A quick hello!

Hello to those reading!! I quick thank you for the tripling of volume this month to the blog (300 unique visitors or so this month), the public and private comments I have received and the 25% of people that have been interested enough to have a good read and spend a few minutes with my ramblings.

Reflection is something that we all find hard to do regularly. Having it here helps keep up the motivation, I would heartily recommend anyone interested in blogging to have a go and start your own!

Rates and Ratios

Rates and ratios is one of those topics that I always have troubles teaching - especially to weak classes with poor fractions.

It is a large topic and covers many areas:

• parts of a whole (eg. 2 boys: 3 girls)
• parts of the whole (2 boys: 5 students total)
• scaling factors (1:100)
• equivalent ratios (2:4 as 1:2)
• conversion of fractions to ratios (2 blue:3 green = 2/5 blue)
• comparing unit values (1.25L of Coke @ $1.15 & 2L of Coke @ 2.35)
• unit conversions (dilute 1mL : 2L -> how much for 5L)

I don't think teaching this topic to 7's or 10's that I've established a sequence that enables students to grasp the concept easily. A few successful strategies have been corners and calculating ratios of m&m's and smarties. Mapping activities have been good (find ten cities in ten different countries and find the actual distance travelled) for large unit conversion activities. The grid activity where students grid a picture and then construct an enlarged grid and redraw the picture inside also works well.

I think next year when the topic is introduced I'll define ratios as a way of 'describing a groups of things' and then launch into proportions.

This is definately one that needs more attention on the programme and the sourcing of more resources for next year.

Education revolution - Bah humbug!

When someone uses revolution in a sentence, I usually put the following talk in the same category as others that include inclusive, flexible, robust and my all time favourite.. well... I try not to be cynical but election campaigns are always full of sensational headlines and little else when you dig a little deeper.

Here comes the usual garbage through my letterbox from state government politicians talking about greening the planet whilst cutting trees putting junk mail into my letterbox that goes direct to the bin. The latest junk being performance tables for schools.

I am not an advocate for school league tables. A better indicator for prospective parents is to speak to local parents about how students were treated by the school over the five year period. A school's reputation is its life blood. Conversely collating data and independent analysis privately reviewed is a great idea. Acting on these issues and seeking remedies over time in the public's best interest would be fantastic.

The only reason to release league tables is to accept that the government cannot act in the best interest of the public and the public needs access to the information to decide for itself. To accept this is to accept that the public has lost the faith in government. This is a direct indictment on the quality of our political leaders and public servants. One only has to look at how elections are won and lost - often on the actions of individuals rather than on their ability to govern. If parents had faith in government, the decision of parents would be geographical or financial as it has always been. Devolution of responsibility to schools is open acceptance that government cannot accept the responsibility/risk associated with governing schools. They are not capable or willing to remedy issues and are relying on market forces to do it for them. This is the heart of the safety net path I discussed in an earlier post (we'll take them if no one else will).

There are many reasons for poor results and to release the data with no analysis of why it has happened is not fair on a school. A school has poor results for many reasons - poor teaching, demographic change, a change in leadership, weak leadership, a lack of experienced staff, a large number of inexperienced staff, behavioural issues with specific students/classes, resourcing, a weak cohort, changing curriculum, socioeconomic reasons, issues with feeder schools. The list is unending.

Will a poor school be able to attract better students to raise its status after negative reports? Will poor reports relegate a school to a slippery slide of not attracting better students or teachers for fear of the school closing?

And what makes a good school? Is it the results of the top ten percent? The number of students without criminal records after five years? University entries? Students that gain incomes over $100,000? Students that don't end up divorced? Students that do well/better on standardised tests? Schools where parents are happy? Low teacher turnover?

How will statistics provide a fair and equitable benchmark for measurement of performance when high and low performance of students, teachers and administration is nigh on impossible to define and measure? People get very clever at analysing how scores can be manipulated.

I must say that I think these questions raise more questions than answers and that politically it seems it is just a smokescreen aimed to reduce inflationary pressures caused by police/teacher/nurse/public service wage claims and take away the focus from economic forces.

Impost of Mathematics NCOS in our schools

Let's look at the impost on schools and students for the introduction of NCOS in mathematics.

Firstly handmedowns instantly become useless to families. Old textbooks cannot be passed on as new courses are semesterised and the curriculum has changed. Students are at a significant disadvantage if using hand-me-down graphics calculators next year and old calculators cannot be resold relegating $147 calculators to $20 adding machines.

Next comes the impost of new texts. Each course (two per year) requires a book at $22 each (thank goodness Saddler books are reasonably priced) - $88 over two years or $8800. In year 11, students need to purchase a new CAS calculator at $187 - adding to another $18,700. In a school that supports 100 senior school maths students, this means that parents of senior school students as a group need to find $27,500 to cover costs just for mathematics.

Now knowing how hard it is to get $6 out of students for an excursion in difficult times, we should not discount the impost this is causing families. Suggesting to students that working and buying calculators rather than MP3's and PSP's may be the only way that some of these kids will be able to do mathematics. Perhaps this needs to be the christmas present for a number of students.

That it has come to students picking other subjects because they are cheaper says poor things about our schooling system. I know that some families have to make great sacrifices to find that $187 on top of requirements for other subjects, stationery and uniforms.

Then we look at the cost of implementation - PD, adjusting to new texts and calculators, course redesign, lack of available TEE materials, adjustments in subject selection, timetabling issues, preparation of new tests/ assignments/ worksheets/ homework /investigations, adjustment to non-calculator sections, the unpreparedness of 10 new courses all implemented at once. The time available for senior teachers to mentor junior teachers over the next couple of years may be severely limited. There will be very few knowledgable in the intricacies of these courses for some time. For confirmation of the limits of knowledge ask a mathematics teacher how the level 2/3 courses are treated in calculating TER scores. Good luck understanding the answer (it's here).

Course change is not something to be taken lightly- nor something that should be done in a rush.

I hate to think what will happen as books and calculators go missing or courses go awry next year - there are going to be some very sad parents, teachers and students.