent physics engine for those who don't know where to start. I think their final task will be something along the lines of explaining how the physical forces in the game make the game playable, how they can be used to 'win' the game and what would happen if some of those forces were removed or altered.
List of possible games (not accurate or complete but just ideas of where they are so I can refer back later)
Angry Birds (pretty much any of them)
http://www.coolmath-games.com (many games on there would work)
Plenty of iOS games I have played and cannot remember the names eg World of Goo
Westpoint Bridge Builder
MinecraftEdu (of course :D)
Just throwing ideas down as they come, sorry about the garbled mess of thoughts, I am sure there will be more updates coming on this project in the future. Thanks for reading, if you have any suggestions (including suggested games) please drop them in the comments section below.
I own Angry Birds Space on my iDevice, but played it for free online so we could put it on the data projector for all to see. I have never actually played Angry Birds Space before, but have played plenty of Angry Birds in my time, many of the students were the same, however we did have a couple of experts who had played quite a bit of Space. So for students who hadn't played the first thing we did was compare what happens when you fire a bird straight off into the distance (or straight up in the air). "It doesn't come back, normally they do" was one comment, and captured what was happening perfectly. So from there we got to talk about forces being a push or a pull. We also got to discuss that objects that are stationary have forces that are in balance and will stay that way until the forces get out of balance (by a rogue flying bird).
At one stage one poor little piggy was in a bubble in space, so we got to pop his bubble and he froze!!! So I asked why did that happen? Their response was "there is no air in space" which, while true does not fully explain why the pig froze, but it is a good starting point for future discussion about gravity impacting on air and keeping it closer to the planet and that is how atmosphere 'forms'.
All in all I feel that it was a very successful beginning, how we move on from here though I am not entirely sure. I have an idea that may, or may not work very well. I will get the students to propose a game they would like to explore the forces in, be it on their mobile device or the web. I will then check each of them out to make sure they are suitable and it will be the students responsibility, either individually or as a group, to share their findings about forces in that game with the rest of the class. I will also put together a short sample list of games that are free and have a decent physics engine for those who don't know where to start. I think their final task will be something along the lines of explaining how the physical forces in the game make the game playable, how they can be used to 'win' the game and what would happen if some of those forces were removed or altered.
List of possible games (not accurate or complete but just ideas of where they are so I can refer back later)
Angry Birds (pretty much any of them)
http://www.coolmath-games.com (many games on there would work)
Plenty of iOS games I have played and cannot remember the names eg World of Goo
Westpoint Bridge Builder
MinecraftEdu (of course :D)
Just throwing ideas down as they come, sorry about the garbled mess of thoughts, I am sure there will be more updates coming on this project in the future. Thanks for reading, if you have any suggestions (including suggested games) please drop them in the comments section below.
Monday, 2 September 2013
Why the Students Like Maths.
I forgot to mention in my last post that I had students begin their learning journal a couple of weeks ago. Last week was pretty much a non-existent week in terms of class, but I would like to share some of the quotes from students about why they like this project we are working on at the moment.
"I like this math class because…
- It teaches us real life skills
- It’s not just questions out of a textbook
- Everything is explained in more detail than normal math classes
- I remember more from doing this class than doing things out of a textbook
- It is actually enjoyable"
"I like this math class because its different from other math classes and we learn all the same stuff but through a computer game. We do not have to sit and get questions out of a textbook, we learn from sheets about what we are doing like percentages and area. The fine thing that the teacher decided to do is a pretty smart idea because it keeps us organised, not using bad language and behaving better.
"I have learned that to be to be rewarded you have to earn it. I have learned that you actually have to use your money for something that is useful and not just pointless crap."
"The thing that i really like in this class is we were learning and having fun at the same time were not just playing were actually learning how to calculate money and earning money and how do we do the percentage and do our own budget."
"The reason I enjoy the way we do maths in our precal is because its not just going heres whole lot of work learn it and theres a test, in our class its more involving and it keeps everyone motivated to keep working at maths but at the same time keep everyone enjoying maths and wanting maths to come more often, to summarise it makes us want to do maths instead of us having a “no way, I hate maths attitude”, we have a “ooh yes, I love maths I enjoy it so much, i cant wait till we have it next” attitude. So in short terms, our maths makes everything we do more alive and and keeps our mind thinking in every possible direction."
"I really like the way that math is going and i am enjoying and liking that my teacher has not made me use minecraft and has found a different way for me to do it."
