#international general knowledge olympiad class 1

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GK Olympiad for Class-6 | PART 2 | Important GK Olympiad Question Answer |Oswaal Books| 20 Questions

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1 to 6 Interactive Online Practice for Hindi, English, Science and Maths

Unlocking Potential: How Is Olympiad Helping Students to Build A Bright Future in Math?

Determining their potential or ability requires putting your child on a competitive platform. However, the Olympiad exams give you an excellent chance to achieve this. The Unified Council promotes young minds to develop a solid positive attitude towards mathematics, science, computers, and English by holding Olympiad exams. These tests aren't just for academic purposes, either. Additionally, they help kids develop their critical thinking, analytical, and problem-solving abilities.

How can Olympiads help children improve their Math skills?

Sharpening Critical Thinking

Students participating in the Olympiad are motivated to consider an idea from various angles. As a result, they attempt to apply what they have learned outside the classroom, which is essential for fostering critical and analytical thinking.

Strengthening Mathematical Concepts

Children participating in math Olympiads strengthen and acquire new mathematical concepts and ideas. Although it can be challenging to solve tricky math problems, kids who compete in math Olympiads gain confidence in their capacity to solve complex problems.

Preparing for the Future

Nowadays, to gain admission to most elite universities, students must pass entrance exams covering general knowledge, logical reasoning, mathematics, English comprehension, and other subjects related to almost every career. Students develop the natural habit of studying for competitive exams in the future through Olympiads. https://scoretry.com/

Embracing Diversity

International Math Olympiads offer a unique opportunity for students to interact with peers from different countries and cultures. This exposure broadens their horizons and fosters a global perspective.

Making Math Fun

These tests will turn math classes that are usually dull into ones that are engaging. All the equations and theories start to look more straightforward. As your child learns more about the subject, they can solve problems intelligently. This aids in your child's exam preparation for any competitive exam.

Unveiling Hidden Talents

There may be some hidden skill or potential in your child. In routine interactions with parents or teachers, this is invisible. The International Mathematical Olympiad is a prestigious platform that inspires your child to show off their abilities. You can, therefore, determine their strengths and shortcomings by forcing them to take this competitive exam. This is a helpful step in raising your child in the best possible way and in the right direction.

Ending Note

Children are undoubtedly intelligent, but need more fantastic encouragement to push themselves. Initiatives like Olympiads might alter that. The Olympiad curriculum is highly analytical and engaging, so your child will likely develop a strong understanding of Math. https://scoretry.com/

Furthermore, students will be inspired to pursue excellence by competing on such a platform. Studying for the Olympiads will direct your child toward a successful career and promote logical thinking. Children who participate in Math Olympiads can gain the necessary knowledge and skills, boost their self-esteem, perform better academically, and open up new doors for exposure to other countries and scholarships.

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International Mathematics Olympiad

The International Mathematics Olympiad is also shortened as the IMO is a competition conducted every year on school level by the Science Olympiad Foundation (SOF). The IMO is conducted for students of class 1 to 12 in order to test their mathematical abilities. Through the test students with potential, problems moving abilities and talent are recognised and supported. The competition is organised in various countries in order to make students aware of the level of competition around the world and to know their mathematical skills. The students who participate in the IMO are provided with a Student Performance Report (SPR) which is a detailed performance analysis of the student. 

Further, the Science Olympiad Foundation (SOF) also conducted national and international olympiad for various other subjects in order to uplift the academic development of students.  The other Olympiads one can apply for are National Cyber Olympiad (NCO), National Science Olympiad (NSO), International Mathematics Olympiad (IMO), International English Olympiad (IEO), International Company Secretaries Olympiad (ICSO) and International General Knowledge Olympiad (IGKO). The article elaborated below is dedicated to the preparation of olympiad and details of the international mathematical olympiad.

International Mathematics Olympiad – Eligibility

Talking about the eligibility required to take the international mathematics olympiad, any student from class 1 to 12 willing to assess their academic level in terms of Mathematics are eligible to apply for the IMO. All the students willing to take part in the IMO have to go through two levels of the test in order to qualify the same. Here are the eligibility as per the two levels. 

Eligibility for Level 1 exam -  Any students from classes 1 to 12 can take the level one examination of IMO. This Is the reason why there are many students in the first level of examination. 

Eligibility for Level 2 exam - In the second level of the IMO examination, only those students can participate who have passed the level one. Here is a brief on what is the strength of these students: 

Top 5% registered students from each class will be eligible for the Level 2 exam

Zone wise Top 25

Class wise rank holders will also be eligible

Finally, 10 students from a class appear in the exam and score 50% qualifying marks.

International Mathematics Olympiad – Application process

Once a student is eligible for taking the test they can take part in the competition after contacting their school authority. Here are the steps needed to apply for IMO:

The school needs to get registered with SOF only after which they will get the prospectus containing the registration forms.

Interested students will have to get the registration form from the school authority as per the respective school.

Now, if in case the school is not registered with SOF, they can still request the prospectus by contacting SOF.

To get in touch with SOF contact through (0124-4951200) or email (info@sofworld.org).

Once the forms are available students are required to fill the International Mathematic Olympiad registration forms with all the relevant details and submit the forms to their respective schools.

Finally, schools must submit the duly filled registration forms to SOF before the due date.

There is a registration fee that every application must pay in order to get registered and take the test.

INR 125 (including GST) as registration fee per student for schools in India.

USD 9 as registration fee per student for international schools.

International Mathematics Olympiad – Exam Pattern 

As already briefed, the IMO is in two steps or levels for students participating. Students exhibiting good performance in Level 1 qualify for the Level 2 exam. We will discuss further details about the Level 1 and Level 2 exam.

Level 1

The students of Class 1 to 12 take part in the Level 1 exam. There is no requirement for minimum marks which makes it possible for a large number of students to participate in the Olympiad. Listed below are the main features of IMO level one exam:

Students take the level one exam of IMO in the school itself during the normal school timings.

The test is provided for  60-minute  in English only. 

There are objective-type questions in the exam paper.

There are a total of 35 questions for students of Class 1 to 4 and for students of Class 5 to 12 students need to attempt 50 questions in total.

The IMO question paper has 4 sections:

Logical Reasoning (Section 1)

Mathematical Reasoning (Section 2)

Everyday Mathematics (Section 3)

Achievers Section (Section 4)

Each section is given a separate weightage which is useful in case of a tie of marks.

Each class receives a separate question paper.

CBSE, ICSE/ISC and State Board syllabi are referred while setting the exam papers.

Level 2

Further, all the students who perform well and qualify the Level 1 exam stand a chance to qualify for the Level 2 exam. Only students from class 3 to 12 are eligible for the Level 2 exam as the performance of Class 1 and 2 students are judged on the basis of their performance in Level 1 only. The following students are selected for appearing in Level 2 exam:

Top 5% students as per class are selected for level 2 exam. 

Top 25 rank holders in Level 1 in terms of Class and Zone

At Least 10 students who score 50% or more in the level one exam are selected for level 2 examination of IMO. 

IMO – Result declaration

Declaration of results for the olympiad takes place within 8 weeks after the test is conducted. Results for every student who takes the examination are sent by SOF to the respective school. Students can also collect their result from the office directly. Further the results for IMO can also be checked on the official website of SOF. Also, the results for the same is to be announced tentatively by December – January for Level 1 and for Level 2 by March – April.

The result for the olympiad is provided to students participating in the form of a Student Performance Report (SPR). The report has details of a student's performance in each section of the exam. In this way the SPR helps students understand their strengths and weaknesses of the subject. The six sections in the SPR that provides an analysis of the students is explained below:

Section A: It has an overview of marks scored by the student as well as the rank achieved at School/City/Zone/International level

Section B: It includes the section-wise performance score of the student

Section C: In this section answers that are marked by the student is given for, performance comparison with other students and the correct answers to the questions asked in the Olympiad.

Section D: It has the percentage score analysis of the student taking the exam in comparison with the Class, City, Zone and International level.

Section E: There is an average marks analysis comparison for students at the School, City, Zone and International level.

Section F: The last section includes the student’s performance in the SPR, Olympiad exams in the last 8 years.

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Maths olympiad books for class 1

Science Olympiad is a national level   organised to test the conceptual understanding, logical reasoning, laboratory skills, and the ability to apply problem-solving skills to new situations,  maths olympiad books for class 1   both theoretical and practical. This exam is held every year at nearly 1400 schools across the country and culminates with the international Olympiads at different corners of the world.

Science Olympiad exams aim to enhance the scientific outlook among students. It also strives to strengthen the quality of science education, boost students' interest in science with engaging and interesting practical questions rather than theory.

Science Olympiads aims to bring out the best in a student while instilling an in-depth knowledge and understanding of scientific concepts. The questions asked are tricky and conceptual which helps students gain a broader and thorough understanding of the topic. These exams also aid in cultivating analytical thinking among young learners.

Here you need to be equipped to identify your child’s abilities and potential and Olympiads give you the best platform for this. The sheer motive behind the Olympiads conducted by Science Olympiad Foundation is to build aptitude in young learners and encourage their learning in Mathematics, Science, Computers, General knowledge, English with more interest and meaning. By taking Olympiads, your child will learn and practice new skills, such as reasoning, analytical and problem-solving skills. This will definitely help them to understand concepts better and deeper unlike the conventional rote-learning. Apart from this, the exposure to as challenging exams as School Connect Online Olympiads will instill the confidence which will beautifully shape their personality and their future. They will always aspire for better and turn up to be the best in everything they do.

Benefits of Olympiads – School Connect Online

  Participating in these Olympiads have plenty of benefits, the major 7 are: #1st Benefit – Test the Understanding of Concepts

Test the Understanding of Concepts School Connect Online with its matchless and unparalleled quality in Olympiads, is purposely serving young learners in building a strong foundation of fundamental concepts. The questions asked in Olympiads are application driven, which not just test students’ knowledge of concepts but also the understanding and application of concepts. Also, to solve such questions students will require applications of 2 or more concepts, for which they have to learn in an integrated manner while preparing for Olympiads. This way students also come out of the practice of cramming the concepts and they will get motivated to THINK!

#2nd Benefit – Enriches with Analytical and Problem-solving Skills

Enriches with Analytical and Problem-solving Skills School Connect Online Olympiads intend to test the skills in learners such as observing, identifying, comparing, classifying, inferring, predicting, quantitative reasoning, problem-solving, analytical-thinking, listening, speaking, reading, writing and more. By participating in Olympiads, students will develop skills and improve their aptitude which certainly help them in the long run. Resources that can put these skills into actions will aid in preparing for Olympiads.Benefits of Olympiads – School Connect Online

#3rd Benefit – Build Confidence Among the Students

With clarity of concepts and value addition of new skills, students develop confidence to take new challenges. The new mindset for lateral thinking helps to broaden the horizon of learning.

#4th Benefit – Improve Academic Performance

Students’ performance in school is also improved as Olympiads sharpen their thinking and learning process which helps them to grasp the concepts taught in schools better. The right set of books can lay a good foundation for the Olympiads. Apart from the basic curriculum books, these specially designed books are an interface of concepts learnt in the classroom with their applications. These books induce Higher Order Thinking Skills in learners.

#5th Benefit – Stepping Stones for Future Competitive Exams

Participating in Olympiads gives an insight into the competition that exists in this world. The competition in school is limited. Early exposure to competition and learning subjected through Olympiads help learners to know their potential in higher level of competitive exams like, NEET, JEE, CA, IAS, UPSC exams. Students get to know their strengths and weaknesses in different subjects, hence they can plan their career well in advance.

