Actually, it's a good read no matter what. Give it a read.
Some good tidbits from the article:
- Ive's design team started prototyping larger iPhones as far back as the iPhone 4 (released in 2010).
- Apple started thinking about a watch in 2011.
Both of these show how long Apple iterates on products before releasing them.
Nearly fifteen years ago, Portugal had one of the worst drug problems in Europe, with 1 percent of the population addicted to heroin. They had tried a drug war, and the problem just kept getting worse. So they decided to do something radically different. They resolved to decriminalize all drugs, and transfer all the money they used to spend on arresting and jailing drug addicts, and spend it instead on reconnecting them -- to their own feelings, and to the wider society. The most crucial step is to get them secure housing, and subsidized jobs so they have a purpose in life, and something to get out of bed for. I watched as they are helped, in warm and welcoming clinics, to learn how to reconnect with their feelings, after years of trauma and stunning them into silence with drugs.
The results of all this are now in. An independent study by the British Journal of Criminology found that since total decriminalization, addiction has fallen, and injecting drug use is down by 50 percent. I'll repeat that: injecting drug use is down by 50 percent. Decriminalization has been such a manifest success that very few people in Portugal want to go back to the old system.
Launch the browser from a command line with the --enable-unsafe-es3-apis flag (It's not in about:flags yet!)
Use "webgl2" instead of "webgl" when you call canvas.getContext();
If you want to test that it's working you can visit http://toji.github.io/webgl2-particles/ The particle cloud will spell "WebGL 2" if you are using a WebGL 2 implementation, and use the new transform feedback feature to drive the particles!
Please note that this is definitely a work-in-progress an there are some features, such as 3D textures, that we know simply don't work right now. The implementation also lacks a lot of the basic validation that we will eventually need to put in place before making the API more widely available. We want to start getting developer feedback right away, though, so that we can respond to concerns about performance, features, security, compatibility, or the general API early in the development cycle.
If/when you find bugs please report them at http://crbug.com, and make sure you attach the contents of your system's about:gpu page and, when possible, a minimal reproduction of the problem.
We've consistently been blown away by the creativity and talent of the WebGL community, and we can't wait to see what you do with these new features!
--The Chrome WebGL team
So lesson study is a tool for teachers to teach themselves to become better teachers. Now, what is the better way to teach students to learn math? Turns out it is surprisingly similar to lesson study in a meta sort of way. The basic idea is to change the during-the-lesson process of teaching of math. Traditionally the process/method, known as "I, we, you" goes like this: "Class, today I will teach you how to multiply a 3 digit number by a 2 digit number"..."now we will practice this technique together"..."now you will practice this technique on your own without talking to anyone else". From this "I, we, you" process/method students learn "answer-getting", i.e. how to get an answer to problems of a particular type. A better way to do it is the "you, y'all, we" process/method: teacher starts by saying "Class, today you will learn how to multiply a 3 digit number by a 2 digit number. First, each of you will try to solve this particular problem on your own"..."now y'all will get together in groups to work out how to solve the problem and discuss your techniques"..."finally we as a class will all work through the problem together and discuss the various techniques that can be used to approach it." Out of this "you, y'all, we" method students learn "sense-making", i.e. how to make sense of problems.
I find lesson study and the "you, y'all, we" way of teaching math share something in common: try something on your own (whether it is teaching a class or solving a math problem), then immediately discuss with other people that have tried the same thing to get their feedback on your approach to give each other feedback on how to approach the problem (again, whether it is teaching a class or solving a math problem.
This seems like a generally useful technique for collectively improving skills in almost any human endeavor!
We should also consider, as in Tom Bennett's recent work, that students in group work get more adept at working in groups, but thisndoes not necessarily mean they become more adept at the subject. It also becomes more difficult to identify an individual student's progress when the assessed content is a collective output.
The last paragraph reminds me of the proponents of Agile programming in software. Experience shows that when there are sufficient experienced personnel in the team, the outcome is good but is completely dependent on these heroes to provide the seed from which the solution may grow. Without heroes the project soon flounders as superficial knowledge does not provide the depth needed to meet complex requirements.
Returning to the classroom, when introducing a new topic, where in the math class would the teacher find sufficient student based experience to seed every group? The teacher is the expert and this must not be forgotten, nor be relied upon. Thus the balance of led, group and reflective learning needs careful consideration rather than assuming that one of these methods is better wholesale.
- StanfordComputer Science, B.S., 1999 - 2003
- Stanford UniversityComputer Science, M.S., 2003 - 2004
- Software Engineer, 2004 - present
- MicrosoftSoftware Engineer Intern, 2003 - 2003
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