Another quote I would like to share is from class on Friday. I was chatting to students about how they need to work out their house cost, and one student that has already done hers and is about to give me her application said,
"Oh, I just realised that is where the maths comes in, I just did it because that is what I had to do, but that is pretty cool."
So today I had another 90 minutes with the students, I am really pushing them to get their house costings done by the end of this week and many are getting closer. I also built a couple of shops near the main tower for students to rent off me for their business, but it appears that some students are incorporating their business area into their houses, which just means that they will need to do both a business and loan application at the same time.
On another topic, I have posted in the past about the power of collaboration and how cool I find it. I had another go on the weekend with 4 of us on the one server talking and building a tutorial section on the new server I am starting for teachers to learn how to use MinecraftEdu and then begin sharing ideas and collaboratively building. Each time I work with others on a build I am impressed with the different ideas they share, and the support given to everyone while working. I cannot wait to open this server to the MinecraftEdu teachers and get more people building together and sharing ideas. I still strongly believe that working collaboratively on lesson design is the easiest way to get the best lessons for our students.
Thanks for reading, feel free to leave a comment below.
"Oh, I just realised that is where the maths comes in, I just did it because that is what I had to do, but that is pretty cool."
So today I had another 90 minutes with the students, I am really pushing them to get their house costings done by the end of this week and many are getting closer. I also built a couple of shops near the main tower for students to rent off me for their business, but it appears that some students are incorporating their business area into their houses, which just means that they will need to do both a business and loan application at the same time.
On another topic, I have posted in the past about the power of collaboration and how cool I find it. I had another go on the weekend with 4 of us on the one server talking and building a tutorial section on the new server I am starting for teachers to learn how to use MinecraftEdu and then begin sharing ideas and collaboratively building. Each time I work with others on a build I am impressed with the different ideas they share, and the support given to everyone while working. I cannot wait to open this server to the MinecraftEdu teachers and get more people building together and sharing ideas. I still strongly believe that working collaboratively on lesson design is the easiest way to get the best lessons for our students.
Thanks for reading, feel free to leave a comment below.
Thursday, 29 August 2013
Long Time Coming.
This is another one of those posts where I am going to begin by apologising for being a bit lax in my posting of late. Life just seems to get really busy sometimes and the first thing to go, it seems, is my written reflections here. A lot has happened in the last couple of weeks so this is probably going to be a bit of everything kind of post and probably reasonably long.
I will start with the freshest in my mind, relational thinking with my year 8s. I just finished another 90 minutes with the students in Minecraft trying to visualise a thinking process to solve a problem, despite my concerns that other week regarding their inability on a Friday afternoon. Upon reflection on that lesson and those that have occurred since, and also after talking to students about it and getting their feedback as to why they thought it did not go well, I have concluded that perhaps I left the exploration phase too long for those who couldn't do it so they disengaged.
So what have I done since then to improve the situation? Well I have had both paper/pen classes and Minecraft classes. In both we discuss possible strategies for solving problems, try to visualise them and share our ideas. Also I think that perhaps the multiplication relational thinking is a bit harder to visualise in Minecraft than the other operations, I am not sure why I feel this way yet, I just do. More reflection required.
Also I moved away from the restrictive format I had the students in, where they were working in a group, in a closed space and then had to share. I ran a open world where students could put their own 'decorations' around their calculation, so if the problem and thinking got too much, they could distract themselves by building rather than turning off completely. I also gave students a range of problems to choose from, rather than forcing them to do a particular one.
On top of those alterations I also kept a closer eye on how students were progressing, to the point today where I had 5 or 6 'experts' roving around the room helping students who were stuck. I think giving those students the responsibility of teaching others not only reinforces their own knowledge, but also gives them a sense of pride. Even better, the students who didn't get it were not upset to be taught by other students, in fact many students were extremely happy to see how simple it could be to solve the problem.
Now onto the Pre-CAL Numeracy world. Things are progressing nicely, more students are doing more homework and worksheets than I initially envisioned, which is awesome. It also means that a lot of the students are 'cashed up' with thousands of dollars to spend. So we are really starting to focus on getting loan applications and business proposals in. Students seem to have the percentage work well under control, so it is time to move onto the next topic, which I think will be costing things, be it their house, business or whatever, but also doing it effectively in a spreadsheet. I wanted to be so much farther along with this project than we are, however I think that the inconsistency of many students attendance is what is slowing us down and unfortunately there is not a lot I can do about that.