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National science olympiad

National Science Olympiad or   national science olympiad   NSO is a competitive exam conducted each year for students of Classes 1 - 12. The Olympiad exam is conducted each year by the Science Olympiad Foundation (SOF). Science Olympiad Foundation is an academic organisation that promotes the scholastic development of students and facilitates them in honing their skills in the right direction. The main objective of the Science Olympiad Foundation is nurture scientific outlook among students through several competitions and Olympiads. It endeavours to cherry pick and encourage young scholars who aim to become future scientists, IT professionals, and other experts.

Since two decades, the organisation has been attempting to foster scientific temperament among young aspiring minds through innovative activities. The SOF conducts a myriad competitive exams which include National Science Olympiad, National Cyber Olympiad, International Mathematics Olympiad, International Company Secretaries Olympiad, International General Knowledge Olympiad and International English Olympiad.

National Science Olympiad (NSO) seeks to analyse the mastery and proficiency of the students by testing their basic knowledge through questions related to Science at both national and international standards. The Olympiad aims to refine scientific reasoning and logical ability among the students. The National Science Olympiad enables them to assess their academic growth by providing them the opportunity of competing with students from all over the country. The students participating in the Olympiad are ranked on the basis of marks obtained in it.

The syllabus mainly includes the syllabus of CBSE/ICSE and many other State Boards. This exam is exclusively based on Science, which delivers a great opportunity to the students not only to assess their aptitudes but also to hone them in the right direction according to the international standards. The exam is conducted at two levels. The participants of NSO are ranked on the basis of marks obtained in first level. After attending the first level of the test, students can evaluate themselves at four different levels- within the school, at city level, at state level and above all at International level on an academic basis. Students who participate in this Olympiad also obtain a Student Performance Report (SPR) that benefits them to get a detailed performance comparison.

Students who qualify for the 2nd level exam include:

(a) Top 5% of students class wise, who appear for the 1st level exam,

(b) State wise top 25 rank holders class wise, and

(c) Class topper from each participating school where at least 10 students from a class appear in the exam & scores 50% qualifying marks.

Students from classes 1 and 2 are not expected to appear for the 2nd level exam. They are ranked based on their performance in the first level exam. NSO is a single level exam for Class 1&2.

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Top 100 Sport Mcq Pdf

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Olympics Multiple Choice Questions | quiz

1. When ancient Olympic games first held? a. 776 BC b. 780 BC c. 790 BC d. 800 BC

2. Who is the founder of ancient Olympic Games? a. Zues b. Coroebus c. Apollo d. Hercales

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3. Where were the first Olympic games held? a. Athens b. Antwerp c. Olympia d. Barcelona

4. Who was the founder of the Modern Olympics? a. Phidias b. Alexander c. Pierre de Coubertin d. L. Aemilius Cato

5. The Ancient Olympic Games were made a part of the religious festival in the honour of which mythological deity? a. Heracles b. Eros c. Zues d. Perseus

6. In which year was the Olympic flag raised for the first time? a. 1916 b. 1920 c. 1924 d. 1932

7. Which of the following was placed on the head of a winner of the ancient Greek Olympics? a. An olive branch wreath b. Gold medal c. Silver medal d. Bronze medal

8. When and where did the first olympic torch relay take place? a. 1940, Munich b. 1932, Stockholm c. 1944, Finland d. 1936, Berlin

9. What is the meaning of the Olympic motto: Citius, Altius, Fortius? a. Faster, Higher, Stronger b. Braver, Faster, Higher c. Higher, Stronger, Faster d. Stronger, Braver, Faster

10. Which ceremony marks the end of the Olympic games? a. Lighting Fireworks b. Extinguishing the Olympic flame c. Releasing pigeons into the sky d. Playing musical bands

11. In which year were women allowed to participate in the Olympic games? a. 1908 b. 1912 c. 1900 d. 1924

12. In which year were the Olympics games shown on television for the first time? a. 1948 b. 1952 c. 1956 d. 1936

13. Name the American who was forced to return the gold medal he won at the 1972 Olympics? a. Ben Jonhson b. Jim Thorpe c. Rick DeMont d. David Bolen

14. In which year were the formal drug tests introduced in the Olympic Games? a. 1956 b. 1960 c. 1968 d. 1972

15. The first athlete failed in a gender test. a. Santhi Soundarajan b. Ewa Kłobukowska c. Jim Thorpe d. Hermann Ratjen

16. The Olympic flame was first lit during which year of the modern era? a. 1928 b. 1924 c. 1932 d. 1936

17. Where is the headquarters of the International Olympic Committee, the IOC? a. Los Angeles b. Lausanne c. London d. Sydney

18. In which year of the Modern Olympics were the Winter Games added? a. 1936 b. 1920 c. 1916 d. 1924

19. In which of the following three years were the Olympic Games not held? a. 1912, 1936 and 1940 b. 1936, 1940 and 1944 c. 1916, 1936 and 1940 d. 1916, 1940 and 1944

20. In which year was the modern Marathon ‘standardised’ to a length of 42,195 metres a. 1908 b. 1924 c. 1916 d. 1928

Olympics Questions and Answers Pdf Download – Sports Quiz

1. First-ever Winter Olympics was conducted on the year _____ 1924.

2. The colours of the five interlaced rings in the Olympics flag are Red, Black, Breen, Blue and Yellow.

3. _____ refers to a four-year period beginning on the opening of the Olympic Games for the summer sports. Olympiad.

4. The inception of Olympics was from which country? Greece.

5. The five nations which were participated in the Olympic games from its inception are

Greece, Australia, France, Great Britain, and Switzerland.

6. The country which comes on top position in gaining gold medals at the Summer Olympics 1996? USA.

7. Which sport item was included in the 1988 summer Olympic after a break of 64 years? Tennis

8. The topper country in winning maximum medals in Olympic from its beginning is USA.

9. Name the athlete from Spain who was the one and only to win gold in a Winter Olympics. Francisco Fernández Ochoa.

10. The country which has won maximum gold medals in the winter Para Olympics games on 2002. Germany.

11. Who was the dignitary to declare 2012 Olympics has opened? Queen Elizabeth II.

12. The year in which Olympic games was conducted in Vancouver is 2010.

13. In which year Snowboarding was first included in the Winter Olympics in Nagano, Japan? 1998.

14. Birgit Fischera, German kayaker, got her first gold medal in _____ Olympics. 1980 Moscow.

15. The number of gold medals secured in the equestrian sport by Reiner Klimke, a German is 6.

16. In 2004 summer Olympics, who won gold in sabre fencing from women’s category? Mariel Zagunis.

17. What was the inspiration for the sports pictograms which were used in the 1994 Lillehammer Olympics? Ancient Norwegian Rock Carvings.

18. Which country’s team got bronze and silver in Atlanta and Sydney respectively for the item basketball in the women category? Australia.

19. _____ is the discipline in which USA qualified for the first time at 2008 Olympics. Men’s Trampoline.

20. In 1980 Moscow Olympics one country boycotted the games with the order of its President. Which was that country? United States.

21. At the 1984 Summer Olympic Games a sport discipline was also included. Which was that? Synchronized Swim.

22. The year in which the voting held for selecting 2016 summer games host was on 2009.

23. Which country was represented by Yvonne van Gennip by winning three Gold for the event speed skatingin the 1988Olympics at Calgary? Netherlands.

24. _____ was accidentally died during his practice with his partner of olympic game. Sergei Grinkov.

25. At the 2008 Olympics, a 9 year old girl was noticed by the whole world while she appeared on stage, lip-synching to the Chinese national anthem. What is her name? Lin Miaoke.

26. Name the beach Volleyballer from US who has got Geeter, the human “on” switch Chris McGee.

27. In 2004 Summer Olympics,in which sport did Erik Vendt, an American athlete participated? Swimming.

28. Which sport has celebrated its 100th year of participation in the Games at the 2012 London Olympics? Modern Pentathlon.

29. Which medal was bagged by USA for Basketball at 2004 Olympics? Bronze.

30. Name the city in China where 2008 summer Olympics took place. Beijing.

31. Who has got gold medal for Women’s 7.5 km sprint biathlon competition of the Sochi 2014 Olympics? Anastasiya Kuzmina.

32. _____ was a female skater who had won three-time Olympic Champion in Ladies’ Singles, a ten-time World Champion and a six-time European Champion. Sonja Henie.

33. Name the country which always leads the parade of athletes at the Olympic opening ceremony? Greece.

34. Which country in 1992 Summer Olympics Barcelona, Spain was allowed to compete in the Olympic Games for the first time since the 1960 Summer Olympics, after a long suspension for its apartheid policy South Africa.

35. As per records the first Olympics is traditionally dated on 776 BC.

36. In ancient Olympic games, a category of people were refused to attend or watch the games. Who were they? Married women.

37. How Alexander the Great is related to Princess Olympiad, a Greek Princess? His mother.

38. The Greek city in which the first Modern Olympics had conducted is Athens.

39. Which type of medals were given to the winners of sports events held at Athens Olympics, which was also the first modern Olympics held in 1896? Silver medals.

40. The first Olympic Games to feature female athletes was the _____ Games in Paris. 1900.

41. There was a mass boycotting of Olympic Games by 64 countries in the history of Olympics. Which was the Olympics? 1980 Summer Olympics, Moscow.

42. The Olympic Games in which firstever drug- test was executed against doping was in 1968, Mexico City.

43. Name the Olympic Games in which South Korea and North Korea came together under one flag. Sydney 2000.

44. In 1913, _____ is the person who designed the Olympic flag. Baron Pierre de Coubertin.

45. Which colour is used for depicting peace as a background colour in the Olympic Symbol? White.

46. In the interlaced rings of Olympic symbol, what is the number of rings illustrated upside and downside? 3, 2.

47. The five interlaced rings in the Olympic symbol represent The five continents of the world.

48. What is the Olympic motto proposed by Pierre de Coubertin upon the creation of the International Olympic Committee in 1894. Citius, Altius, Fortius.

49. What does the Olympic motto ‘hendiatris Citius, Altius, Fortius’ means Swifter, Higher, Stronger.

50. As a symbol of spreading peace, which bird is set free during the inaugural ceremony of Olympic Games? Doves.

51. The Olympic mascots, (the fictional characters, usually an animal native to the area or human figures, who represent the cultural heritage of the place where the Olympic and Paralympic Games taking place. are introduced from which summer Olympics. 1968.

52. The inaugural opening ceremony started from which Olympics? III, London.

53. What is the name of the person who carried the Olympic flame at 2000 Sydney Olympics inaugural ceremony? Herb Elliot.

54. First World War cancelled one Olympics which was planned to be held at _____ in 1916. Berlin.

55. The sport which has a large number of competition items in the Olympic Games is Swimming.

56. IN 1948 London Olympics, the important venue was Wembley Stadium.

57. 1986 marathon winner Spyridon represents which country? Greece.

58. The country code which was given to Spain by the International Olympic Committee is ESP.

59. _____ won first gold medal in women’s hockey in 1980. Zimbabwe.

60. The telecasting of games through television started from which Olympics? 1936, Berlin.

61. From which Olympics the Olympic flame started for the first time. 1928, Amsterdam.

62. The first African to win Olympic Marathon was Abebe Bikila.

63. In a span of eighty years, on which year USA recorded the gymnastics team title for the first time in Olympics? 1984, Los Angeles.

64. The boxing class in which Morgan gave his first gold medal to New Zealand is Welterweight.

65. The journey of Olympic Torch through five continents started in the year _____ at _____ 2004, Athens.

66. Name the Olympian who is the only man to win two gold in the same Olympics itself. Oliver Kirk.

67. Name the Olympian who is the only man to win two gold in two different games in the same Olympics itself. Oliver Leonard Kirk.

68. _____ is the Olympian who won 3 gold medals in a single day. Raymond Ewry.

