Combinations & Permutations on the CAS Classpad330

The factorial(!) button is found in the soft keyboard under the abc tab (hit the up arrow next to 'z' and the '1' turns into a '!' (like with a computer keyboard). It's probably worth looking for (or making) an eActivity to speed it up a little.

Going through the first two 3C exercises in Saddler, the easiest way I've found to use the calculator is to open the softkeyboard, press cat tab, scroll to N (using the alphabet at the base of the softkeyboard), highlight nCr, press INPUT and seperate the n & r values with a comma from the hard keyboard.

(Update 1/2/2009): One of my students found another way via softkeyboard->mth tab-> calc->nCr which is a lot simpler and nPr is also there!

When you need to use multiple functions just rehit the INPUT button with nCr still highlighted. Completed the whole of 3C Ex 1A & B with a combination of no calculator and this function.

viola!

I don't have my calculator books here, so this will have to do until I get back to school.

Here's a link to an index of other CAS calculator posts.

Expectations of low SES students

Low expectation is something that can be easily reinforced. It can be environmental (like praising effort instead of achievement), it can be by omission (such as not making information public that would promote academic behaviour), it can be through antisocial behaviour (such as allowing bullying of academic kids) or peer associated pressures (such as girls not wanting to appear smart).

The challenge for the community, schools, teachers and parents is to prevent these negative re-enforcers.

I ask parents of friends how their students are doing and they have no idea whether they are good enough to attempt university. I get comments like - "they're getting level 'x' whatever that means - the comments from teachers are always very positive!". Parents can help motivate students without accurate information about their student. Our PC reports are doing them a disservice.

I asked lower school students how many of our students make it to university each year. The predominant response was zero to four students. The actual number is between 20 and thirty or nearly 2/5 of the cohort that stays until year 12.

The majority of students, at year 8/9, actually think that university is unobtainable. The scarier fact was in a middle school environment middle school teachers rarely teach upper school classes and can't recognise the students that need to be informed, coached and supported into university pathways.

When I asked yr 10/11 students, "What classroom scores were needed to enter university?", they answered 80+. This is not only an unrealistic target for many students but also plainly wrong, it is far lower for the majority of courses.

When I sat with teachers and we looked at standardised testing scores and sought to identify potential yr 9 students for university pathways, no-one (including me) had any idea what we could call a benchmark score before considering student attitude, school results and work ethic to start the process of identifying university bound students. We will figure it out more accurately over a number of years (if tests are kept standard) because we are interested but what of the teachers that are classroom cohort focused instead. They will rediscover similar information by the end of the year.

I start my masters this week (all going well) and the broad topic I have chosen to investigate is: "What tools are available to identify university bound students, what programmes are available to guide students into university and how effective are they for low socio-economic students?"

If you have any ideas, I would love to hear about them and include them in my research. I look forward to hearing from you!

New Games in 2010

I've been playing a few new games this year that have been great fun.

Twilight Struggle is a great two player game that focuses on the events of the cold war. The US and the USSR fight for influence throughout the world in order to gain supremacy. Each game takes about two hours, so I'm not sure about implementation in the classroom, but we're addicted and have been playing for a couple of hours each night. Twilight Struggle is published every couple of years by GMT games and was about $60 pre-ordered over the web.

Three quick games that are great for the classroom are from Fantasy Flight games Silver Line series - Citadels, Condotierre and Colossal Arena. Citadels is a great game for up to 5 (after five it becomes a bit slow), easy to learn and has a great element of backstab and competition. Condotierre is a game about medieval/crusader Italy, where players fight for control of emerging city states. It has a really dinky board but has some real meat in the gameplay that is accessable to students. Colossal Arena is the surprise of the three as the betting mechanic and card flow develops as the game is played. All three of these games can be taught in minutes and promote consideration of strategy for future games. They have a real magnetic quality. Each can be picked up for under $40 online.

Anyone that has played 500 and #$%hole knows that trick and bluff based paired card games can be engaging, strategic and addictive. Tichu (supposedly played by 600 million chinese players every day) is no exception. It has a weird flow and is seemingly random until new strategies emerge the more it is played. I played it with 500 players that were very critical, but I would love to play this more with people that have a more open mind to exploring this game. A tichu deck can be created from a normal deck (and marking up four special cards mahjong, phoenix, dog and dragon). The rules can be found online.

I had a quick game of Sorry Sliders ($15 at Toys r Us) which is a great little dexterity game. Similar to the ending in ludo, players try to reach the end of their target and other players try to eliminate them. It's a great game for the end of a small class or for kids 7-12 on a rainy day.

I found a great new online store - http://www.unhalfbricking.com/. A weird name but he does have a lot of unusual and hard to get games. Ordering was simple and delivery was fast. I was impressed.

