1. Sticky Notes To Help Understand Twitter Account
2. Sticky Notes To Help Understand Twitter Followers
3. Sticky Notes To Help Understand Twitter Messages

However, stacks of 10 sticky notes require a bit more force to pull apart—seemingly more than double the force it took to pull stacks of 5 apart. Stacks of 20 sticky notes are very difficult to pull apart, if you can do it at all, and the stacks of 30 sticky notes are nearly impossible to pull apart. I hope you understand the procedure to see sticky notes on android, desktop, and other devices. If you like this article on how to use Microsoft Sticky notes, please share it and follow WhatVwant on Facebook, Twitter, and YouTube for more tips. Chris Heilmann is a Senior Program Manager at Microsoft and literally wrote the handbook on developer evangelism. He spends a lot of time speaking at conferences, blogging and helping people understand and make others understand technology better. You can follow him on Twitter as @codepo8 and read his blog at christianheilmann.com.

The design process depends on collecting a large amount of information about consumers, markets, and competitions. This large amount of data collected during the research phase makes it hard for a design team to build a connection between data fragments and their own ideas. Many methods have been introduced to visually represent data results from research or brainstorming, such as mind maps and the affinity diagram. Each of these methods organizes ideas in a specific way to make it easier to track the connections and organize them.

• Sticky notes I got a sticky notes program from insghtly a few monts ago. Now when I try to open it it says: “incorrect sticky-notes.dat” when I close that it say’s “initialazton error” I went on to my account and don’t understand anything that it’s saying about contacts etc but don’t see anything about this program I downloaded.
• Help me outsource my brain and set up a workflow. Be difficult to ignore/hide from when I don’t want to work. The solution is a sticky note workflow over my desk. The system is simple. First, I set up three notes denoting the time of the day.

The affinity diagram is one of the tools that aims to organize data, ideas, and findings into groups. Each item is written on a sticky note such as Post-its and these notes are sorted into categories. The affinity diagram can be used to achieve the following:

• Organize data generated from brainstorming sessions and prioritize it
• Organize data collected from research such as UX research and marketing research
• Arrange complex opinions and views
• Understand the correlations between the collected data
• Encourage the construction of a pattern of thinking about the complex data

It is noticeable that the Affinity diagram is designed to deal with a large amount of information. When there are few collected data, the tool can turn to a time waste because the time required to organize ideas and link them together won’t be compensated for by the small amount of data.

Related articles:

• How Designers Can Use Rolestorming to Understand Consumers
• Brainstorming Multiple Ideas Using Charette Procedure
• Common Types of Mind Maps and How to Use Them

How to Create an Affinity Diagram

The affinity process aims to gather ideas, opinions, and insights and blend them together. Therefore, it is better to limit the number of affinity process attendees to 5-6 participants to ensure effective results. Before starting the affinity process, the following guidelines should be considered:

• Don’t talk. The idea behind writing thoughts on paper is to create the chance of thinking and focusing on different ideas and information and make notes about them. Therefore, it is encouraged to write the ideas and hand them to the facilitator without talking.
• Encourage ideas based on feelings. The process requires the participants to write their ideas quickly based on their feelings and ideas. This helps keep the process moving quickly.
• Acknowledge disagreement. If one of the participants disagrees on adding an idea under a specific category, he or she can simply move it to another category. This behavior helps build an environment that accepts disagreement between people with different opinions.

After considering the guidelines listed above, the affinity process proceeds based on the following steps:

Step 1: Plan for the Affinity Meeting

It is important for participants to understand what they are going to experience during the meeting regarding the topic and the process. This helps them to be prepared with ideas and information. This step helps to reduce the preparation time during the meeting.

Step 2: Generate Ideas

This step includes generating ideas and writing them on sticky notes. The participants write any thoughts or information down, with each idea or piece of information on a separate note.

Step 3: Display the Ideas

In this step, all the sticky notes are placed randomly on a whiteboard or table. No organization is required at this point. The figure below shows how the ideas are placed randomly with each idea on a separate sticky note.

Step 4: Sort the Ideas into Groups

In this step, the ideas are organized into groups defined by the relation between the ideas. So, once one group is created, the team starts to create another group of related ideas and the process continues until the ideas are all organized into one of the groups. Some ideas may not fit in any of the groups, in which case they are added to a special miscellaneous group. The ideas in the figure below were organized based on their relation to each other.

Step 5: Add Headers

After creating the groups, the team names each group and creates a sticky note with each group name. These are known as the header cards. One or two groups can be organized under a super group header which follows the same rule as the group headers. The figure below shows the header added to each group of ideas.

Step 6: Draw the Affinity Diagram

Once the headers, super headers, and groups are created, they are organized on the board and the team starts to review the relations between groups and modify the diagram when needed. Once finished, the affinity diagram is a single document. The final look for the affinity diagram should be something like the example below.

While the affinity diagram can be created using sticky notes, pens, and whiteboard, there are affinity diagram tools that can be used to create the diagram online. These tools help organize ideas and save them in digital form to share with the rest of the team. These tools include the following:

• Memosort
• Lucidchart
• Smartdraw

The affinity diagram helps teams to go beyond ordinary thinking patterns and try to explore new connections between complex ideas by visually linking the related ideas in groups. The affinity diagram can help reduce the time wasted in meetings because the participants can write their ideas and organize them rather than talking about and discussing their thoughts.