69. The gymnast who had won 8 medals, which is a record too in Olympic games is Sawao Kato.

70. The international federation which governs the archery competition is FITA.

71. Badminton was declared as an event from which Olympics? 1992.

72. In the debut match of women’s singles badminton, the first place went to Susi Susanti.

73. The year in which basketball entered as an Olympic game is 1936.

74. The cycling game which was included from Beijing Olympics in 2008 is BMX racing.

75. The boxing was included from which year in the history of Olympic Games? 1904.

76. Women’s diving was introduced from _____, _____ Olympics 1912, Stockholm.

77. The championship of 1908 Olympic hockey game was achieved by Great Britain.

78. The football in Olympics was introduced in 1900.

79. Name the countries which shared the title of ‘winners of three gold medals in men’s soccer’ in Olympics Hungary and Great Britain.

80. The Soviet gymnast, she was a the centre of attraction also, who won two gold medals in the 1972 Munich Olympics was. Olga Korbut.

81. In which Olympics Judo was excluded from the games after 1964 Olympics? 1968, Mexico City.

82. During the period 1948 to 1960, name the person who was a sailor too, won 4 gold medals in Olympics Paul Elvstrom, Denmark.

83. The champion in men’s skeet at Summer Olympics held in Beijing at 2008? Vincent Hancock.

84. Name the Olympics from which the use of goggles for swimming started? 1976, Montreal, Canada.

85. The country won the majority of gold medals in table tennis, that is, 20 out of 24 is China.

86. The tennis champion recorded in winning five Olympic medals in tennis (one gold medal, two silver, 3 bronze) Kathleen McKane Godfree.

87. Name the country which was the champion for two concurrent games from 1984 The United States.

88. The time span given for a weightlifter to lift and hold the weight is 60 seconds.

89. In 1972 Munich Olympics, US has won six medals of which how many were gold? Three.

90. _____ won baseball championship for three times within a five Olympics duration up to 2008 Beijing Olympics Cuba.

91. Cricket was an Olympic game till _____ Olympics. 1900, Paris.

92. The one and only Olympics in which golf competition for women was conducted is 1900.

93. The country which was a champion in handball tournament in the 1936 Berlin Olympics is Germany.

94. From which Olympics onwards Polo was excluded from games? 1936.

95. Name the champion country in their debut match of Softball at the Atlanta Olympics The United States.

96. Name the Olympics, which afterward standing jumps were removed from games. 1912, Stockholm.

97. Name the one and only Canadian athlete who has won two gold medals in 100 m and 200 m sprints in the Olympics yet. Percy Williams.

98. _____ has won 8 gold medals in the Beijing Olympics at 2008 for swimming Michael Phelps.

99. The Olympics from which India started to compete as a participant country is 1900.

100. The boxer also called ‘The Gentleman of Boxing’ is Floyd Patterson.

City

Country

Year

Opening Ceremony

Closing Ceremony

Athens Greece18966-Apr15-AprParis France190014-May28-OctSt. Louis United States19041-Jul23-NovLondon United Kingdom190827-Apr31-OctStockholm Sweden19125-May22-JulBerlin Germany1916Cancelled due to WWI(4)Antwerp(g) Belgium192020-AprSeptember 12(5)Chamonix France192425-JanFebruary 4(6)Paris France4-MayJuly 27(7)St. Moritz Switzerland192811-FebFebruary 19(8)Amsterdam Netherlands17-MayAugust 12(9)Lake Placid United States19324-FebFebruary 15(10)Los Angeles United States30-JulAugust 14(11)Garmisch-Partenkirchen Nazi Germany19366-FebFebruary 16(12)Berlin Nazi Germany1-AugAugust 16(13)Sapporo Japan1940Cancelled due to WWII(4)Helsinki FinlandCortina d’Ampezzo Italy1944London United KingdomSt. Moritz Switzerland194830-Jan8-FebLondon United Kingdom29-Jul14-AugOslo Norway195214-Feb25-FebHelsinki Finland19-Jul3-AugCortina d’Ampezzo Italy195626-Jan5-FebMelbourne Australia22-Nov8-DecStockholm(d) Sweden10-Jun17-JunSquaw Valley United States196018-Feb28-FebRome Italy25-Aug11-SepInnsbruck Austria196429-Jan9-FebTokyo Japan10-Oct24-OctGrenoble France19686-Feb18-FebMexico City Mexico12-Oct27-OctSapporo Japan19723-Feb13-FebMunich West Germany26-Aug11-SepInnsbruck Austria19764-Feb15-FebMontreal Canada17-Jul1-AugLake Placid United States198012-Feb24-FebMoscow Soviet Union19-Jul3-AugSarajevo Yugoslavia19847-Feb19-FebLos Angeles United States28-Jul12-AugCalgary Canada198813-Feb28-FebSeoul South Korea17-Sep2-OctAlbertville France19928-Feb23-FebBarcelona Spain25-Jul9-AugLillehammer Norway199412-Feb27-FebAtlanta United States199619-Jul4-AugNagano Japan19987-Feb22-FebSydney Australia200015-Sep1-OctSalt Lake City United States20028-Feb24-FebAthens Greece200413-Aug29-AugTurin Italy200610-Feb26-FebBeijing(f) China20088-Aug24-AugVancouver Canada201012-Feb28-FebLondon United Kingdom201227-Jul12-AugSochi Russia20147-Feb23-FebRio de Janeiro Brazil20165-Aug21-AugPyeongchang South Korea20189-Feb25-FebTokyo Japan202123-Jul8-AugBeijing China20224-Feb20-Feb

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[alhekmaschoolbh]

Top 7 Ways Education in Bahrain Helps Enrich Your Life

Education is not about writing the perfect answers in your answer sheets, completing the syllabus in time and doing several revisions before you write the exam only to forget the answers before even the test scores arrive. Getting a perfect grade does not guarantee success or failure in life however, getting quality education trains your brain to think in a particular way or ways according to the challenges you face in real time.

Learning how to learn and how to think creatively is the most powerful weapon education gives to your children. This is deeply ingrained into the American curriculum of studies that creates lifelong learners. Quality education focuses on improving the competence to enhance relevant skills in students to excel not only in academics but also in competitive exams and olympiads that truly test your child’s knowledge and earn them recognition in their sphere of influence while pursuing school. Also, sports, performing arts like music, dance and art are avenues to get recognized.

Education system everywhere across the world has seen many hurdles. For instance, world-class universities all over the world want bright kids to get admitted for learning to bring honour and prestige to their already elite institution. Thus, it is getting more competitive to secure admission to US universities for high-school graduates and diplomats. While many schools offer to help in this dimension and also cultivating employability skills for campus placements. But in the non-stop rat race, does your child really need all of these? Are they not overburdened to perform in academics and extracurricular activities alike?

The simple answer lies in the structure of the education system in Bahrain. Especially the children who want to achieve more in academics and other activities. Ever since the Bahrain Ministry of Education has approved and accredited American curriculum schools in Bahrain, the life of students have started to seem more promising. For instance, schools like Al Hekma International School with their presence of more than 35 years of experience have turned many successful milestones into their students’ lives. Let us explore more about how education in Bahrain enriches your life.

1) Create global citizens: As per the relaxed education policy in Bahrain which promotes international quality education with schools that have a variety of curriculum including the US curriculum, students all over Bahrain can benefit out of it. This has emerged a need to create strict guidelines towards the educational quality and thus create a bright future for the students. For those who want to continue to study abroad, it is the best policy.

2) Conserve holistic roots alongside international quality education: While conserving traditional Islamic principles, getting the latest technologically advanced international quality education is a big yes among the teachers, parents and students alike. This prevents the identity crisis later in case of too much Westernization.

3) School Improvement Project (SIP): In order to promote the use of the latest technology teaching aids, teachers needed to be trained for the same to save hours and hours of classroom exercises. However, due to the existing workloads of many teachers, only the younger generation of teachers have been successful so far. Infrastructure development in public and private schools is on the rise and the school improvement project is getting successful with each passing day.

4) Incorporate latest technology to aid learning: As the ongoing SIP or school improvement project is catching up and becoming more popular among all teachers, they are more interested in teaching their children with the help of the latest technology learning aids. This also means making students familiar with the technology before they get into the learning phase. With the step by step rich methodology, teachers are now able to work with students of all ages ranging from elementary, middle and secondary schools.

5) Achieve uniform quality of education with extensive staff training: Continuous monitoring of the adherence to the syllabi of different subjects and beyond as well as the quality of teaching and understanding of students have increased the quality of education in Bahrain. Making sure teachers use different techniques to explain their courses in order for the students in Bahrain to understand the concepts has now become possible with extensive staff training. However, being the major step taken to improve the quality, it is a slow process on the virtue of the existing workload of the teachers. The Bahrain Ministry of Education has already taken measures to accelerate the process.

6) Turn Bahrain into knowledge-based economy: As many parents of bright students see their children study in a cooperative environment to help enhance their communication while boosting learning among the groups, this is creating educational leaders all over Bahrain. With the aim of turning Bahrain into a knowledge-based economy, such scholars must come forward to take measures to foster leadership learning among the next generation of students.

7) Cultivate four learning principles: The Ministry of Education in Bahrain aims at four simple principles that make ideal Bahrain citizens with education which, all schools need to adhere as follows: i) Learning to be ii) Learning to know iii) Learning to work iv) Learning to live with others

Final Thoughts: In order to receive a world-class education in Bahrain, the education system in Bahrain is undergoing significant changes. For instance, they help your children enrich their lives with major benefits like creating global citizens, conserving holistic roots alongside an international edge, school improvement program (SIP), latest technology teaching aids, monitor the quality of teaching with staff training, turn Bahrain into a knowledge-based economy and cultivating essential learning principles. These make a huge difference in the lives of students to receive practical education with the American curriculum. Consult an educational expert from Al Hekma International School to begin your journey today!

[mangeshranedigitalmarketing]

5 Instagram Effective Strategies to scale up your Business by Mangesh Rane

Why are we talking about Instagram? Why not other Social Media platforms like Twitter, LinkedIn ?

 ✓ 300 Million Stories are used on Instagram every day

 ✓ Every month about 800 million people use Instagram

 ✓ 80% of people follow Business on Instagram

 Instagram is the only platform which has a good engagement rate as compared to other platforms. It has provided great exposure to influencers and Business as compared to other platforms.

 Before we dive into 5 Effective Strategies to leverage instagram let me introduce myself.

 I am Mangesh Rane, Digital Marketing Strategist scaling up Business digitally through my experience and skills in online marketing.

 5 Effective Strategies to Leverage Instagram for Business Growth

 1.    Instagram Account

      Instagram Structure

 When creating an Instagram account for the Business make sure you have a Business profile and not a personal account profile.

Instagram Business account provides good insights on stats of your post engagement, profile visits which are not featured in the personal account. Instagram claims to reduce the reach of Business accounts when you update the post as it prefers personal accounts reach.

By having a Business account you can promote your posts from Facebook Business Manager which have detailed targeting options. This is the main advantage of having Business Account.

How to create and link a Business account to Facebook Page? On my website Mangesh Rane you will find 101 Guide for Instagram Marketing which will give you a clear indepth procedure. I have explained Instagram in depth with all relevant examples.

After a Business profile the next step is to update Bio which talks about your Business which must have a call to action. For example if your Business is about Tour Packages you can update a Bio such as

"We offer phenomenal #Tour packages! Trip to any domestic and international destinations. Follow us to know more 🙂 "

Call to action with a crisp bio appeal others to follow your Instagram account who have interest in traveling.

Use Instagram Creator Studio

Through Creator Studio you get access to details of your post engagement on Business Profile which are not provided in a personal account. You must try the Creator Studio tool provided by Facebook for both FB and Instagram to gauge your posts performances.

The advantage of the Creator Studio is

 ✓ Age group, Gender details

✓ Day and Hour insights

✓ Cities and Country insights

These details can feed great insights while running a paid promotion on Instagram. By doing so you may have better sales or leads for your business.