The last topic to cover today, and thanks if you have gotten this far, is the Braille Periodic Table. It has been a great success in helping the student see it the Periodic Table the way it is designed to be seen. We sent off an explanation and pictures to our local supplier of vision impaired materials and they sent the info out to the south Pacific region. I am offering these for sale, so if you happen to know someone or a school/library/provider/foundation that would benefit from this please get them to email me at eduelfie @ gmail . com (without the spaces) and we will sort something out. I can ship worldwide, so as long as they use Unified English Braille this will be suitable.
As always thanks for reading, feel free to leave a comment below and please if you know anyone who is vision impaired and would like to see the Periodic Table as it is designed to be seen let me know.
I will start with the freshest in my mind, relational thinking with my year 8s. I just finished another 90 minutes with the students in Minecraft trying to visualise a thinking process to solve a problem, despite my concerns that other week regarding their inability on a Friday afternoon. Upon reflection on that lesson and those that have occurred since, and also after talking to students about it and getting their feedback as to why they thought it did not go well, I have concluded that perhaps I left the exploration phase too long for those who couldn't do it so they disengaged.
So what have I done since then to improve the situation? Well I have had both paper/pen classes and Minecraft classes. In both we discuss possible strategies for solving problems, try to visualise them and share our ideas. Also I think that perhaps the multiplication relational thinking is a bit harder to visualise in Minecraft than the other operations, I am not sure why I feel this way yet, I just do. More reflection required.
Also I moved away from the restrictive format I had the students in, where they were working in a group, in a closed space and then had to share. I ran a open world where students could put their own 'decorations' around their calculation, so if the problem and thinking got too much, they could distract themselves by building rather than turning off completely. I also gave students a range of problems to choose from, rather than forcing them to do a particular one.
On top of those alterations I also kept a closer eye on how students were progressing, to the point today where I had 5 or 6 'experts' roving around the room helping students who were stuck. I think giving those students the responsibility of teaching others not only reinforces their own knowledge, but also gives them a sense of pride. Even better, the students who didn't get it were not upset to be taught by other students, in fact many students were extremely happy to see how simple it could be to solve the problem.
Now onto the Pre-CAL Numeracy world. Things are progressing nicely, more students are doing more homework and worksheets than I initially envisioned, which is awesome. It also means that a lot of the students are 'cashed up' with thousands of dollars to spend. So we are really starting to focus on getting loan applications and business proposals in. Students seem to have the percentage work well under control, so it is time to move onto the next topic, which I think will be costing things, be it their house, business or whatever, but also doing it effectively in a spreadsheet. I wanted to be so much farther along with this project than we are, however I think that the inconsistency of many students attendance is what is slowing us down and unfortunately there is not a lot I can do about that.
The last topic to cover today, and thanks if you have gotten this far, is the Braille Periodic Table. It has been a great success in helping the student see it the Periodic Table the way it is designed to be seen. We sent off an explanation and pictures to our local supplier of vision impaired materials and they sent the info out to the south Pacific region. I am offering these for sale, so if you happen to know someone or a school/library/provider/foundation that would benefit from this please get them to email me at eduelfie @ gmail . com (without the spaces) and we will sort something out. I can ship worldwide, so as long as they use Unified English Braille this will be suitable.
As always thanks for reading, feel free to leave a comment below and please if you know anyone who is vision impaired and would like to see the Periodic Table as it is designed to be seen let me know.
Friday, 16 August 2013
Grinning From Ear to Ear.
I could not get the grin off my face during class today. I got a homework sheet completed and it had a letter to me on the back.
I absolutely love the way he signed this letter, "one proud student." What more could I ask for? He even took more sheets home today to do over the weekend. I really feel like I am getting somewhere with these students. They really value this project, having asked them why I get responses like "it makes maths more fun" or "we get paid for doing work, but we actually have to work, it is not just given to us."
It might sound silly but it is letters like this, and comments like those that make all the hours I put into creating and maintaining this project well and truly worthwhile. To be able to get 16 year olds who dislike Maths engaged and active not only in class but also out of it is a great feeling.
Another student was building and costing his house in the creative world during class, and he came to me (or shouted across the room :D) with a blow by blow on how he was working out how much veranda he had just laid and how many blocks were in it. He knew his house was 17X19 squares and he added a 4 wide veranda all the way around. After he started explaining what he needed to do I gave him my whiteboard marker and asked him to draw it on the board and explain it step by step to me.