Sticky Notes To Help Understand Twitter Account

Summary

Students will use sticky notes to learn about fractions.

Materials

Websites

• SMILE Program Math Index
  

• 3' x 3' Post-it® notes
• 1 1/2' x 2' Post-it® notes
• Various sizes of rectangular-shaped paper
• Rulers and yardsticks
• Scissors

Background for Teachers

This activity works best when students have a familiarity with division, even if only with whole numbers. Students should know such terms as divisor, the number by which another number is divided; dividend, a number that is divided by another number (divisor); and quotient, the answer to a division problem.

Having already learned operations with fractions, such as addition, subtraction, and multiplication, students should also understand the difference between the numerator (top number) and the denominator (bottom number). The line between the two means divided by. Therefore, the numerator represents the dividend, and the denominator
represents the divisor, or the bottom number divides the top number.

Finally, a concept used in fractional division is multiplicative inverse, or the reciprocal. The product of a fraction and its multiplicative inverse equals one (e.g., 3/4 x 4/3 = 1).

Intended Learning Outcomes

2. Become mathematical problem solvers.
4. Communicate mathematically.

Sticky Notes To Help Understand Twitter Followers

Instructional Procedures

Attachments

• math.gif
  

Invitation to Learn
Give each pair of students a Post-it® note. Ask the class a series of questions, such as:

• What, if anything, do Post-it® notes have to do with math?
• How might a Post-it® note be used to demonstrate a mathematical idea?
• In what way(s) can Post-it® notes be used to represent operations of fractions?

Notice the questions get more specific.

List responses on the board. Explain and discuss how math is 'all around us,' even in the form of Post-it® notes.

Instructional Procedures

1. Show students a piece of 8 1/2' x 11' piece of paper. Ask, 'How many 3' x 3' Post-it® notes would be needed to fit the width of the piece of paper?' Elicit responses from someone who has solved the problem. (2 5/6)
2. Model the process by taking the 3' x 3' Post-it® notes and carefully placing them along the 8 1/2' edge of the paper. Carefully cut the overlapping part of the Post-it® note. Measure the remaining part, which should be close to 5/6 of 3' or 2 1/2'. Measure the cut segment, which should be 1/2'.
   Note: To understand the concept of 5/6 of 3, ask the students to take the 1/2' amount they cut off and, using their ruler, determine how many 1/2' segments would be in 3'. There should be 6. Since they have cut off one of those 6 segments, there are only 5 left, or 5/6 of the original 3'. That means there are 2 full Post-it® notes and 5/6 of a third one that fit within the 8 1/2' side of the paper.
3. Perform the same procedure with the 11' side of the piece of paper by dividing 11 by 3. Then place the 3' x 3' Post-it® notes along the 11' edge, again trimming and measuring as above. Add the fractions together to get the total number of Post-it® notes to measure the length and width.
4. Do the same procedure with the 1 1/2' x 2' Post-it® notes for both dimensions. Make sure students select either the 1 1/2' side or the 2' side to measure with.
5. Explain the process mathematically, using traditional division, show how many 3' x 3' Post-it® notes would fit by dividing 8 1/2' by 3, like this: 8 1/2 ÷ 3, which is the same as
   
6. After modeling the above, pass out two different sizes of rectangular paper to groups of students, depending on class size.
7. Have students determine mathematically how many of each kind of sticky notes it would take to cover both dimensions (length and width). After doing the math, students request the number of Post-it® notes they need and cover their paper. Cut the fractional part of the Post-it® by measuring it first.
8. Display the students' work and discuss strategies and steps for finding the answer.

Extensions

• Students can use what they've learned about fractions, division, multiplication, and measurement to apply this process to a real world situation, such as hanging wallpaper. Give students the height and width measurements of a wall to determine how much wallpaper is needed. Using the concept of area, students determine how much wallpaper is needed to cover the wall.
• Have students write, using sequencing, the steps of the process for this activity. They can write the steps on sticky notes and place them on the board or a wall.
• Ensure that tactile and kinesthetic learners have the opportunity to place the Post-it® notes and cut the overlapping parts.

Sticky Notes To Help Understand Twitter Messages

Family Connections

• Encourage students to try this activity at home with family members, making sure they use the mathematical operations learned for division and multiplication of fractions.
• Instruct students to find three items at home, square or rectangular in nature, to measure with Post-it® notes. Share the results with the class.

Assessment Plan

Observation of students at they complete the Post-it® note activity. Do they understand how to divide and multiply fractions both mathematically and graphically?

Bibliography

Research Basis

Weisenberg, R.C. (1997). Appropriate technology for the classroom--using 'Post-it® Notes' as an active learning tool. Journal of College Science Teaching. 26(5), 339-44.

This article addresses the use of Post-it® notes as effective teaching tools. It lists activities using Post-it® notes, such as modeling, concept mapping, and constructivist group activities.

Widmer, C. & Sheffield, L. (1998). Modeling mathematics concepts: using physical, calculator, and computer models to teach area and perimeter. Learning and Leading with Technology. 25(5) 32-35.

This article examines ways middle school students use simple problems to gain a deeper understanding of mathematical concepts. It demonstrates the use of sample area and perimeter problems.