Define your Niche

What's your product/service about you need to create content relevant to it. Share tricks, tips that could ease the pain points of your prospects. Instagram is about engagement,you can keep it entertaining, inspiring value adding post content. Use 20 - 80% rule i.e. after every 10 value addition posts you update have 2 promotional posts on your Business Profile.

Avoid posts which have broad general topics. Keep a consistency in your posts with Brand elements such a logo, color code for Brand recall. In short by doing this you create an impression that lasts longer to recognise your Brand. Differentiate your Brand from others by a tagline that reflects your Brand key.

For example you have an Architect firm. On Instagram you can share designs of projects. Background story of a successful work undertaken. You can update a people's choice post on which design looks good where people can comment with reason.

You can share posts of the world's best Architecture monumentals with facts people don't know. Inshort create Instagram content which is interactive & engaging.

Have a consistency of such posts which will result in creating a Brand image. People will recognise what's the account about and which Business you are in.

Few Business categories that receives good response on Instagram from people are

✓ Health/Fitness

✓ Pets

✓ Modelling

✓ Fashion

✓ Photography

✓ Travel

✓ Cooking

Four Instagram Account Checklist

✓ Original High Resolution Logo of your Business

✓ Crisp Bio describing Business details with Call to Action ( For example Follow Us,  Contact Us)

✓ Use Emojis, hashtags wherever relevant in Bio and posts

✓ Consistent posts of your Business details

Instagram provides only one option to update the website link in Bio. Update your Business website link in the Bio. This will drive people to your website looking for more details regarding your products/ services.

Create your Brand hashtags. Use these hashtags in your Marketing collaterals, bio which will create awareness. As you update content on Social Media associated with hashtags people find it easy to discover your post details through your Branded hashtags.

Brand hashtags enhance your brand search on Social Media directly through your Business name.

All above mentioned points are also applicable for influencers, Trainers, Personal Brands, Freelancers.

2 Content Marketing Strategy

The power of content marketing has made influencers from zero to Hero. It's an art to hold a person's attention through words written in a form of post captions, Ad creatives, emails , website content, blogs.

The power of quality content can lead to sales.

Anyform of content to receive engagement or traction require 3 important factors

✓ Strike Conversion through addressing pain

✓ Provide solution to the pain points

✓ Put Call to Action for people to engage

Here is an example of Ad copy I created for Coaching Institute -

Are you looking for the best Online Classes from 8th to 10th?

Due to the current lockdown situation Vikas Academy presents all students free online coaching sessions.

✓ Free Olympiad Classes

✓ Free NTSE Classes

✓ Free Meditation Mind relaxing sessions

✓ Online Live Practical sessions

✓ Free Student Counseling

✓ Activity Based Teaching

✓ Post lockdown transport facility

At Vikas Academy we have a panel of expert faculty from engineering background with 5+ years of experience in teaching. Team of 5+ trainers shaping 400+ student's life from 2015.

We have limited seats of 10 students batches. Contact Us Today!

If you look carefully it has all the 3 elements which provides exact details in a better way. The AD Creative received a good response when I promoted it on Facebook.

( If you want such digital marketing tips for your Business you may access it on Mangesh Rane website)

On Instagram you can update content in 3 general formats as of 2020 on your profile as posts

✓ Images

✓ Videos

✓ Carousel

Trending types of the format are 60 sec vidoes and Carousel posts. I use a lot of Carousel posts as Instagram allows about 10 images of sequences which can be displayed swiping left one after the other.

Tools for Content Creations

I use the following tools for content creation and edits on mobile.

Canva - For making Social     Media posts

Quora - For content     curation and research

Kinemaster - For editing 2     min Videos

PicArts - For editing     images and adding creative effects

There are a lot of tools as per your requirement on google. Above listed tools can be easily used on Android mobile.

3. Scale Up Instagram Account

✓ Follow accounts that have good followers base which aligns with your business 

For example you are a pet lover having Business to supply products related to pet shelter, pet foods. Follow an Instagram account of a person with high volume of follower base and also interested in pet products. In short there should be a commonality between you both.

✓ Connect Engage Retain Formula

You can engage on the other's Instagram post through comment with adding a tip that others might use to ease their work. Creating a long lasting relationship by connecting first, second engaging through adding value in any form as per your knowledge than flourish that relationship to build a like mighted community. This will retain and increase your followers in the long run. Aim creating a community of same Interest and keep watering the roots of this likewise formed people through joy, emotions ,help and solutions through your posts, comments, likes, chat messages. It's a win-win situation for all.

✓ Contest | Competition | Giveaways | Quiz | Games

Once you have a base of followers with good response on your posts, stories on instagram you can arrange a Contest like tag us and post a selfie with your pet and win a gift voucher worth 2k INR. I have given an example assuming you have a pet product or pet care niche.

What will happen when people tag your Instagram account to win a contest? Your account will reach larger people and others might know about it while they participate in it. Thus there is a possibility you may gain followers and engagement in this process.

You can keep a Competition that will allow people to participate in a way they send their cooked dish to you while you post all the participants cooked dish images on Instagram from your Business account, reward the highest comment and like received post as a winner. Assuming your niche is food blogging or cooking.  

✓ Hashtag campaigns for awareness

Most of the brands create an awareness around a conference, event or video using Hashtags in their posts, content. They connect with influencers to get reach.

These influencers on Instagram have a base of trusted fan base. Brands associate with them to create awareness of their marketing campaigns.

4. Hashtags Importance

Hashtags groups content in one bucket. For example #mondaymotivation groups all the content updated on motivation of all Instagram posts who include mentioned hashtag.

Why use Hashtag? .

Use Hashtag so people can discover your content going beyond a set of followers your account has on Instagram. In short if you don't use Hashtag you limit the content visibility to people following your Instagram account.

Use Hashtag to discover content updated by others. You may get an idea of the viral content.

You can use upto 30 hashtags as per Instagram set limit. It's a good strategy to use your brand name hashtag, content specific hashtag. Use relevant hashtags to the content for best practices and avoid likeforlike type of hashtags which may be for bot recognition. Using bot related hashtags may put your  account in risk as per Instagram policy.

Here's a trick to use Hashtag, take 10 Hashtags which are used million times, take 10 Hashtags which are in range of 500k to 1 million. Remaining 10 Hashtags can have low search volume including your Branded hashtags.

[itsnaved-blog1]

Humming Bird General Knowledge Olympiad(HGO) Examination, an International level Mathematics & Science Olympiad for Class 1 to 12

[rashmislearningplanet]

CLASS - 7 | IGKO 2022-23 | Chapter-1| Plants and Animals | Practice Question and Answers | SOF IGKO

[indiantalent]

Different Types of Olympiad Participation

As we have so many different subject and if you want to compete with the Indian Talent Olympiad by piking any one subject then you can and if you are not aware of the subjects the I will share with you all one by one, so it will be easy for you to decide, I won’t be able to cover all the subject

ISO (International science olympiad) Participation:

Selecting for Science Olympiad tests have gotten simpler than previously. You should simply enlist your school with the Indian Talent Olympiad (ITO).

Our group will help you in the whole enrollment process, which happens online inside no time. Schools must share the name of members and their class with the group of ITO.

Taking part understudies can arrange Olympiad books and earlier years’ inquiry papers online through Indian Talent Olympiad’s legitimate site. It is available to understudies from class 1 to class 10. The tests are directed in their particular schools.

Understudy should contact their subject instructor to select for Olympiad Science tests.

Indian ability Olympiad (ITO) rewards meriting understudies with prizes and grants who top in Science test in India.

IMO (International Maths Olympiad) Participation:

Intrigued Schools can take an interest in Mathematics Olympiad by enlisting on the web with the Indian Talent Olympiad (ITO).

Understudies can move toward their subject educator and enlist for the equivalent.

A few schools in India have tied up ith ITO. Educators regularly distinguish understudies who have a style for math and urge such understudies to take an interest in national and global level rivalries.

Schools can download the enrollment structures, accessible on our site Indian Talent Olympiad.

Indian Talent Olympiad rewards meriting understudies with prizes and grants who top in Maths Olympiad test.

EIO (English International Olympiad) Participation:

English is one of the most adored subjects among understudies. All the credit goes to its narrating approach to learning. Cognizances, expositions, letters, syntax, writing, and verse make it fascinating to take an interest in English International Olympiad (EIO).

Intrigued schools must enroll with the Indian Talent Olympiad on the web. Indian Talent Olympiad (ITO) will naturally connect with schools and help them to enlist its understudies for Olympiad tests.

The test is led in two levels and comprises of all various decision questions. Understudies, who qualify the primary level, can sit for the subsequent level.

Indian ability Olympiad rewards meriting understudies with prizes and grants besting in English Olympiad test at the universal level.

GKIO (General Knowledge International Olympiad) Participation:

To take part in GK Olympiad, understudies can contact their class instructor.

Schools can enlist the kid’s name, contact number, class, and subject online with the Indian Talent Olympiad (ITO) and complete the enrollment procedure.

This test is available to understudies from class 1 to class 10.

The educational program is essentially founded on the State Board, International Board, CBSE, and ICSE schedule. Understudies concentrating in State Boards can allude to the schedule and get ready as needs are. Guardians are likewise educated about this test, who for the most part show enthusiasm for GKIO, as this a novel test in itself.

Indian ability Olympiad rewards meriting understudies with prizes and grants beating in the GK Olympiad test.

[athena29stone]

Inspiring Math Excellence in the Classroom with Po-Shen Loh

Episode 114 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Po-Shen Loh @poshenloh, National Math Coach and Carnegie Mellon Professor gives us a refreshing take on teaching math. From giving kids problems with the right level of difficulty to solving problems with students, learn how to take any math student to the next level. You’ll also learn about the open source resource, Expii invented by Po-Shen Loh and how you can use it.

Thank you, Staples for sponsoring this episode

Staples is my go-to back to school shopping source. Check out coolcatteacher.com/pro for my 10 Ways to tackle back to school like a pro. Sign up for Staples Teacher rewards for free shipping on orders over $14.99 and 5% back. Staples has everything we need in stock all season long and ready to go for school. Go to www.staples.com/backtoschool for more information and great deals! 

Listen to the show on iTunes or Stitcher

You can right click and download a copy

Below is a transcript modified for your reading pleasure. For information on the guests and items mentioned in this show, scroll down to the bottom of this post.

****

Transcript for Episode 114 

Inspiring Math Excellence in the Classroom with Po-Shen Loh

  Download the transcript

[Recording starts 0:00:00]

VICKI:   Today, I’m so excited about our conversation with Po-Shen Loh @poshenloh. He’s a professor at Carnegie Mellon and also coach of the USA International Math Olympiad team  , and founder of Expii. And I do want to give a shout out to my friend Junior Bernadin  at Ron Clark Academy, because he emailed me and said, “Vicki, Po is awesome.”

READ: Learn about the USA Math Olympiad Team

Po-Shen Loh founded Expii, but we’ll learn more about what that is later in the show. The site is for high school and middle school students. If you’re working in Math or gifted, it is a site to check out.

See Junior Bernadin’s previous show on the 10-Minute Teacher: How the African Step Dance Ignited Kids at Ron Clark Academy

How do we help students get excited about math?

VICKI: So, Po, people ask you all the time about math and helping students do better in math, and people get excited about math. What’s your answer to that?

PO:              Yes. I actually do get this question quite a lot because I work as a math coach. The answer I give is maybe a little bit disappointing for people who are looking for a recipe of, just do this problem or just do these problems or just read this book.

Actually, I just give the answer, work on things that are hard for you but not impossible. What do I mean by this? So I take inspiration actually from athletic coaching, where what you do to get better is to try to do things that challenge you. What I’m saying is that things for which your chance of success when you’re doing them might be somewhere in the range 25% to 75%; actually we might call that a zone of proximal development.

