Developing strategic thinking in students is an emerging issue. Living in a world of instant gratification, the ability to think is less prevalent in classes today. The need for general knowledge seemingly has passed and rote learning tasks have been removed from WA curriculum. There is little need to compete as everyone has access to the same information, gathered by Google, edited by Wikipedia.
In comes boardgames. To play a boardgame a player needs to learn the rules and then work within the rules to seek advantage over competing players. There is no prize other than the pleasure of learning and succeeding. To succeed players must learn to strategise.
More than a few think I'm a more than bit nutty about games. What I have found is that to engage students requires a wide variety of games and getting them to the point where they can open a box, read the rules and immerse themselves in a game is equivalent to the difficulty of getting a student to enjoy reading. Similar to reading, success is based upon finding a related context. Simpler gateway games can lead students to a love of thinking, not just success and winning.
To aid this below is my list of games that have been used successfully:
Gateway games
Pitchcar (7 players, <30 mins)
Citadels (7 players, <30 mins)
7 Wonders (7 players, <30 mins)
Claustrophobia (2 players, <1hr)
Say Anything (5 players, <1 hr)
Apples to Apples (8 players, <1 hr)
Nuclear War (4 players, <1 hr)
Dixit (5 players, <1hr)
Lupus in Tabula (10 players, <1hr)
Carcassonne (4 players, <1 hr)
Ticket to ride, Europe (5 players, 1 hr)
Illuminati (7 players, 1+ hours)
Munchkin (7 players, <1 hr)
Strategy Games
Through the ages (5 players, 3 hours)
Indonesia (5 players, 3 hours)
Battlelore (2 players, <1 hr)
Space Hulk (2 players, <1.5hr)
Games currently under evaluation
Troyes (5 players, <1 hr)
Many games have been evaluated in establishing this list. There are game links on the right hand side to help find and investigate these games further.
Russ.
Thursday, July 21, 2011
Tuesday, July 19, 2011
Professional Development
Any long time reader knows that I am a big critic of scheduled professional development days.. Most tend to be filled with administrative tasks and very little professional development is actually done. Well, here I am now having to deliver a session to the local primary schools and I sit in the position of many presenters of not knowing what is expected by the primary teachers and having little time available to prepare a presentation of worth.
It's not that being asked to do it is a bad thing. I am really looking forward to it. My concern is that I could lose an opportunity to do it regularly by not being adequately prepared. It's a bit of a fishing expedition as to how to create a closer relationship with the local primary schools.
On paper it should not be too hard. Three of the five members of our maths department grew up in the area and two of them went to our school. We relate to our kids. The student profiles of our schools are very similar. The results of both our schools are above like-schools in numeracy. We both cater to the far ends of the student spectrum and have issues in the middle/bottom quadrant.... and we've taught much of the material now being pushed into primary.
I keep telling myself that it's only an hour. It's an hour that could attract some of their top end to our school and give us an opportunity to do some extension work in primary. I haven't done any adult training in the last five years other than practicum students and it's a little nerve wracking.. I hope at least some of the primary teachers are not as burned out with bad PD as I am and will see my ideas as worthy of consideration.
We'll wait and see.
It's not that being asked to do it is a bad thing. I am really looking forward to it. My concern is that I could lose an opportunity to do it regularly by not being adequately prepared. It's a bit of a fishing expedition as to how to create a closer relationship with the local primary schools.
On paper it should not be too hard. Three of the five members of our maths department grew up in the area and two of them went to our school. We relate to our kids. The student profiles of our schools are very similar. The results of both our schools are above like-schools in numeracy. We both cater to the far ends of the student spectrum and have issues in the middle/bottom quadrant.... and we've taught much of the material now being pushed into primary.
I keep telling myself that it's only an hour. It's an hour that could attract some of their top end to our school and give us an opportunity to do some extension work in primary. I haven't done any adult training in the last five years other than practicum students and it's a little nerve wracking.. I hope at least some of the primary teachers are not as burned out with bad PD as I am and will see my ideas as worthy of consideration.
We'll wait and see.
Labels:
daily reflection
Proofs in the classroom
Many of us have bad memories about proofs in the classroom and learned to switch off whenever they arrived. After all, they were never assessed and the skill required always followed shortly after. In texts today, the proofs are often missing and skills are instantly presented as the required content.
When writing assessment I tend to struggle with testing deep understanding vs trying to trick students into making mistakes. I've read many external tests and they mainly use methods aimed at testing minute bits of content, "corners" of content areas rather than whether a topic is understood. The wide splash of content that we are required to teach lends itself well to this method of assessment and it is quite easy to get a bell curve from it.