Another massive grin moment occurred as he did this. He went through processes that I would not have expected and he was way too focussed to even give me a high five as he finished one part of his calculation, he was too busy trying to figure out the next one.
Well that is the good, now onto the not so good, the subtraction relational thinking lesson did not go anywhere near as well as the addition one yesterday. I am not entirely sure why, but I think it may have been to do with the time of the day, or perhaps it was that the students could not see a relationship. So after a bit of time I went through the idea that students could trade one diamond block for 10 gold and then let them at the task again. Some groups got there in the end I think, but we will share our thoughts next week and I will be asking for a bit more feedback from the students as to their thoughts about the lesson. Perhaps one solution would be to ask any student who had a solution to come up and share with the class next week and discuss those strategies with the class.
As always thanks for reading and feel free to leave a comment below.
Thursday, 15 August 2013
Relational Thinking WIN!!
Today was the first attempt at getting students to visualise their thinking in Minecraft. Some students had a bit of trouble finding the link, they relied on calculating the answer, which is not an incorrect way of doing it, I just had to push them a bit more to try to find the link or relationship. What really blew my mind was the student that came up to me at the end of the lesson and said "I wrote my way of working it out in a book, would you like to read it?" So I headed over to her in-game, she handed me her book and I asked her to come sit beside me in the room and talk me through her thinking.
The discussion and her explanation were so outstanding I had to tell the rest of the class, and even though they had a few minutes of free time they all listened (mostly attentively) to the explanation and could see how that relationship tied the numbers together. The great thing about this students explanation was that it ties in perfectly with the next lesson, at least as a way of getting the students thinking about the links between the numbers and how they can be used to make solving questions easier.
I had to publish that small section of the footage from today straight away, I couldn't wait until I found the time to filter through all the footage that I recorded today.
Here is the video
So tomorrow we explore the relational thinking of subtraction and next week we look into multiplication and division. I was not entirely sure how long it would take the students to complete the tasks I set but it seems that about 45 minutes is right. In the end I decided that I would group the students into groups of no more than 4 and each member of the group would have the same problem to work on for 10-15 minutes and then they would discuss their thought process with the other members of their group. The group then needs to come to an agreement as to the process they would share with the class and build what they need on the centre platform.
After this, each group had to come up the front of the room and explain their process to the rest of the class. After each group we had a discussion about their way of solving it and went over the visual on the board together. One group could not come up with a way to solve the problem except for calculating, so as a class we helped them use some of the other methods that had already been shared.
I am looking forward to seeing how they go tomorrow with subtraction so expect another blog post after that class is finished. Today I also got to run the Neurotransmitter 2.0 map (from a good 12 months ago if you have not read that far back in my blog) and it worked very well, there were some good discussions about the limitations of my models, the students were engaged and having fun while learning.
Thanks for reading, feel free to leave a comment below.
The discussion and her explanation were so outstanding I had to tell the rest of the class, and even though they had a few minutes of free time they all listened (mostly attentively) to the explanation and could see how that relationship tied the numbers together. The great thing about this students explanation was that it ties in perfectly with the next lesson, at least as a way of getting the students thinking about the links between the numbers and how they can be used to make solving questions easier.
I had to publish that small section of the footage from today straight away, I couldn't wait until I found the time to filter through all the footage that I recorded today.
Here is the video
So tomorrow we explore the relational thinking of subtraction and next week we look into multiplication and division. I was not entirely sure how long it would take the students to complete the tasks I set but it seems that about 45 minutes is right. In the end I decided that I would group the students into groups of no more than 4 and each member of the group would have the same problem to work on for 10-15 minutes and then they would discuss their thought process with the other members of their group. The group then needs to come to an agreement as to the process they would share with the class and build what they need on the centre platform.
After this, each group had to come up the front of the room and explain their process to the rest of the class. After each group we had a discussion about their way of solving it and went over the visual on the board together. One group could not come up with a way to solve the problem except for calculating, so as a class we helped them use some of the other methods that had already been shared.
I am looking forward to seeing how they go tomorrow with subtraction so expect another blog post after that class is finished. Today I also got to run the Neurotransmitter 2.0 map (from a good 12 months ago if you have not read that far back in my blog) and it worked very well, there were some good discussions about the limitations of my models, the students were engaged and having fun while learning.
Thanks for reading, feel free to leave a comment below.
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