Entering 4th year of teaching

In my first year I focused on improving my teaching practices. I am now comfortable that I can teach in difficult circumstances.

In my second year, I sought to better understand the curriculum and create something to measure my growing understanding against. I now have an understanding of the 8-12 curriculum.

In my third year I attempted to analyse and manipulate the learning environment to promote achievement and success by my students. I now understand how students fit into student pathways and have some ideas on how to increase student efficiency through an active learning environment.

In my fourth year, my plan is to further develop my understanding of effective curriculum and teaching practices used to motivate low socio-economic students throughout secondary school. I've applied to start my masters with the aim to complete it part time over the next couple of years. It's a great excuse to research best practices.

I had originally planned this to be a consolidation year, learning the remainder of the year 12 curriculum (the pointy end) and guiding my students through to year 12 before starting further study. When the opportunity to pursue my masters arose, I had to consider that having my wife at home with Mackenzie would provide a level of support I wouldn't be able to get if she was working.

Yet, this is the biggest risk I have made thus far of overstretching myself again. I do have a tendency to delve actively into research and know that I can attempt to do too much. I need to be ever vigilant (may these not be famous last words!).

I'm excited.

Summer School 2010

Sometimes you stumble upon concepts and ideas in discussion with others. I ramble on but a grain of insight can sometime emerge.

Yesterday it was this statement that stuck - "You have to stay focussed on student outcomes if you are to maintain inspired".

Frustration can set in if you lack time, materials or ability to satisfy the needs of your students no matter your success in other areas.

It follows on from what I was saying about students the other day. Students only stay motivated if they experience competitive (real) success.

Similarly for teachers - if courses that we run do not amount to student success we too become demoralised. Big picture approaches are good where we know systemic/school success will come once a project is developed, but we still need the day to day success at a student level to maintain our enthusiasm, else we risk a jaded and compromised implementation as we focus on finishing the job at hand rather than seeking improvement as we develop an idea (and if you lose focus from the student you lose the opportunity for continual improvement).

When we finally reached the discussion on the summer school focus for this year it was eye opening the changes that we need to make from our successful course last year.

Focus 2010 Summer School
Algebra, Quadratics and linear equations
Bearings and Vectors
Trigonometric Identities and Exact values
Functions, continuity, domains and range
Moving Averages, Residuals and Seasonality

Hi ho, it's back to work I go!

NAPLAN results released

Today the NAPLAN results were released for 2009.

They show the major reason students in low socio-economic regions do not do as well as in more affluent regions. As has been suggested on many occasions, it has little to do with teachers, but more to do with geographical location, tied to value parents put on education.

It is well known that more people with higher levels of education live in affluent areas. Now we can see the results of these accumulations of educated people.

Average Year 9 NAPLAN results nationally (examining parental education)
Mean Parental Education (band that the mean falls in)
631.2 Bachelor degree or above (band 7)
596.7 Advanced diploma / diploma (band 7)
577.6 Cert I to IV (band 7)
586.5 Year 12 or equivalent (band 6/7)
556.5 Year 11 or equivalent or below (band 6)
578.2 Not stated

(Band 5 is the minimum benchmark in year 9)

For example - students with parents that have bachelor degrees have a mean NAPLAN score of 631.2. Students with parents that dropped out of school in year 11 or below have a mean score of 556.5. This is an important (and obvious) finding as it can be used as a factor in putting forward students for advancement in early years (and draw attention to potentially underperforming students).

Students with strong parental support do better (on average a whole band higher). Parents that have the ability to provide educational support typically live in affluent areas. Which leads to the whole anti-NAPLAN arguement. Putting more money into low socio-economic schools will not even the spread of scores - nor will naming and shaming schools that cannot do it.

Sadly, the rich will get richer. Unfortunately, to compete in the global economy we need these people.

On another front, the difference in teaching standards between states do not provide anywhere near the parental influence difference and we acknowledge that teaching standards between states are a major factor in student performance. Yet we are pursuing a costly and ultimately ineffective national curriculum. We are trying to identify better teachers for low socio-economic schools (how insulting to the good ones already there!). We are trying to fix a problem but have identified the wrong cause!

We are a diverse country that has diverse issues, with large geographical issues - no quick fix political solution will ever exist.

If money is to be put anywhere to ameliorate the issue - it has to be into before/after school hours/holiday/year 13 programmes and the provision of similar support as provided by affluent parents from age 4 onwards. In many cases this is impractical, costly, wasteful, unwanted interference in the school/family/community relationship (and will likely degrade this relationship further in struggling families than it is now). It is not a quick fix - prone to constant criticism and not politically expedient.

