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Mathematics pathways 2009
On an excursion today.. probably the last post until the new year. Soo... from Benjamin bunny and educationWA have a very Merry Christmas and I'll see you in 2009!!
Wednesday, December 17, 2008
Monday, December 15, 2008
Relief Classes
In the last weeks of term, senior school teachers tend to do a lot of relief. I don't actually mind doing a little relief as it is a chance to meet students in the lower school.
What gets my goat is when I am asked to come down to senior school and I'm not needed. If I am needed to teach, great, give me a class and a lesson and away I will go.
Ask me to come down when all you want me to do is be present in the room while a teacher runs a general knowledge quiz and watch my blood boil. We had a team leader, team assistant and two teachers in the room and a quiz running with about sixty kids. If you can't run that without extra help split them into three classes of twenty and do it. Put the team assistant with the most difficult class.
I have work to do people!
You are saying to the senior school teacher, "my need for behaviour management assistance is more precious than your preparation time for 2009". I know the general belief is that because senior school teachers have fewer classes in term 4 then they should be available to assist in lower school tasks and I agree with this, but the best use of their time is not as babysitters, use their expertise to improve curriculum.
Don't think because you see them more often in the staff room it's because they have nothing to do - they may just be getting a breather after working on the course for a couple of hours. Creating new material in preparation for new year 12 courses is difficult.
Don't underestimate their need to prepare for the following year - the pressure is on for performance as the public image of the school rides of school league tables (for better or worse). Today I was writing outlines for 2009 3A courses and preparing materials for the summer school we are running for year 11 level 3 students. This would have been a far better use of my time.
Grrr...
What gets my goat is when I am asked to come down to senior school and I'm not needed. If I am needed to teach, great, give me a class and a lesson and away I will go.
Ask me to come down when all you want me to do is be present in the room while a teacher runs a general knowledge quiz and watch my blood boil. We had a team leader, team assistant and two teachers in the room and a quiz running with about sixty kids. If you can't run that without extra help split them into three classes of twenty and do it. Put the team assistant with the most difficult class.
I have work to do people!
You are saying to the senior school teacher, "my need for behaviour management assistance is more precious than your preparation time for 2009". I know the general belief is that because senior school teachers have fewer classes in term 4 then they should be available to assist in lower school tasks and I agree with this, but the best use of their time is not as babysitters, use their expertise to improve curriculum.
Don't think because you see them more often in the staff room it's because they have nothing to do - they may just be getting a breather after working on the course for a couple of hours. Creating new material in preparation for new year 12 courses is difficult.
Don't underestimate their need to prepare for the following year - the pressure is on for performance as the public image of the school rides of school league tables (for better or worse). Today I was writing outlines for 2009 3A courses and preparing materials for the summer school we are running for year 11 level 3 students. This would have been a far better use of my time.
Grrr...
Labels:
internal relief,
mathematics,
teaching
Saturday, December 13, 2008
Last two weeks of school
When I was a lad, the last day of school was a day for cleaning the place up. After 12 pm we started cleaning and after cleaning was complete we had a goodbye party last period on the floor with the desks and chairs piled up at the back. Until then, we completed classwork.
Today, this does not happen. During term students drift out of school thinking that taking a week out here and there is ok, that it is their right to have personal tuition to catch up when they return and that teachers must prepare material for them (that will not be done) whilst they are on holidays.
My favourite thing now is to ask students that have been absent (even for a day) if they have found a friend and caught up during form class (form is usually 20 mins of dolittle time each day where students rock up 2 seconds before the bell and get their names ticked off whilst talking through the notices). If they haven't caught up, I direct them to get their notes complete and until they have I help others first that have done the right thing (..after all once students have made an attempt to catch up they probably won't need the help).
Programmes seem to wrap up in week 8 term 4, as reports and all assessment have to be in. Student absenteeism starts to increase by week nine as students get sick of watching videos. Fun days start to appear to keep students busy. By week 10 absenteeism is at an all time high.
Students get roped into tasks to help get things done around the school. The sad fact is that it is usually the reliable kids that have the most to lose. They get taken out of class and valuable learning time is lost not to mention the disruption of reteaching when they return.
Unfortunately all of these things also occur in week 10 of every other term. That means we potentially lose 5 weeks out of 40 for the year to these cool down periods. Couple this to ramp up time, assemblies, exams, excursions, PD days and public holidays we can easily lose another 3 weeks. That means a clear 20% of programme time is lost over the year.
Teachers that run their programmes through to week 10 are put under pressure to stop by students (and teachers) as their class is the only one doing any work and it is not fair.