Don’t believe this number? Listen to Jane McGonigal talking about this in her TED Talk, Gaming for a Better World

READ: Learn more about the Zone of Proximal Development or ZPD

How do we get students in their “zone of proximal development” or appropriate level for math problem difficulty?

 PO: Now, with regard to math practice problems or studying math in general, I actually use the same philosophy. So, for example, sometimes students who are struggling might be on the below end, in the sense that they have an even less than 25% chance of succeeding at these questions.

Then, of course, what we understand is we have to give them more basic questions that they have a better chance on. But on the very high end, the same problem is also true, where we hear about some of our students being bored in class or just trying to get those high 90%.

Actually, if you ever talk to a sports coach and said that you were going to the gym to lift weights and you were lifting weights that you were basically sure you could lift, coach would say, try lifting more. And so that same idea is how I approach the math learning.

TIP: This story Po shares about math problem difficulty relating to athletic training is one that many students and teachers can relate to and understand. Use it when you introduce challenging problems to students.

What is Expii and how can K12 Teachers use it?

Note that Expii is used for science and math problems. https://www.expii.com/ 

[00:02:00]

PO:                    And that’s actually why with Expii the philosophy was, to build a system where we could collect all of the practice problems that people came up with around the world, creative comments open license them, and then serve them to people using this mechanic where we would sense what a person can do and pitch them that question, which is that 50% success probability question.

VICKI:          I love this. So it’s adaptive and free. And it just adapts to what a student knows to give them questions that are challenging but not too easy.

PO:              Yeah. And the key idea I had here was that, we have millions of people all over the world doing practice problems. And if we use the Creative Commons license system, we can basically pull all of this global knowledge from our wonderful teachers and our students and collect – we don’t have to collect other people’s questions; we can write our own questions. But once we write them, they’re permanently free.

So, by using the Creative Commons Licensing system for these math problems, you can pretty much use these problems as you wish (except to sell them.) This means that you can write your own textbooks, share them, or use them as you would any other OER or open education resource. This makes Expii valuable for math teachers and students because of your flexibility in using them.

What makes Expii unique?

PO: And then the idea is that if the software can use the fact that the world is doing these problems to figure out which problems are easy, medium, hard and so on, and then use that statistics in the software to actually feed you a question that is statistically at your level, then you actually have this dream of reaching these questions which are at your level, starting from how ever basic to actually how ever impossibly difficult. But for you, at that point, it won’t be impossible; it would just be 50-50.

So, this means that the algorithms help students solve problems within their zone of proximal development. They’ve done the calculations for you. This helps give students problems at their appropriate challenge level. This is a free site to share with math teachers although it may take some getting used to, particularly for students who have not been challenged in math.

How can creative problem solving happen in math class?

VICKI:          Po, you also talk about creative problem-solving. Now, there are a lot of people who just think, you know, math worksheets; math is math; nothing creative in math. But you disagree. How?

PO:              Right. So I think that a lot of people think that math is about memorizing formulas and concepts and sines, cosines and logarithms. And this is indeed what we see in worksheets. But, actually, those are the triumphs of mathematicians who did creative thinking. What I mean is that the formulas that we learn are the results of creative thinking of the people who found the formulas. And I think that the biggest value of math as a subject is that it lets people get that creative discovery of analytical ideas.

[00:04:00]

So, for example, I just told you about sines, cosines, logarithms; these are things that previous mathematicians did. But when you work on creative problems, which can be challenge problems, then you get a little taste of that feeling that the mathematicians of old had when they did that.

So, for example, when I think about creative math problems, some of the challenge problems in your books or on your exams might be this kind; but, also, I come from the background of math competitions, in the sense that I work with – well, the Mathematical Association of America is the organization that manages the United States’ participation in this International Math Olympiad.

The Mathematical Association of America is convening its #Maathfest starting yesterday, July 26, 2017. Follow the hashtag to learn more.

Learn More: The International Math Olympiad

What is the Mathematical Association of America and what K12 resources can I access?

PO: And the Mathematical Association of America is a historic and distinguished organization with over a century of work in promoting and advancing mathematics. And along that time, some of the things that they created are some really high-quality problems created by professional mathematicians, where the questions themselves are not things that you’d immediately recognize as, oh, I see this, I just use that formula; but rather they’re questions for which when you look at the question, you say, I have absolutely no idea how to approach this, and then you spend the next 15 minutes, 30 minutes being that professional mathematician yourself, coming up with a new way to solve the problem. And that art of creative discovery is actually what gives this taste of creative problem-solving in mathematics.

I mentioned this; I mentioned Mathematical Association of America  so that I can maybe point out a few resources that maybe people can use. These are accessible, findable online. They run competitions called the American Math Competitions.  And the old questions on these contests, called the AMC 12 or the AMC 10 or the AMC 8, or even there’s a wonderful middle school math competition called Math Counts; if you find these old problems, these are a treasure trough of questions that you can think about where you wouldn’t expect a student to immediately know how to do it.

[00:06:00]

LEARN MORE: American Math Competitions  and the Math Counts middle school competition

The old questions from previous math competitions. These are used to help put bright students on the path to participate in the International Math Olympiad.

AMC12 Math Problems (grade 12 and below)

AMC10 Math Problems (grade 10 and below)

AMC8 Math Problems (grade 8 and below)

Math Counts, middle school competition, shares a problem of the week you can have your students solve

What are the benefits and challenges of using challenging math problems?

 PO:                   And the fun part is the student wouldn’t have the pressure of feeling like they’re supposed to know how to do it. And instead, the student would have this feeling of discovering a park; or when you go into an unknown place, this, at first, scary feeling of, oh, no, I don’t know what to do, followed by the pleasure of, well, let’s try and let’s learn while we try. So these are ways that one can find such questions.

VICKI:          Do you think some teachers might be scared of introducing these problems into their classroom that they might not know how to help the kids?

PO:              That’s a really interesting question. One thing I should say is that it is actually – I’ll agree; it’s a scary moment to be in a classroom, in front of the classroom, without knowing how to solve the problem.

This is, by the way, how I feel when I teach one of my classes at Carnegie Mellon, which is the math problem-solving class. And I basically am the moderator at the front of the room while people are putting forward ideas on how to solve a problem. And when they go on their new ideas, sometimes I don’t actually know where those ideas will lead. I’ll agree that this is a scary feeling.

But I also feel like sometimes it humanizes me as the teacher, where what I mean is that the students start to see that we’re all just working together to try to solve these things. So there is definitely a moment of scariness, maybe several moments of scariness. If you have the time to build up this rapport with the students, where you all feel like you’re in it together; my sense I get from teaching this class at Carnegie Mellon is that in the end, everyone really seems to enjoy the activity much more because it feels very unscripted, and it feels like the whole room, including the person at the front of the room, is working together to solve this problem.

Is it OK for a Math teacher to say “I don’t know?”

 PO:                   And also, by the way, if I don’t know how to do something, I will say, I don’t know. And then sometimes we’ll just try to figure it out ourselves. If I can’t figure it out during the time, what I’ll say is, well, let me try to figure it out and I’ll tell you next time.

VICKI:          Do you realize, Po, that you have just given all of our K-12 teachers listening permission to say I don’t know; because, Po, you’re a professor at Carnegie Mellon, and you’re admitting you don’t know to your class, and everybody would just expect that you knew how to work all the problems out there, right?

PO:              Oh. Well, you’re right.

[00:08:00]

PO:                   And I will say, the permission to say “I don’t know” is something that I think we all deserve.

Because I think that one message that I like to communicate to my students is, first of all, I don’t know everything; but second of all, if I ever encountered something I don’t know, I am extremely curious to figure out what is true. And that’s actually what they see. Basically, what my students see is that, whenever we get to a point where I don’t know something, suddenly I get really interested in trying to figure out how to do it. And we’ll pull up Google; you know, anyone can help. And I’ve learned so much from teaching my class, where students have taught me things that I didn’t know before. But I think that this mentality that the students will get is that, actually, nobody just knows something; we all discover it from a point when we didn’t know it before.

VICKI:          Well, we’ve heard so many great things. And, teachers, check the show notes, because I’ll put links to all of these resources as well as to Expii, which has a fantastic website. I’ve never heard of it before. And I think it’s just a treasure chest for math teachers everywhere. But I think even besides these resources, one of the greatest things that you have gotten today, math teachers, is an encouragement to solve problems with your students, to say “I don’t know,” and to be in it with them. And it really makes for a remarkable experience in math.

PO:              I’ll actually say, this is what makes it fun for me to play as a teacher as well. I used the word “play” because I always feel like the unknowns are the most exciting things to attack. Thank you.

[End of Audio 0:09:28]

[Transcription created by tranzify.com. Some additional editing has been done to add grammatical, spelling, and punctuation errors. Every attempt has been made to correct spelling. For permissions, please email lisa@coolcatteacher.com]

Bio as Submitted

Po-Shen Loh is a math enthusiast and evangelist. He is the national coach of the USA International Mathematical Olympiad team, a math professor at Carnegie Mellon University, and the founder of expii.com, an education technology startup providing a free personalized learning platform on every smartphone.

As an academic, Po-Shen has numerous distinctions, from an International Mathematical Olympiad silver medal to the National Science Foundation’s CAREER award.

His research considers a variety of questions that lie at the intersection of combinatorics (the study of discrete systems), probability theory, and computer science.

As an educator, he led Carnegie Mellon University’s Putnam team to its first-ever #1 rank among all North American universities. His approach to coaching the national Math Olympiad team received significant press coverage after the USA’s historic back-to-back #1-rank victories in 2015 and 2016. Through Expii, Po-Shen extends his activity to the global mainstream, combining algorithms and crowdsourcing to deliver a free artificial intelligence powered tutor for the world of math and science.

  Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.)

The post Inspiring Math Excellence in the Classroom with Po-Shen Loh appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

from Cool Cat Teacher BlogCool Cat Teacher Blog http://www.coolcatteacher.com/e114/

[patriciaanderson357-blog]

Inspiring Math Excellence in the Classroom with Po-Shen Loh

Episode 114 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Po-Shen Loh @poshenloh, National Math Coach and Carnegie Mellon Professor gives us a refreshing take on teaching math. From giving kids problems with the right level of difficulty to solving problems with students, learn how to take any math student to the next level. You’ll also learn about the open source resource, Expii invented by Po-Shen Loh and how you can use it.

Thank you, Staples for sponsoring this episode

Staples is my go-to back to school shopping source. Check out coolcatteacher.com/pro for my 10 Ways to tackle back to school like a pro. Sign up for Staples Teacher rewards for free shipping on orders over $14.99 and 5% back. Staples has everything we need in stock all season long and ready to go for school. Go to www.staples.com/backtoschool for more information and great deals! 

Listen to the show on iTunes or Stitcher

You can right click and download a copy

Below is a transcript modified for your reading pleasure. For information on the guests and items mentioned in this show, scroll down to the bottom of this post.

****

Transcript for Episode 114 

Inspiring Math Excellence in the Classroom with Po-Shen Loh

  Download the transcript

[Recording starts 0:00:00]

VICKI:   Today, I’m so excited about our conversation with Po-Shen Loh @poshenloh. He’s a professor at Carnegie Mellon and also coach of the USA International Math Olympiad team  , and founder of Expii. And I do want to give a shout out to my friend Junior Bernadin  at Ron Clark Academy, because he emailed me and said, “Vicki, Po is awesome.”

READ: Learn about the USA Math Olympiad Team

Po-Shen Loh founded Expii, but we’ll learn more about what that is later in the show. The site is for high school and middle school students. If you’re working in Math or gifted, it is a site to check out.

