Today’s Quote is from Steve Jobs
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Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is great work. And the only way to do great work is to love what you do.” — Steve Jobs
Ahhh, what a great quote. I wholeheartedly agree with what Steve Jobs is saying in this quote. I have been in roles at work that I did not love. Some I didn’t even like. It was tough to get up in the morning to go to work.
We spend the majority of our lives working. Whether it be working for someone else or ourselves, we spend more time at work than we do with our family and loved ones. Most of us enter careers because it’s something we are interested in or passionate about. Many of us enter careers because it is something we fell into. Many of us enter careers because it’s something someone else wanted us to do.
Whether you are working doing something you wanted to do, something you happened into, or are living someone elses dream for you, you want to be satisfied with your work. If you are like me, you want to believe you are doing great work.
I will tell you from experience, the times where I felt like I’ve done great work is when I was doing something that I loved doing. I have done work that I didn’t particularly like doing. I’ve done work that I had to do to make a living. I was not doing it because I loved it, I needed to make money to pay the bills.
If you are starting your career but aren’t sure what you want to do, start thinking about what you love to do. What is enjoyable to you? What are you passionate about?
Write out a list of things you like to do, that you really get excited about that you get into “The Zone” when you do it.
Put your Strengths , Passions, things you are good at and love to do on the left hand side. Put a line down the middle of the page. On the other side of the line, put Careers.
Look at your strengths, passions and things you are good at and love to do and then look up careers that will let you do what matches these items. This will be the start of your best career choices that will help you be satisfied with your work.
Do you want to do Great Work? Do you want to be satisfied with your work, your life? As Steve Jobs said,
“the only way to be truly satisfied is to do what you believe is great work. And the only way to do great work is to love what you do.”
Go Out Today – Love What You Do – Be Satisfied – Do Great Work
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I use this quote from Steve Jobs as my title because this is how I feel about the place I work and the work that I do. Everyday I am tasked with learning more about how children acquire their mathematical knowledge; how do children come to know? Does this sound like a daunting task? Does this even sound plausible?
What could be more exciting than ultimately affecting the lives of children in the Central Valley here in California? Well, perhaps sitting in a cabana in Tahiti or Costa Rica looking out onto the ocean. However, at this point of my life this is not feasible, so for now I come into work and do what I love to do.
The AIMS Center for Math & Science is dedicated to studying existing research, translating that research, and making it applicable for teachers to use in their classrooms. My task is to do this in the realm of early learning, specifically with children 3 – 5 years of age. Thus far in my journey as a research associate, I have learned a lot through the research of Karen Fuson, Douglas Clements, Julie Sarama, Beth MacDonald, Ernst VonGlaserfeld, Les Steffe, and Jean Piaget.
By definition, subitizing is “just seeing” how many objects there are in a group, a quick attention toward numerosity when viewing a small set of items. (Clements 1999). For years this was my working definition, however it wasn’t until recently that I had fully grasped the complexity of the developmental progress one goes through in their learning trajectory of number and recognition (one’s ability to subitize).
There are two distinct types of subitizing: perceptual and conceptual. Perceptual subitizing, is the ability to recognize a number without using other mathematical processes (Clements 1999) and consists of four different sub-categories: initial perceptual subitizing, perceptual subgroup subitizing, perceptual ascending, and perceptual descending. Conceptual subitizing is where children begin to attend to the subgroups based on how the items are clustered or symmetrically arranged (MacDonald 2013) and has two sub-categories: rigid conceptual and flexible conceptual subitizing. Refer below to Table 1 for a detailed explanation.
Every day I read and/or analyze student video trying to answer the following questions:
I do not have the answer to these questions, but it is my hope to have answers in the near future. From the research I have read so far, there appears to be a strong relationship between subitizing and mathematical achievement.
Next month I will further discuss subitizng and share a few student stories. In the meantime, please view my subitizing PowerPoint and think about how you recognized the subitizable patterns.
Table 1: (adapted from MacDonald February 2016)
Initial perceptual subitzing (IPS)
Child describes the visual motion of the dots.
A child typically says the shape they saw. “I saw a triangle.”
Perceptual subgroup subitizing (PSS)
Child numerically subitize small subgroups of two or three but cannot subitize the entire composite group.
A child typically responds with “I saw two and two.”
Perceptual ascending subitizing (PAS)
Child describes the subgroups and then the composite group.
A child typically responds with “I saw two and two, four.”
Perceptual descending subitizing (PDS)
Child describes the composite groups and then describes the subgroups.
A child typically responds with” I saw five because I saw two and three.”
Rigid conceptual subitizer
Child describes seeing the composite unit and then one set of subgroups that always maintains the same regardless of orientation or color.
Typically, a child at this stage will say, “I saw four because I saw two and two.”
Flexible conceptual subitzier
Child describes seeing the composite unit and then two or more sets of subgroups in different task regardless of orientation or color.
Typically, a child at this stage will say, “I saw five because I saw two and three” but in a previous task the child said, “I saw five because I saw two, two and one” for a group of 5.