Last year in year 9, I had my practice of getting kids to work to the end of term questioned and I caved in and stopped the programme on the last day. This year for my year 10 class I was not so kind. Any of my kids that were being roped into alternate activities were found and returned to class. They worked until their last period practising trinomial factorisation... And do you know what.. they seemed to respect that their programme of learning was being protected. I don't get to see them until the last day next week (one period lost to a school assembly, one to a whole of school fun day, one to finishing on a Thursday), effectively making it a nine week term and that too needs looking at.
I can't complain about student knowledge if I'm not willing to do anything about it. This is an area that can be improved especially for my high ability students.
Today, this does not happen. During term students drift out of school thinking that taking a week out here and there is ok, that it is their right to have personal tuition to catch up when they return and that teachers must prepare material for them (that will not be done) whilst they are on holidays.
My favourite thing now is to ask students that have been absent (even for a day) if they have found a friend and caught up during form class (form is usually 20 mins of dolittle time each day where students rock up 2 seconds before the bell and get their names ticked off whilst talking through the notices). If they haven't caught up, I direct them to get their notes complete and until they have I help others first that have done the right thing (..after all once students have made an attempt to catch up they probably won't need the help).
Programmes seem to wrap up in week 8 term 4, as reports and all assessment have to be in. Student absenteeism starts to increase by week nine as students get sick of watching videos. Fun days start to appear to keep students busy. By week 10 absenteeism is at an all time high.
Students get roped into tasks to help get things done around the school. The sad fact is that it is usually the reliable kids that have the most to lose. They get taken out of class and valuable learning time is lost not to mention the disruption of reteaching when they return.
Unfortunately all of these things also occur in week 10 of every other term. That means we potentially lose 5 weeks out of 40 for the year to these cool down periods. Couple this to ramp up time, assemblies, exams, excursions, PD days and public holidays we can easily lose another 3 weeks. That means a clear 20% of programme time is lost over the year.
Teachers that run their programmes through to week 10 are put under pressure to stop by students (and teachers) as their class is the only one doing any work and it is not fair.
Last year in year 9, I had my practice of getting kids to work to the end of term questioned and I caved in and stopped the programme on the last day. This year for my year 10 class I was not so kind. Any of my kids that were being roped into alternate activities were found and returned to class. They worked until their last period practising trinomial factorisation... And do you know what.. they seemed to respect that their programme of learning was being protected. I don't get to see them until the last day next week (one period lost to a school assembly, one to a whole of school fun day, one to finishing on a Thursday), effectively making it a nine week term and that too needs looking at.
I can't complain about student knowledge if I'm not willing to do anything about it. This is an area that can be improved especially for my high ability students.
Labels:
learning,
mathematics,
teaching
Monday, December 8, 2008
Exam review
We were reviewing the exam results and I pointed out to students the importance of exams and a different way of looking at the whole process.
Before the exam
Links to other articles on exams:
Before the exam
- Use class time effectively
There is no substitute for working well in class if you want good results. If you know the content, have practiced hard, retention is higher and understanding deeper. Muck about and the consequences follow. - Identify content
It is important to try and identify content that may be in the exam. Check notes and chapters covered and have a good look at material at the end of chapters. - Identify proficiencies
Do a few questions from the end of each chapter and see how well you understand the content. The more you are able to do, the better your exam results. - Make good notes
Any areas that you need to refer to the book make notes of. Where notes are not allowed in the exam, use them as quick review to memorise key material in the days leading up to the exam. Where notes are allowed, to not have them is a recipe for disaster. - Find a study buddy
Check what others are finding hard and things they think might be in the exam. They may have picked up on a hint that you haven't. - Ask the teacher for more information
Ask the teacher stuff. Who knows what they might give away? You have nothing to lose. - Quarantine impossible material
Some stuff you just can't learn in time. If this is the case focus on what you do know or can learn before the test. - Sleep well
You can't expect to retain anything without sleep. Your anxiety levels will rise to the point where you will be unable to function. Little anxiety good. Lots of anxiety bad.
On the day of the exam
- Be prepared
Nothing is more likely to unhinge your confidence than losing your notes, calculator, pens running out, no ruler. - Focus
Find that point of calm within yourself. Don't Panic. Grab your notes (regardless of whether you can use them inside or not) and review what you know. I find it easier to go sit on my own than sit with friends that may hype you up. - Wear comfortable clothes
If that means you need to wash your most comfortable trousers or skirt the night before, find that shirt that is just the right size, make sure you have on your favourite socks (as long as you are still in uniform) then do it the night before. - Be punctual
Be prompt. Having the examiner yell at you for being late is not a good way to get into an exam frame of mind.