See Junior Bernadin’s previous show on the 10-Minute Teacher: How the African Step Dance Ignited Kids at Ron Clark Academy

How do we help students get excited about math?

VICKI: So, Po, people ask you all the time about math and helping students do better in math, and people get excited about math. What’s your answer to that?

PO:              Yes. I actually do get this question quite a lot because I work as a math coach. The answer I give is maybe a little bit disappointing for people who are looking for a recipe of, just do this problem or just do these problems or just read this book.

Actually, I just give the answer, work on things that are hard for you but not impossible. What do I mean by this? So I take inspiration actually from athletic coaching, where what you do to get better is to try to do things that challenge you. What I’m saying is that things for which your chance of success when you’re doing them might be somewhere in the range 25% to 75%; actually we might call that a zone of proximal development.

Don’t believe this number? Listen to Jane McGonigal talking about this in her TED Talk, Gaming for a Better World

READ: Learn more about the Zone of Proximal Development or ZPD

How do we get students in their “zone of proximal development” or appropriate level for math problem difficulty?

 PO: Now, with regard to math practice problems or studying math in general, I actually use the same philosophy. So, for example, sometimes students who are struggling might be on the below end, in the sense that they have an even less than 25% chance of succeeding at these questions.

Then, of course, what we understand is we have to give them more basic questions that they have a better chance on. But on the very high end, the same problem is also true, where we hear about some of our students being bored in class or just trying to get those high 90%.

Actually, if you ever talk to a sports coach and said that you were going to the gym to lift weights and you were lifting weights that you were basically sure you could lift, coach would say, try lifting more. And so that same idea is how I approach the math learning.

TIP: This story Po shares about math problem difficulty relating to athletic training is one that many students and teachers can relate to and understand. Use it when you introduce challenging problems to students.

What is Expii and how can K12 Teachers use it?

Note that Expii is used for science and math problems. https://www.expii.com/ 

[00:02:00]

PO:                    And that’s actually why with Expii the philosophy was, to build a system where we could collect all of the practice problems that people came up with around the world, creative comments open license them, and then serve them to people using this mechanic where we would sense what a person can do and pitch them that question, which is that 50% success probability question.

VICKI:          I love this. So it’s adaptive and free. And it just adapts to what a student knows to give them questions that are challenging but not too easy.

PO:              Yeah. And the key idea I had here was that, we have millions of people all over the world doing practice problems. And if we use the Creative Commons license system, we can basically pull all of this global knowledge from our wonderful teachers and our students and collect – we don’t have to collect other people’s questions; we can write our own questions. But once we write them, they’re permanently free.

So, by using the Creative Commons Licensing system for these math problems, you can pretty much use these problems as you wish (except to sell them.) This means that you can write your own textbooks, share them, or use them as you would any other OER or open education resource. This makes Expii valuable for math teachers and students because of your flexibility in using them.

What makes Expii unique?

PO: And then the idea is that if the software can use the fact that the world is doing these problems to figure out which problems are easy, medium, hard and so on, and then use that statistics in the software to actually feed you a question that is statistically at your level, then you actually have this dream of reaching these questions which are at your level, starting from how ever basic to actually how ever impossibly difficult. But for you, at that point, it won’t be impossible; it would just be 50-50.

So, this means that the algorithms help students solve problems within their zone of proximal development. They’ve done the calculations for you. This helps give students problems at their appropriate challenge level. This is a free site to share with math teachers although it may take some getting used to, particularly for students who have not been challenged in math.

How can creative problem solving happen in math class?

VICKI:          Po, you also talk about creative problem-solving. Now, there are a lot of people who just think, you know, math worksheets; math is math; nothing creative in math. But you disagree. How?

PO:              Right. So I think that a lot of people think that math is about memorizing formulas and concepts and sines, cosines and logarithms. And this is indeed what we see in worksheets. But, actually, those are the triumphs of mathematicians who did creative thinking. What I mean is that the formulas that we learn are the results of creative thinking of the people who found the formulas. And I think that the biggest value of math as a subject is that it lets people get that creative discovery of analytical ideas.

[00:04:00]

So, for example, I just told you about sines, cosines, logarithms; these are things that previous mathematicians did. But when you work on creative problems, which can be challenge problems, then you get a little taste of that feeling that the mathematicians of old had when they did that.

So, for example, when I think about creative math problems, some of the challenge problems in your books or on your exams might be this kind; but, also, I come from the background of math competitions, in the sense that I work with – well, the Mathematical Association of America is the organization that manages the United States’ participation in this International Math Olympiad.

The Mathematical Association of America is convening its #Maathfest starting yesterday, July 26, 2017. Follow the hashtag to learn more.

Learn More: The International Math Olympiad

What is the Mathematical Association of America and what K12 resources can I access?

PO: And the Mathematical Association of America is a historic and distinguished organization with over a century of work in promoting and advancing mathematics. And along that time, some of the things that they created are some really high-quality problems created by professional mathematicians, where the questions themselves are not things that you’d immediately recognize as, oh, I see this, I just use that formula; but rather they’re questions for which when you look at the question, you say, I have absolutely no idea how to approach this, and then you spend the next 15 minutes, 30 minutes being that professional mathematician yourself, coming up with a new way to solve the problem. And that art of creative discovery is actually what gives this taste of creative problem-solving in mathematics.

I mentioned this; I mentioned Mathematical Association of America  so that I can maybe point out a few resources that maybe people can use. These are accessible, findable online. They run competitions called the American Math Competitions.  And the old questions on these contests, called the AMC 12 or the AMC 10 or the AMC 8, or even there’s a wonderful middle school math competition called Math Counts; if you find these old problems, these are a treasure trough of questions that you can think about where you wouldn’t expect a student to immediately know how to do it.

[00:06:00]

LEARN MORE: American Math Competitions  and the Math Counts middle school competition

The old questions from previous math competitions. These are used to help put bright students on the path to participate in the International Math Olympiad.

AMC12 Math Problems (grade 12 and below)

AMC10 Math Problems (grade 10 and below)

AMC8 Math Problems (grade 8 and below)

Math Counts, middle school competition, shares a problem of the week you can have your students solve

What are the benefits and challenges of using challenging math problems?

 PO:                   And the fun part is the student wouldn’t have the pressure of feeling like they’re supposed to know how to do it. And instead, the student would have this feeling of discovering a park; or when you go into an unknown place, this, at first, scary feeling of, oh, no, I don’t know what to do, followed by the pleasure of, well, let’s try and let’s learn while we try. So these are ways that one can find such questions.

VICKI:          Do you think some teachers might be scared of introducing these problems into their classroom that they might not know how to help the kids?

PO:              That’s a really interesting question. One thing I should say is that it is actually – I’ll agree; it’s a scary moment to be in a classroom, in front of the classroom, without knowing how to solve the problem.

This is, by the way, how I feel when I teach one of my classes at Carnegie Mellon, which is the math problem-solving class. And I basically am the moderator at the front of the room while people are putting forward ideas on how to solve a problem. And when they go on their new ideas, sometimes I don’t actually know where those ideas will lead. I’ll agree that this is a scary feeling.

But I also feel like sometimes it humanizes me as the teacher, where what I mean is that the students start to see that we’re all just working together to try to solve these things. So there is definitely a moment of scariness, maybe several moments of scariness. If you have the time to build up this rapport with the students, where you all feel like you’re in it together; my sense I get from teaching this class at Carnegie Mellon is that in the end, everyone really seems to enjoy the activity much more because it feels very unscripted, and it feels like the whole room, including the person at the front of the room, is working together to solve this problem.

Is it OK for a Math teacher to say “I don’t know?”

 PO:                   And also, by the way, if I don’t know how to do something, I will say, I don’t know. And then sometimes we’ll just try to figure it out ourselves. If I can’t figure it out during the time, what I’ll say is, well, let me try to figure it out and I’ll tell you next time.

VICKI:          Do you realize, Po, that you have just given all of our K-12 teachers listening permission to say I don’t know; because, Po, you’re a professor at Carnegie Mellon, and you’re admitting you don’t know to your class, and everybody would just expect that you knew how to work all the problems out there, right?

PO:              Oh. Well, you’re right.

[00:08:00]

PO:                   And I will say, the permission to say “I don’t know” is something that I think we all deserve.

Because I think that one message that I like to communicate to my students is, first of all, I don’t know everything; but second of all, if I ever encountered something I don’t know, I am extremely curious to figure out what is true. And that’s actually what they see. Basically, what my students see is that, whenever we get to a point where I don’t know something, suddenly I get really interested in trying to figure out how to do it. And we’ll pull up Google; you know, anyone can help. And I’ve learned so much from teaching my class, where students have taught me things that I didn’t know before. But I think that this mentality that the students will get is that, actually, nobody just knows something; we all discover it from a point when we didn’t know it before.

VICKI:          Well, we’ve heard so many great things. And, teachers, check the show notes, because I’ll put links to all of these resources as well as to Expii, which has a fantastic website. I’ve never heard of it before. And I think it’s just a treasure chest for math teachers everywhere. But I think even besides these resources, one of the greatest things that you have gotten today, math teachers, is an encouragement to solve problems with your students, to say “I don’t know,” and to be in it with them. And it really makes for a remarkable experience in math.

PO:              I’ll actually say, this is what makes it fun for me to play as a teacher as well. I used the word “play” because I always feel like the unknowns are the most exciting things to attack. Thank you.

[End of Audio 0:09:28]

[Transcription created by tranzify.com. Some additional editing has been done to add grammatical, spelling, and punctuation errors. Every attempt has been made to correct spelling. For permissions, please email lisa@coolcatteacher.com]

Bio as Submitted

Po-Shen Loh is a math enthusiast and evangelist. He is the national coach of the USA International Mathematical Olympiad team, a math professor at Carnegie Mellon University, and the founder of expii.com, an education technology startup providing a free personalized learning platform on every smartphone.

As an academic, Po-Shen has numerous distinctions, from an International Mathematical Olympiad silver medal to the National Science Foundation’s CAREER award.

His research considers a variety of questions that lie at the intersection of combinatorics (the study of discrete systems), probability theory, and computer science.

As an educator, he led Carnegie Mellon University’s Putnam team to its first-ever #1 rank among all North American universities. His approach to coaching the national Math Olympiad team received significant press coverage after the USA’s historic back-to-back #1-rank victories in 2015 and 2016. Through Expii, Po-Shen extends his activity to the global mainstream, combining algorithms and crowdsourcing to deliver a free artificial intelligence powered tutor for the world of math and science.

  Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.)

The post Inspiring Math Excellence in the Classroom with Po-Shen Loh appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

[ralph31ortiz]

Inspiring Math Excellence in the Classroom with Po-Shen Loh

Episode 114 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Po-Shen Loh @poshenloh, National Math Coach and Carnegie Mellon Professor gives us a refreshing take on teaching math. From giving kids problems with the right level of difficulty to solving problems with students, learn how to take any math student to the next level. You’ll also learn about the open source resource, Expii invented by Po-Shen Loh and how you can use it.

Thank you, Staples for sponsoring this episode

Staples is my go-to back to school shopping source. Check out coolcatteacher.com/pro for my 10 Ways to tackle back to school like a pro. Sign up for Staples Teacher rewards for free shipping on orders over $14.99 and 5% back. Staples has everything we need in stock all season long and ready to go for school. Go to www.staples.com/backtoschool for more information and great deals! 

Listen to the show on iTunes or Stitcher

You can right click and download a copy

Below is a transcript modified for your reading pleasure. For information on the guests and items mentioned in this show, scroll down to the bottom of this post.