This is great for students that study hard and do lots of different types of questions. It must be incredibly frustrating for naturally gifted mathematics students, the ones that enjoy delving into a new topic. I think this is where proofs need a more detailed treatment and where investigations in lower school can be repurposed.
The opportunity for delving into a topic is there for the picking. Proofs for completing the square and Pythagoras' theorem are great ways of developing connections between geometric proofs and skills taught in classroom. Developing conjectures about number patterns develops the idea of left hand side/right hand side of an equation and the setting up equations to solve problems. Congruence, traversals of parallel lines and similarity are other topics that lend themselves well.
Having only taught upper school for awhile, it is interesting to see where the core ideas of geometric proof, exhaustion, counterexample, formal proof/conjecture/hypothesis and even induction can be introduced before year 11. If 2C students can learn the idea of all but induction, there is little reason why we can't teach reasoning a little earlier.
Perhaps if they could reason more effectively they could then challenge their own results and complete investigations that developed into lasting learning events.
When writing assessment I tend to struggle with testing deep understanding vs trying to trick students into making mistakes. I've read many external tests and they mainly use methods aimed at testing minute bits of content, "corners" of content areas rather than whether a topic is understood. The wide splash of content that we are required to teach lends itself well to this method of assessment and it is quite easy to get a bell curve from it.
This is great for students that study hard and do lots of different types of questions. It must be incredibly frustrating for naturally gifted mathematics students, the ones that enjoy delving into a new topic. I think this is where proofs need a more detailed treatment and where investigations in lower school can be repurposed.
The opportunity for delving into a topic is there for the picking. Proofs for completing the square and Pythagoras' theorem are great ways of developing connections between geometric proofs and skills taught in classroom. Developing conjectures about number patterns develops the idea of left hand side/right hand side of an equation and the setting up equations to solve problems. Congruence, traversals of parallel lines and similarity are other topics that lend themselves well.
Having only taught upper school for awhile, it is interesting to see where the core ideas of geometric proof, exhaustion, counterexample, formal proof/conjecture/hypothesis and even induction can be introduced before year 11. If 2C students can learn the idea of all but induction, there is little reason why we can't teach reasoning a little earlier.
Perhaps if they could reason more effectively they could then challenge their own results and complete investigations that developed into lasting learning events.
Labels:
daily reflection
Saturday, July 9, 2011
Last day of term
The last day of term was a lot of fun. The praccies wound up their classes and went off into the wide world. Students went off for break... .. and a long two terms finished on programme with tasks completed. All good so far.
We were very lucky this time with two great practicum students in Math, both very different and bringing something special to the profession. I said to mine about half way through prac to name ten things that she did better than me. She never came back to me with that list but here is what I came up with.
She has strong organisational skills
She creates a fantastic working rapport with students
Each task is well monitored for progress (macro)
She reflects diligently on each lesson
She actively seeks to monitor the progress of each student (micro)
Colleagues enjoy interacting and assisting her with issues she has identified
She thoughtful and caring
She is fun to work with
She is prepared and willing to take risks to promote learning
She has a great and appropriate sense of humour
As you get further into teaching, sometimes it gets harder to maintain these things.. It can be great to look back and see how bright and bushy tailed you were when you started. When times get tougher, you can reflect upon areas to focus upon to regain that initial vigor. Be confident and know that those awful teenage years finish, slowly you gain confidence and independence... things improve as you go through your twenties and thirties (I can't speak for the forties!).
After talking with the maths department, I won the praccie competition this term.
Well done you two.. We look forward to hearing about your progress.
Russell.
We were very lucky this time with two great practicum students in Math, both very different and bringing something special to the profession. I said to mine about half way through prac to name ten things that she did better than me. She never came back to me with that list but here is what I came up with.
She has strong organisational skills
She creates a fantastic working rapport with students
Each task is well monitored for progress (macro)
She reflects diligently on each lesson
She actively seeks to monitor the progress of each student (micro)
Colleagues enjoy interacting and assisting her with issues she has identified
She thoughtful and caring
She is fun to work with
She is prepared and willing to take risks to promote learning
She has a great and appropriate sense of humour
As you get further into teaching, sometimes it gets harder to maintain these things.. It can be great to look back and see how bright and bushy tailed you were when you started. When times get tougher, you can reflect upon areas to focus upon to regain that initial vigor. Be confident and know that those awful teenage years finish, slowly you gain confidence and independence... things improve as you go through your twenties and thirties (I can't speak for the forties!).
After talking with the maths department, I won the praccie competition this term.
Well done you two.. We look forward to hearing about your progress.
Russell.
Labels:
daily reflection
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