In the exam
- Seating
Listen to the examiner and find a nice quiet place to sit. Settle your material just where you want it. Make sure that you only have material out that you need for the exam - Remember your exam technique
Spend two minutes reading the paper before starting. Identify the hard questions so that you mind can start working on them in the background - allow yourself multiple 'aha' moments as the answers come to mind. Find the easy questions. Number them. Start from the easiest and work to the hardest. Make sure you get all the marks you can before you start the doubtful ones. Identify how many minutes per question and how far you need to be at different times to complete the exam.
- Reflect
It is important to reflect (I didn't say beat yourself up) on how you did, identify your strengths and weaknesses and then use this knowledge for indicators how and when to really concentrate in class. It will help you at that moment of "Please shut up so I can listen to what the teacher is saying" as you will know when you need to listen and ignore the friend with that bit of gossip about the weekend. There's a reason some some students can ask good questions and others always ask questions that are irrelevant. Reflection is a key area of development for many students. - Natural Ability vs Good work ethic
We have all seen the students that coast along until year 11 and then hit the wall. These students are not prepared for failure and typically fall apart blaming all and sundry. A good work ethic is necessary for success in academia and in the work force.
Despite what many may say, good students do these things and somewhere along the line someone has taught them.
Sometimes unfortunately it ends up being me in year 10.Links to other articles on exams:
Labels:
mathematics,
reflection,
teaching
Another week 8 gone
Well, with the help of a few friends I have made it through another week 8. True to form it is coupled with a bit of tiredness but was managed well by those around me.
I suppose in week 8 especially in term 4 we all suffer a little doubt. Have we done enough? Are they ready for next year? I suppose only time will tell.
I know that we're at least achieving in little things. There's a programme of work in place, resources have been gathered and evaluated, there are changes in assessment policy, we have established some diagnostics for cohorts. The team is coming together and is expressing interest in meetings next year. People are starting to see that these gatherings (I hate to call them meetings as it has that connotation of useless waste of time) as something useful and needed to make that whole of school approach work.
It's been a horrible year in terms of individual events happening to kids and of things happening here at home. Let's hope that next year, with the new baby arriving things change for the better (although I don't know how I will manage with fewer hours of sleep). It's good to know that even with a little trouble going on outside of school, things held together in school.
It's getting to the end of the cycle, time to close off this year and start preparing for next year. Another year, another new course, more new kids. Next stop material for summer school and then into the school year. I think we'll concentrate at the summer school on linear algebra, quadratics, problem solving/investigations, probability and 'other stuff' on the last day.
Soon I'll be in my third year of teaching.
Yay!
I suppose in week 8 especially in term 4 we all suffer a little doubt. Have we done enough? Are they ready for next year? I suppose only time will tell.
I know that we're at least achieving in little things. There's a programme of work in place, resources have been gathered and evaluated, there are changes in assessment policy, we have established some diagnostics for cohorts. The team is coming together and is expressing interest in meetings next year. People are starting to see that these gatherings (I hate to call them meetings as it has that connotation of useless waste of time) as something useful and needed to make that whole of school approach work.
It's been a horrible year in terms of individual events happening to kids and of things happening here at home. Let's hope that next year, with the new baby arriving things change for the better (although I don't know how I will manage with fewer hours of sleep). It's good to know that even with a little trouble going on outside of school, things held together in school.
It's getting to the end of the cycle, time to close off this year and start preparing for next year. Another year, another new course, more new kids. Next stop material for summer school and then into the school year. I think we'll concentrate at the summer school on linear algebra, quadratics, problem solving/investigations, probability and 'other stuff' on the last day.
Soon I'll be in my third year of teaching.
Yay!
Labels:
mathematics,
reflection,
teaching
Tuesday, December 2, 2008
Mathematics Pathways 2009
On paper the new courses next year look to be improvements on the existing 2008 MIPS/Foundations/Intro Calculus/G&T combinations. In 2008 MIPS was for weaker students, Foundations for mid tier students and Intro Calculus/G&T was for the capable students (think Maths 2/3 if you're from my era). In Year 12 MIPS lead to Modelling, Foundations lead to Discrete, Intro Calculus/G&T lead to Calculus/Applicable mathematics.