****

Transcript for Episode 114 

Inspiring Math Excellence in the Classroom with Po-Shen Loh

  Download the transcript

[Recording starts 0:00:00]

VICKI:   Today, I’m so excited about our conversation with Po-Shen Loh @poshenloh. He’s a professor at Carnegie Mellon and also coach of the USA International Math Olympiad team  , and founder of Expii. And I do want to give a shout out to my friend Junior Bernadin  at Ron Clark Academy, because he emailed me and said, “Vicki, Po is awesome.”

READ: Learn about the USA Math Olympiad Team

Po-Shen Loh founded Expii, but we’ll learn more about what that is later in the show. The site is for high school and middle school students. If you’re working in Math or gifted, it is a site to check out.

See Junior Bernadin’s previous show on the 10-Minute Teacher: How the African Step Dance Ignited Kids at Ron Clark Academy

How do we help students get excited about math?

VICKI: So, Po, people ask you all the time about math and helping students do better in math, and people get excited about math. What’s your answer to that?

PO:              Yes. I actually do get this question quite a lot because I work as a math coach. The answer I give is maybe a little bit disappointing for people who are looking for a recipe of, just do this problem or just do these problems or just read this book.

Actually, I just give the answer, work on things that are hard for you but not impossible. What do I mean by this? So I take inspiration actually from athletic coaching, where what you do to get better is to try to do things that challenge you. What I’m saying is that things for which your chance of success when you’re doing them might be somewhere in the range 25% to 75%; actually we might call that a zone of proximal development.

Don’t believe this number? Listen to Jane McGonigal talking about this in her TED Talk, Gaming for a Better World

READ: Learn more about the Zone of Proximal Development or ZPD

How do we get students in their “zone of proximal development” or appropriate level for math problem difficulty?

 PO: Now, with regard to math practice problems or studying math in general, I actually use the same philosophy. So, for example, sometimes students who are struggling might be on the below end, in the sense that they have an even less than 25% chance of succeeding at these questions.

Then, of course, what we understand is we have to give them more basic questions that they have a better chance on. But on the very high end, the same problem is also true, where we hear about some of our students being bored in class or just trying to get those high 90%.

Actually, if you ever talk to a sports coach and said that you were going to the gym to lift weights and you were lifting weights that you were basically sure you could lift, coach would say, try lifting more. And so that same idea is how I approach the math learning.

TIP: This story Po shares about math problem difficulty relating to athletic training is one that many students and teachers can relate to and understand. Use it when you introduce challenging problems to students.

What is Expii and how can K12 Teachers use it?

Note that Expii is used for science and math problems. https://www.expii.com/ 

[00:02:00]

PO:                    And that’s actually why with Expii the philosophy was, to build a system where we could collect all of the practice problems that people came up with around the world, creative comments open license them, and then serve them to people using this mechanic where we would sense what a person can do and pitch them that question, which is that 50% success probability question.

VICKI:          I love this. So it’s adaptive and free. And it just adapts to what a student knows to give them questions that are challenging but not too easy.

PO:              Yeah. And the key idea I had here was that, we have millions of people all over the world doing practice problems. And if we use the Creative Commons license system, we can basically pull all of this global knowledge from our wonderful teachers and our students and collect – we don’t have to collect other people’s questions; we can write our own questions. But once we write them, they’re permanently free.

So, by using the Creative Commons Licensing system for these math problems, you can pretty much use these problems as you wish (except to sell them.) This means that you can write your own textbooks, share them, or use them as you would any other OER or open education resource. This makes Expii valuable for math teachers and students because of your flexibility in using them.

What makes Expii unique?

PO: And then the idea is that if the software can use the fact that the world is doing these problems to figure out which problems are easy, medium, hard and so on, and then use that statistics in the software to actually feed you a question that is statistically at your level, then you actually have this dream of reaching these questions which are at your level, starting from how ever basic to actually how ever impossibly difficult. But for you, at that point, it won’t be impossible; it would just be 50-50.

So, this means that the algorithms help students solve problems within their zone of proximal development. They’ve done the calculations for you. This helps give students problems at their appropriate challenge level. This is a free site to share with math teachers although it may take some getting used to, particularly for students who have not been challenged in math.

How can creative problem solving happen in math class?

VICKI:          Po, you also talk about creative problem-solving. Now, there are a lot of people who just think, you know, math worksheets; math is math; nothing creative in math. But you disagree. How?

PO:              Right. So I think that a lot of people think that math is about memorizing formulas and concepts and sines, cosines and logarithms. And this is indeed what we see in worksheets. But, actually, those are the triumphs of mathematicians who did creative thinking. What I mean is that the formulas that we learn are the results of creative thinking of the people who found the formulas. And I think that the biggest value of math as a subject is that it lets people get that creative discovery of analytical ideas.

[00:04:00]

So, for example, I just told you about sines, cosines, logarithms; these are things that previous mathematicians did. But when you work on creative problems, which can be challenge problems, then you get a little taste of that feeling that the mathematicians of old had when they did that.

So, for example, when I think about creative math problems, some of the challenge problems in your books or on your exams might be this kind; but, also, I come from the background of math competitions, in the sense that I work with – well, the Mathematical Association of America is the organization that manages the United States’ participation in this International Math Olympiad.

The Mathematical Association of America is convening its #Maathfest starting yesterday, July 26, 2017. Follow the hashtag to learn more.

Learn More: The International Math Olympiad

What is the Mathematical Association of America and what K12 resources can I access?

PO: And the Mathematical Association of America is a historic and distinguished organization with over a century of work in promoting and advancing mathematics. And along that time, some of the things that they created are some really high-quality problems created by professional mathematicians, where the questions themselves are not things that you’d immediately recognize as, oh, I see this, I just use that formula; but rather they’re questions for which when you look at the question, you say, I have absolutely no idea how to approach this, and then you spend the next 15 minutes, 30 minutes being that professional mathematician yourself, coming up with a new way to solve the problem. And that art of creative discovery is actually what gives this taste of creative problem-solving in mathematics.

I mentioned this; I mentioned Mathematical Association of America  so that I can maybe point out a few resources that maybe people can use. These are accessible, findable online. They run competitions called the American Math Competitions.  And the old questions on these contests, called the AMC 12 or the AMC 10 or the AMC 8, or even there’s a wonderful middle school math competition called Math Counts; if you find these old problems, these are a treasure trough of questions that you can think about where you wouldn’t expect a student to immediately know how to do it.

[00:06:00]

LEARN MORE: American Math Competitions  and the Math Counts middle school competition

The old questions from previous math competitions. These are used to help put bright students on the path to participate in the International Math Olympiad.

AMC12 Math Problems (grade 12 and below)

AMC10 Math Problems (grade 10 and below)

AMC8 Math Problems (grade 8 and below)

Math Counts, middle school competition, shares a problem of the week you can have your students solve

What are the benefits and challenges of using challenging math problems?

 PO:                   And the fun part is the student wouldn’t have the pressure of feeling like they’re supposed to know how to do it. And instead, the student would have this feeling of discovering a park; or when you go into an unknown place, this, at first, scary feeling of, oh, no, I don’t know what to do, followed by the pleasure of, well, let’s try and let’s learn while we try. So these are ways that one can find such questions.

VICKI:          Do you think some teachers might be scared of introducing these problems into their classroom that they might not know how to help the kids?

PO:              That’s a really interesting question. One thing I should say is that it is actually – I’ll agree; it’s a scary moment to be in a classroom, in front of the classroom, without knowing how to solve the problem.

This is, by the way, how I feel when I teach one of my classes at Carnegie Mellon, which is the math problem-solving class. And I basically am the moderator at the front of the room while people are putting forward ideas on how to solve a problem. And when they go on their new ideas, sometimes I don’t actually know where those ideas will lead. I’ll agree that this is a scary feeling.

But I also feel like sometimes it humanizes me as the teacher, where what I mean is that the students start to see that we’re all just working together to try to solve these things. So there is definitely a moment of scariness, maybe several moments of scariness. If you have the time to build up this rapport with the students, where you all feel like you’re in it together; my sense I get from teaching this class at Carnegie Mellon is that in the end, everyone really seems to enjoy the activity much more because it feels very unscripted, and it feels like the whole room, including the person at the front of the room, is working together to solve this problem.

Is it OK for a Math teacher to say “I don’t know?”

 PO:                   And also, by the way, if I don’t know how to do something, I will say, I don’t know. And then sometimes we’ll just try to figure it out ourselves. If I can’t figure it out during the time, what I’ll say is, well, let me try to figure it out and I’ll tell you next time.

VICKI:          Do you realize, Po, that you have just given all of our K-12 teachers listening permission to say I don’t know; because, Po, you’re a professor at Carnegie Mellon, and you’re admitting you don’t know to your class, and everybody would just expect that you knew how to work all the problems out there, right?

PO:              Oh. Well, you’re right.

[00:08:00]

PO:                   And I will say, the permission to say “I don’t know” is something that I think we all deserve.

Because I think that one message that I like to communicate to my students is, first of all, I don’t know everything; but second of all, if I ever encountered something I don’t know, I am extremely curious to figure out what is true. And that’s actually what they see. Basically, what my students see is that, whenever we get to a point where I don’t know something, suddenly I get really interested in trying to figure out how to do it. And we’ll pull up Google; you know, anyone can help. And I’ve learned so much from teaching my class, where students have taught me things that I didn’t know before. But I think that this mentality that the students will get is that, actually, nobody just knows something; we all discover it from a point when we didn’t know it before.

VICKI:          Well, we’ve heard so many great things. And, teachers, check the show notes, because I’ll put links to all of these resources as well as to Expii, which has a fantastic website. I’ve never heard of it before. And I think it’s just a treasure chest for math teachers everywhere. But I think even besides these resources, one of the greatest things that you have gotten today, math teachers, is an encouragement to solve problems with your students, to say “I don’t know,” and to be in it with them. And it really makes for a remarkable experience in math.

PO:              I’ll actually say, this is what makes it fun for me to play as a teacher as well. I used the word “play” because I always feel like the unknowns are the most exciting things to attack. Thank you.

[End of Audio 0:09:28]

[Transcription created by tranzify.com. Some additional editing has been done to add grammatical, spelling, and punctuation errors. Every attempt has been made to correct spelling. For permissions, please email lisa@coolcatteacher.com]

Bio as Submitted

Po-Shen Loh is a math enthusiast and evangelist. He is the national coach of the USA International Mathematical Olympiad team, a math professor at Carnegie Mellon University, and the founder of expii.com, an education technology startup providing a free personalized learning platform on every smartphone.

As an academic, Po-Shen has numerous distinctions, from an International Mathematical Olympiad silver medal to the National Science Foundation’s CAREER award.

His research considers a variety of questions that lie at the intersection of combinatorics (the study of discrete systems), probability theory, and computer science.

As an educator, he led Carnegie Mellon University’s Putnam team to its first-ever #1 rank among all North American universities. His approach to coaching the national Math Olympiad team received significant press coverage after the USA’s historic back-to-back #1-rank victories in 2015 and 2016. Through Expii, Po-Shen extends his activity to the global mainstream, combining algorithms and crowdsourcing to deliver a free artificial intelligence powered tutor for the world of math and science.

  Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.)

The post Inspiring Math Excellence in the Classroom with Po-Shen Loh appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

from Cool Cat Teacher BlogCool Cat Teacher Blog http://www.coolcatteacher.com/e114/

[aira26soonas]

Inspiring Math Excellence in the Classroom with Po-Shen Loh

Episode 114 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Po-Shen Loh @poshenloh, National Math Coach and Carnegie Mellon Professor gives us a refreshing take on teaching math. From giving kids problems with the right level of difficulty to solving problems with students, learn how to take any math student to the next level. You’ll also learn about the open source resource, Expii invented by Po-Shen Loh and how you can use it.

Thank you, Staples for sponsoring this episode

Staples is my go-to back to school shopping source. Check out coolcatteacher.com/pro for my 10 Ways to tackle back to school like a pro. Sign up for Staples Teacher rewards for free shipping on orders over $14.99 and 5% back. Staples has everything we need in stock all season long and ready to go for school. Go to www.staples.com/backtoschool for more information and great deals! 