In the metropolitan area, only generational change and gentrification of areas will allow families to raise themselves out of poverty. It takes effort, pride and time. This opportunity is a part of the Australian way and this is what needs protection and valuing.

This is the real role of schools. Pride in self and community in positive ways.

In Australia - unlike other countries, the poor get richer too! Fortunately for us, in comparison to the global economy, the majority of our poor are doing well.

Our government is doing well if our standard of living continues to improve - it is the only real measure of progress. This is where their focus needs to be, not on micro-management of education. Us going backwards does not raise the standard of living of poorer countries - it raises our ability to give assistance.

Do-gooders are not doing anyone any 'good' by supplying NAPLAN information. We need to wind back the release of specific NAPLAN results now, before more unseen damage is done.

Full results of NAPLAN summaries can be found here. Community results are due in May.

Outcomes Based Education devaluing progress

One key issue with OBE was the devaluation of progress in outcomes not being immediately assessed. Combine this with marking that isn't normalised and it can demoralise a student.

For instance, a student starts totally disengaged and gradually becomes more involved with the classroom. The outcome for lessons are not achieved. The child does not achieve NAPLAN results. The child again gets an E for the term despite making large amounts of progress socially.

The main feedback for the student is that effort has no reward and he again becomes disengaged. The feedback for the teacher is that putting effort into a student like this is not worthwhile, more tangible/measurable results can be found with students that are already on learning paths. It is not fair, equitable or motivating for either party.

It is this sort of logic that we as a profession are facing at the moment and this is something that we need to consider if we still want an inclusive education system. We are heading towards a system where students that do not fit into mainstream profiles are being farmed into alternate programmes as they fall farther and farther behind, with little incentive for schools to investigate issues and try to re-integrate students.

I'm sure that this is not the right thing to do.

Sometimes as teachers we need to look at the whole picture and realise that we are achieving great things even when the measured results do not show them (especially when standardised reports don't measure what we are teaching!) - the seeds we plant in students may not germinate for many years yet are still worthwhile - a message may take many iterations to become active, developmentally change often requires multiple iterations by multiple people to become successful.

Ghetto subculture

The "ghetto" allowance as it is affectionately known is an amount of money given to teachers in hard to staff schools. It is compensation for the loss of skill, access to promotion and the general reduction in standards of acceptable behaviour by students.

Yet, we are not in a ghetto and it riles me to think that teachers think it acceptable to promote a ghetto subculture within the school. I really despise the ideals that this espouses.

For instance, a ghetto subculture accepts that subjugation of women as acceptable, violence is a solution, prostitution/pimping as admirable and a drug culture is a way out of the ghetto. Fame through dance and rap, quick money through theft, extortion and drugs become the only perceived way out of poverty. Authority is the enemy.

It's not true in the US and it's not true here.

We should be educating kids that these values are not only undesirable that they are also misleading. Women in Australia do not have to be property of men. All other solutions should be investigated before violence is pursued. Drugs are never, ever an option. Crime all too often leads to a life of recidivism and a loss of education limits future options. Hard work, respect for authority, conservative spending and generational change is more likely to lead families out of the poverty trap rather than quick fix ghetto solutions. A mob or gang mentality is one lead by ignorance rather than common sense.

Showing movies to kids (entertaining or not) that promote ghetto values on the days before school ends is a form of child abuse. Step Up 2 was the movie I sat through today and it was as predictable as the cover indicated. Our kids should not be drawing parallels between American ghetto kids of little future prospects and the Australian reality where mateship, individuality, working hard and a little opportunity allows anyone with a good attitude to be successful.

Let's be very clear, this movie had a student bashed and kicked by a gang of men with no consequence occurring because he wished to dance against them. The 'heroes' as a prank broke into another persons home, vandalised it and videoed it on the internet in order to gain 'respect'. The head of the dance studio was vilified for removing a disruptive element from the school. Students grouped together and hid the truth from authority rather than facing the issue when the studio was vandalised preventing resolution of criminal behaviour. The background of the movie was attendance at a secret venue and having dance offs (sound anything like the rave culture of our time - do we remember what else occurred at these 'dance' events???). The parent was portrayed negatively when showing restraint and positively when poor parenting allowed the student to attend the 'dance off''. The movie focused on a bunch of misfits that were encouraged to defy authority and seek fringe activities. And this is what we want our students to relate to???

To stop these movies being shown on final days requires all teachers to maintain their programmes to the wire, valuing each day of learning. NCOS has not helped matters, now making term 4 a hodge podge of early exams, TEE preparation and mixed 11/12 classes. It is a common time for long service leave and relief classes of busy work. Yet we should make an effort.

If we as teachers do not value every teaching day available - nor will our students.