There were definite issues with the old structure. First MIPS was very language oriented which caused serious difficulties for low literacy students. The Foundations course was more difficult than the year 12 Discrete Mathematics course that it lead to. Many capable students opted to take the easier option (Foundations/Discrete) rather than Intro Calculus/G&T students as the scaling was never quite right for(although Intro Calculus/G&T students did get the benefit of satisfying many pre-requisites in university and avoided bridging courses)
The new courses for 2009 on paper better cater to a range of students. These courses are semesterised and labelled 1B-3D (eg. 2C in semester 1 and 2D in semester 2 year 11, and 3A in semester 1, 3B in semester 2 year 12). Each year 11 course (if necessary) can be sat again in year 12 (eg. if a student failed 2c/2D in year 11 and repeated 2C/2D in year 12). There are lower courses aimed at students with learning difficulties (PA/PB/1A).
Weaker students have a more traditional year 9/10 type course in 1B/1C/1D/1E or 1D/1E/2A/2B (replacing MIPS/Modelling)
Weak mid tier students now have 2A/2B/2C/2D (replacing Foundations/Discrete)
Strong mid tier type students now have 2C/2D/3A/3B (replacing Foundations/Discrete)
Capable students have 3A/3B/3C/3D & 3A/3B/3C/3D specialist (replacing IC/G&T/Calc/Applic)
The strong/capable students are typically university bound, weak mid tier students may use their score for low requirement university courses or TAFE. Level 1 courses are generally for vocational students.
The real benefits are for mid tier and capable students that now have real options in selecting 2A-3A as a starting point in year 11. Students that sit higher end mathematics are now promised a more equitable scaling factor than was in place under the old system. The general opinion is also that the new courses are easier (in general) than the courses they replace. Only time will tell.
There were definite issues with the old structure. First MIPS was very language oriented which caused serious difficulties for low literacy students. The Foundations course was more difficult than the year 12 Discrete Mathematics course that it lead to. Many capable students opted to take the easier option (Foundations/Discrete) rather than Intro Calculus/G&T students as the scaling was never quite right for(although Intro Calculus/G&T students did get the benefit of satisfying many pre-requisites in university and avoided bridging courses)
The new courses for 2009 on paper better cater to a range of students. These courses are semesterised and labelled 1B-3D (eg. 2C in semester 1 and 2D in semester 2 year 11, and 3A in semester 1, 3B in semester 2 year 12). Each year 11 course (if necessary) can be sat again in year 12 (eg. if a student failed 2c/2D in year 11 and repeated 2C/2D in year 12). There are lower courses aimed at students with learning difficulties (PA/PB/1A).
Weaker students have a more traditional year 9/10 type course in 1B/1C/1D/1E or 1D/1E/2A/2B (replacing MIPS/Modelling)
Weak mid tier students now have 2A/2B/2C/2D (replacing Foundations/Discrete)
Strong mid tier type students now have 2C/2D/3A/3B (replacing Foundations/Discrete)
Capable students have 3A/3B/3C/3D & 3A/3B/3C/3D specialist (replacing IC/G&T/Calc/Applic)
The strong/capable students are typically university bound, weak mid tier students may use their score for low requirement university courses or TAFE. Level 1 courses are generally for vocational students.
The real benefits are for mid tier and capable students that now have real options in selecting 2A-3A as a starting point in year 11. Students that sit higher end mathematics are now promised a more equitable scaling factor than was in place under the old system. The general opinion is also that the new courses are easier (in general) than the courses they replace. Only time will tell.
Labels:
mathematics,
pathways,
subject selection
Sunday, November 30, 2008
Fight Club & media beat up
RE: http://www.abc.net.au/news/stories/2008/11/25/2428740.htm
Here we go again. Another beat up by the media of a topic that will waste immense amounts of time within schools. Here's a forum post on the topic.
Amount of research done by media? Positive outcome for the community? None.
I feel for John Forrest SHS as they were just the poor school that was focused on this time. Morley kids in fight after school - hardly headline news..
I wonder if the genius that suggested keeping all students in school until the end of year 12 (especially those students too lazy to get a job) thought through the consequences properly. Couple this to increased scrutiny on suspension rates and we end up with the situation of dangerous students being kept within schools and encouraging/bullying students into situations like the 'Fight club' scenario. How long before we have metal detectors looking for knives, police required on school grounds, security guards patrolling a regular occurrence and schools feeling bullied with little support, with blame pointed squarely at schools? Oh that's right - it's already happening.
We (parents, media, community, government) need to support schools not finger point. We need solutions (exclusion of troubled students is a starting point) not blame. That means parents taking responsibility for their children, programmes that empower social workers with real consequences (such as removal of welfare payments), society taking responsibility for ill prepared parents (like removal of the baby bonus), support for academic students (whether aimed at low or high ability students with grading on progress rather than state based comparison - abolish the smartie chart and myschool!), and no in-school baby sitting programmes (students, not clients/customers).