Listen to the show on iTunes or Stitcher

You can right click and download a copy

Below is a transcript modified for your reading pleasure. For information on the guests and items mentioned in this show, scroll down to the bottom of this post.

****

Transcript for Episode 114 

Inspiring Math Excellence in the Classroom with Po-Shen Loh

  Download the transcript

[Recording starts 0:00:00]

VICKI:   Today, I’m so excited about our conversation with Po-Shen Loh @poshenloh. He’s a professor at Carnegie Mellon and also coach of the USA International Math Olympiad team  , and founder of Expii. And I do want to give a shout out to my friend Junior Bernadin  at Ron Clark Academy, because he emailed me and said, “Vicki, Po is awesome.”

READ: Learn about the USA Math Olympiad Team

Po-Shen Loh founded Expii, but we’ll learn more about what that is later in the show. The site is for high school and middle school students. If you’re working in Math or gifted, it is a site to check out.

See Junior Bernadin’s previous show on the 10-Minute Teacher: How the African Step Dance Ignited Kids at Ron Clark Academy

How do we help students get excited about math?

VICKI: So, Po, people ask you all the time about math and helping students do better in math, and people get excited about math. What’s your answer to that?

PO:              Yes. I actually do get this question quite a lot because I work as a math coach. The answer I give is maybe a little bit disappointing for people who are looking for a recipe of, just do this problem or just do these problems or just read this book.

Actually, I just give the answer, work on things that are hard for you but not impossible. What do I mean by this? So I take inspiration actually from athletic coaching, where what you do to get better is to try to do things that challenge you. What I’m saying is that things for which your chance of success when you’re doing them might be somewhere in the range 25% to 75%; actually we might call that a zone of proximal development.

Don’t believe this number? Listen to Jane McGonigal talking about this in her TED Talk, Gaming for a Better World

READ: Learn more about the Zone of Proximal Development or ZPD

How do we get students in their “zone of proximal development” or appropriate level for math problem difficulty?

 PO: Now, with regard to math practice problems or studying math in general, I actually use the same philosophy. So, for example, sometimes students who are struggling might be on the below end, in the sense that they have an even less than 25% chance of succeeding at these questions.

Then, of course, what we understand is we have to give them more basic questions that they have a better chance on. But on the very high end, the same problem is also true, where we hear about some of our students being bored in class or just trying to get those high 90%.

Actually, if you ever talk to a sports coach and said that you were going to the gym to lift weights and you were lifting weights that you were basically sure you could lift, coach would say, try lifting more. And so that same idea is how I approach the math learning.

TIP: This story Po shares about math problem difficulty relating to athletic training is one that many students and teachers can relate to and understand. Use it when you introduce challenging problems to students.

What is Expii and how can K12 Teachers use it?

Note that Expii is used for science and math problems. https://www.expii.com/ 

[00:02:00]

PO:                    And that’s actually why with Expii the philosophy was, to build a system where we could collect all of the practice problems that people came up with around the world, creative comments open license them, and then serve them to people using this mechanic where we would sense what a person can do and pitch them that question, which is that 50% success probability question.

VICKI:          I love this. So it’s adaptive and free. And it just adapts to what a student knows to give them questions that are challenging but not too easy.

PO:              Yeah. And the key idea I had here was that, we have millions of people all over the world doing practice problems. And if we use the Creative Commons license system, we can basically pull all of this global knowledge from our wonderful teachers and our students and collect – we don’t have to collect other people’s questions; we can write our own questions. But once we write them, they’re permanently free.

So, by using the Creative Commons Licensing system for these math problems, you can pretty much use these problems as you wish (except to sell them.) This means that you can write your own textbooks, share them, or use them as you would any other OER or open education resource. This makes Expii valuable for math teachers and students because of your flexibility in using them.

What makes Expii unique?

PO: And then the idea is that if the software can use the fact that the world is doing these problems to figure out which problems are easy, medium, hard and so on, and then use that statistics in the software to actually feed you a question that is statistically at your level, then you actually have this dream of reaching these questions which are at your level, starting from how ever basic to actually how ever impossibly difficult. But for you, at that point, it won’t be impossible; it would just be 50-50.

So, this means that the algorithms help students solve problems within their zone of proximal development. They’ve done the calculations for you. This helps give students problems at their appropriate challenge level. This is a free site to share with math teachers although it may take some getting used to, particularly for students who have not been challenged in math.

How can creative problem solving happen in math class?

VICKI:          Po, you also talk about creative problem-solving. Now, there are a lot of people who just think, you know, math worksheets; math is math; nothing creative in math. But you disagree. How?

PO:              Right. So I think that a lot of people think that math is about memorizing formulas and concepts and sines, cosines and logarithms. And this is indeed what we see in worksheets. But, actually, those are the triumphs of mathematicians who did creative thinking. What I mean is that the formulas that we learn are the results of creative thinking of the people who found the formulas. And I think that the biggest value of math as a subject is that it lets people get that creative discovery of analytical ideas.

[00:04:00]

So, for example, I just told you about sines, cosines, logarithms; these are things that previous mathematicians did. But when you work on creative problems, which can be challenge problems, then you get a little taste of that feeling that the mathematicians of old had when they did that.

So, for example, when I think about creative math problems, some of the challenge problems in your books or on your exams might be this kind; but, also, I come from the background of math competitions, in the sense that I work with – well, the Mathematical Association of America is the organization that manages the United States’ participation in this International Math Olympiad.

The Mathematical Association of America is convening its #Maathfest starting yesterday, July 26, 2017. Follow the hashtag to learn more.

Learn More: The International Math Olympiad

What is the Mathematical Association of America and what K12 resources can I access?

PO: And the Mathematical Association of America is a historic and distinguished organization with over a century of work in promoting and advancing mathematics. And along that time, some of the things that they created are some really high-quality problems created by professional mathematicians, where the questions themselves are not things that you’d immediately recognize as, oh, I see this, I just use that formula; but rather they’re questions for which when you look at the question, you say, I have absolutely no idea how to approach this, and then you spend the next 15 minutes, 30 minutes being that professional mathematician yourself, coming up with a new way to solve the problem. And that art of creative discovery is actually what gives this taste of creative problem-solving in mathematics.

I mentioned this; I mentioned Mathematical Association of America  so that I can maybe point out a few resources that maybe people can use. These are accessible, findable online. They run competitions called the American Math Competitions.  And the old questions on these contests, called the AMC 12 or the AMC 10 or the AMC 8, or even there’s a wonderful middle school math competition called Math Counts; if you find these old problems, these are a treasure trough of questions that you can think about where you wouldn’t expect a student to immediately know how to do it.

[00:06:00]

LEARN MORE: American Math Competitions  and the Math Counts middle school competition

The old questions from previous math competitions. These are used to help put bright students on the path to participate in the International Math Olympiad.

AMC12 Math Problems (grade 12 and below)

AMC10 Math Problems (grade 10 and below)

AMC8 Math Problems (grade 8 and below)

Math Counts, middle school competition, shares a problem of the week you can have your students solve

What are the benefits and challenges of using challenging math problems?

 PO:                   And the fun part is the student wouldn’t have the pressure of feeling like they’re supposed to know how to do it. And instead, the student would have this feeling of discovering a park; or when you go into an unknown place, this, at first, scary feeling of, oh, no, I don’t know what to do, followed by the pleasure of, well, let’s try and let’s learn while we try. So these are ways that one can find such questions.

VICKI:          Do you think some teachers might be scared of introducing these problems into their classroom that they might not know how to help the kids?

PO:              That’s a really interesting question. One thing I should say is that it is actually – I’ll agree; it’s a scary moment to be in a classroom, in front of the classroom, without knowing how to solve the problem.

This is, by the way, how I feel when I teach one of my classes at Carnegie Mellon, which is the math problem-solving class. And I basically am the moderator at the front of the room while people are putting forward ideas on how to solve a problem. And when they go on their new ideas, sometimes I don’t actually know where those ideas will lead. I’ll agree that this is a scary feeling.

But I also feel like sometimes it humanizes me as the teacher, where what I mean is that the students start to see that we’re all just working together to try to solve these things. So there is definitely a moment of scariness, maybe several moments of scariness. If you have the time to build up this rapport with the students, where you all feel like you’re in it together; my sense I get from teaching this class at Carnegie Mellon is that in the end, everyone really seems to enjoy the activity much more because it feels very unscripted, and it feels like the whole room, including the person at the front of the room, is working together to solve this problem.

Is it OK for a Math teacher to say “I don’t know?”

 PO:                   And also, by the way, if I don’t know how to do something, I will say, I don’t know. And then sometimes we’ll just try to figure it out ourselves. If I can’t figure it out during the time, what I’ll say is, well, let me try to figure it out and I’ll tell you next time.

VICKI:          Do you realize, Po, that you have just given all of our K-12 teachers listening permission to say I don’t know; because, Po, you’re a professor at Carnegie Mellon, and you’re admitting you don’t know to your class, and everybody would just expect that you knew how to work all the problems out there, right?

PO:              Oh. Well, you’re right.

[00:08:00]

PO:                   And I will say, the permission to say “I don’t know” is something that I think we all deserve.

Because I think that one message that I like to communicate to my students is, first of all, I don’t know everything; but second of all, if I ever encountered something I don’t know, I am extremely curious to figure out what is true. And that’s actually what they see. Basically, what my students see is that, whenever we get to a point where I don’t know something, suddenly I get really interested in trying to figure out how to do it. And we’ll pull up Google; you know, anyone can help. And I’ve learned so much from teaching my class, where students have taught me things that I didn’t know before. But I think that this mentality that the students will get is that, actually, nobody just knows something; we all discover it from a point when we didn’t know it before.

VICKI:          Well, we’ve heard so many great things. And, teachers, check the show notes, because I’ll put links to all of these resources as well as to Expii, which has a fantastic website. I’ve never heard of it before. And I think it’s just a treasure chest for math teachers everywhere. But I think even besides these resources, one of the greatest things that you have gotten today, math teachers, is an encouragement to solve problems with your students, to say “I don’t know,” and to be in it with them. And it really makes for a remarkable experience in math.

PO:              I’ll actually say, this is what makes it fun for me to play as a teacher as well. I used the word “play” because I always feel like the unknowns are the most exciting things to attack. Thank you.

[End of Audio 0:09:28]

[Transcription created by tranzify.com. Some additional editing has been done to add grammatical, spelling, and punctuation errors. Every attempt has been made to correct spelling. For permissions, please email lisa@coolcatteacher.com]

Bio as Submitted

Po-Shen Loh is a math enthusiast and evangelist. He is the national coach of the USA International Mathematical Olympiad team, a math professor at Carnegie Mellon University, and the founder of expii.com, an education technology startup providing a free personalized learning platform on every smartphone.

As an academic, Po-Shen has numerous distinctions, from an International Mathematical Olympiad silver medal to the National Science Foundation’s CAREER award.

His research considers a variety of questions that lie at the intersection of combinatorics (the study of discrete systems), probability theory, and computer science.

As an educator, he led Carnegie Mellon University’s Putnam team to its first-ever #1 rank among all North American universities. His approach to coaching the national Math Olympiad team received significant press coverage after the USA’s historic back-to-back #1-rank victories in 2015 and 2016. Through Expii, Po-Shen extends his activity to the global mainstream, combining algorithms and crowdsourcing to deliver a free artificial intelligence powered tutor for the world of math and science.

  Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.)

The post Inspiring Math Excellence in the Classroom with Po-Shen Loh appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

from Cool Cat Teacher BlogCool Cat Teacher Blog http://www.coolcatteacher.com/e114/