Senior school is now effectively many things: pathway to university, pathway to vocational studies, home of unsure students and a dumping ground for kids that don't wish for a job nor to study further. There is no pressure on these latter students to perform away from home and little leverage to ensure that they enhance the school environment by contributing to the school. They are disenfranchised, lack enthusiasm, see little in their future beyond today. They need babysitting to prevent them from causing social ill. This is a social problem, not an academic one; worse still it only defers the problem by two years and has significant negative impact on schools. Children that cannot be directed into contributing students (despite all attempts) of the school community need to be directed out of school so that they either come back wanting to be a student or find a new pathway.
Teachers are not social workers, entertainers or babysitters, they are academics there to guide the learning of students and should be valued as such. Schooling is a privilege and a responsibility offered to all but should never be seen as a right. If a student brings a school into disrepute - they should be looking for a new school with fairly tight restrictions placed before re-entry into the school system. If we want better schools we need desperately to make schools academic centres of learning with spotless reputations, place clear boundaries around students, provide power to principals to act; and empower teachers effectively as tools of learning.
Here we go again. Another beat up by the media of a topic that will waste immense amounts of time within schools. Here's a forum post on the topic.
Amount of research done by media? Positive outcome for the community? None.
I feel for John Forrest SHS as they were just the poor school that was focused on this time. Morley kids in fight after school - hardly headline news..
I wonder if the genius that suggested keeping all students in school until the end of year 12 (especially those students too lazy to get a job) thought through the consequences properly. Couple this to increased scrutiny on suspension rates and we end up with the situation of dangerous students being kept within schools and encouraging/bullying students into situations like the 'Fight club' scenario. How long before we have metal detectors looking for knives, police required on school grounds, security guards patrolling a regular occurrence and schools feeling bullied with little support, with blame pointed squarely at schools? Oh that's right - it's already happening.
We (parents, media, community, government) need to support schools not finger point. We need solutions (exclusion of troubled students is a starting point) not blame. That means parents taking responsibility for their children, programmes that empower social workers with real consequences (such as removal of welfare payments), society taking responsibility for ill prepared parents (like removal of the baby bonus), support for academic students (whether aimed at low or high ability students with grading on progress rather than state based comparison - abolish the smartie chart and myschool!), and no in-school baby sitting programmes (students, not clients/customers).
Senior school is now effectively many things: pathway to university, pathway to vocational studies, home of unsure students and a dumping ground for kids that don't wish for a job nor to study further. There is no pressure on these latter students to perform away from home and little leverage to ensure that they enhance the school environment by contributing to the school. They are disenfranchised, lack enthusiasm, see little in their future beyond today. They need babysitting to prevent them from causing social ill. This is a social problem, not an academic one; worse still it only defers the problem by two years and has significant negative impact on schools. Children that cannot be directed into contributing students (despite all attempts) of the school community need to be directed out of school so that they either come back wanting to be a student or find a new pathway.
Teachers are not social workers, entertainers or babysitters, they are academics there to guide the learning of students and should be valued as such. Schooling is a privilege and a responsibility offered to all but should never be seen as a right. If a student brings a school into disrepute - they should be looking for a new school with fairly tight restrictions placed before re-entry into the school system. If we want better schools we need desperately to make schools academic centres of learning with spotless reputations, place clear boundaries around students, provide power to principals to act; and empower teachers effectively as tools of learning.
Labels:
fight club,
schools,
teaching
Class load next year
I don't know if I like or dislike my proposed timetable for 2009.
It looks like I will have 3 dot periods in a row next year (on a Thursday) which will make life a little difficult. The saving grace is that most of my class sizes are around 15 with taking the level three year 11 classes, modelling in year 12 and some of the alternate eduation kids. Only my year 10 class bodes to be larger than 17.
This time only 3 of my five classes are first timers rather than all five (I've taught year 10's and modelling before). The level 3 classes and the alternate education kids have the potential to draw a lot of time.
So far I'm one period down, which will make me a lightening rod for reliefs too. At least I'm not teaching out of area!
It looks like I will have 3 dot periods in a row next year (on a Thursday) which will make life a little difficult. The saving grace is that most of my class sizes are around 15 with taking the level three year 11 classes, modelling in year 12 and some of the alternate eduation kids. Only my year 10 class bodes to be larger than 17.
This time only 3 of my five classes are first timers rather than all five (I've taught year 10's and modelling before). The level 3 classes and the alternate education kids have the potential to draw a lot of time.
So far I'm one period down, which will make me a lightening rod for reliefs too. At least I'm not teaching out of area!
Labels:
education,
mathematics,
teaching
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