Some students have unrealistic expectations. In the same way that some parents lower the expectations of their students, it does also go the other way.
One sector of the school population where this is common is with students of non-english speaking backgrounds. Students can be put under extreme pressure to perform, often after going through very limited schooling. It's not just a Perth thing, it was also observed in Windle's study (2009) where students reported higher understandings of English than their assessment recognised, the students had high levels of aspiration to attend university but a very low chance of success.
In the refugee population, this is a common problem, with many having had limited schooling prior to gaining residency or refugee status. It leads to exacerbate the demands on teachers in low-socioeconomic schools (as observed by Campbell Cook and Dornen, 1995), with teachers recognising ability, but requiring inordinate amounts of work to see these students through. In talking to a care worker outside the system, they raised that other issues are also common such as sleeplessness (due to hyper awareness), distrust of authority and reluctance (or over demand) when seeking assistance.
When you consider that many of these students are not eligible for additional funding, yet require lower primary assistance within a high school environment, it is easy to see why their performance can fall below school norms. Yet these same students are averaged into "my school" results. From a school perspective these students are a real problem.
For these students to be seen as a problem is a social justice issue that needs resolving. It is a real problem when moving from a searching for excellence paradigm to a market driven approach. In a pure market driven approach, these students would be excluded from mainstream education (to preserve school results and ensure that the calibre of students at a school is maintained) and placed in segregated specialist programmes. Yet from an ESL perspective (as discussed with ESL teachers) this is detrimental to their progress as their immersion to common language is a requirement for their improvement.
As a teacher it is a frustrating problem as you need to help at-risk students, but know to do so will draw attention away from kids that have higher probabilities of success. The 'greatest good' model vs the 'rights of an individual' is in firm conflict. Couple this to the higher risk that their 'other' issues may undermine your teaching programme for these at-risk students and the opportunities for success further decrease. Reverse racism (predjudice of non-minority but equally disadvantaged groups)is common, as are claims of racism if direct assistance is withdrawn. It can be a real catch-22 situation.
Saturday, July 10, 2010
Tuesday, July 6, 2010
Literature Review
Research is one of my favourite pastimes, sitting in a library with purpose is quite a fun thing. Yesterday I sat and read about some of the issues faced by disadvantaged students. As I work on my literature review for my masters I'll keep updating this post.
1. It's not a new problem.
The Coleman Report in 1966 was a seminal report in investigating disadvantaged youth in schools (commonly referenced). I need to read it!
To address the issue in Texas, standardised testing was introduced and showed a high degree of success, but at the expense of a narrowing curriculum (Smith, 2005). This was again seen in the UK (Cox, 1999).
The Australian Government recognises disadvantaged student performance as a problem and have produced a paper outlining some effective measures that can be taken. I need to find references, I've read DEEWR articles in the past(here), now I need to use them!
In general though, Australian mathematics education fared ok when in 2000 we were compared to 31 OECD countries (OECD study, 2003), Australian education was significantly higher on the PISA scale for 21 countries and only significantly lower for two (Japan and Korea).
Students that study in state schools have significantly lower funding that independent and private schools (Edwards, 2008).
2. Environment is a key factor
In a US study, a pre-primary student given extra assistance by a university eventually graduated with two degrees. Nothing spectacular here except her parents had sub 40 IQ (Wickelgren, 1999).
3. Students require attitude adjustment
In a Queensland study in 1995, an observer recognised that until students are assisted in changing their perspective they cannot begin to appreciate any assistance given to help them gain access to university pathways (Campbell, Cook and Dornan, 1995).
I saw as a result of my action research in term 1 & 2 that students need to understand what academic behaviours are and why they are important. This can result in quite spectacular short term success. These behaviours in themselves are not enough to ensure ongoing success as retention requires repetition and a long term committed approach to provide lasting benefits.
4. Students require a range of motivational support
There is no one way to motivate students. Many theories exist and none are perfect. Common theories are Expectancy x value theory, Attribution cognitive theory, Attribution Achievement motivation theory and Achievement goal theory (King, 1998).
5. School can both improve future prospects and reinforce existing expectations.
For some students schools can inspire them to levels higher than their parents. For others, schools will reinforce similar job prospects to their parents (Campbell, Cook, Dornan, 1995) and schooling reproduces the structure of inequality itself (DEEWR Component A, 2009, p.29).
High SES students are over-represented and low SES students are underrepresented because students from different SES backgrounds are differentially prepared by schooling for entry into university (DEEWR, 2009, p.29)
6. It is possible to improve university pathway access
There's nothing easy about it, but it is possible with the proper long term approach. Now the task is to create a way to find that correct method for our school.
Russell.
1. It's not a new problem.
The Coleman Report in 1966 was a seminal report in investigating disadvantaged youth in schools (commonly referenced). I need to read it!
To address the issue in Texas, standardised testing was introduced and showed a high degree of success, but at the expense of a narrowing curriculum (Smith, 2005). This was again seen in the UK (Cox, 1999).
The Australian Government recognises disadvantaged student performance as a problem and have produced a paper outlining some effective measures that can be taken. I need to find references, I've read DEEWR articles in the past(here), now I need to use them!
In general though, Australian mathematics education fared ok when in 2000 we were compared to 31 OECD countries (OECD study, 2003), Australian education was significantly higher on the PISA scale for 21 countries and only significantly lower for two (Japan and Korea).
Students that study in state schools have significantly lower funding that independent and private schools (Edwards, 2008).
2. Environment is a key factor
In a US study, a pre-primary student given extra assistance by a university eventually graduated with two degrees. Nothing spectacular here except her parents had sub 40 IQ (Wickelgren, 1999).
3. Students require attitude adjustment
In a Queensland study in 1995, an observer recognised that until students are assisted in changing their perspective they cannot begin to appreciate any assistance given to help them gain access to university pathways (Campbell, Cook and Dornan, 1995).
I saw as a result of my action research in term 1 & 2 that students need to understand what academic behaviours are and why they are important. This can result in quite spectacular short term success. These behaviours in themselves are not enough to ensure ongoing success as retention requires repetition and a long term committed approach to provide lasting benefits.
4. Students require a range of motivational support
There is no one way to motivate students. Many theories exist and none are perfect. Common theories are Expectancy x value theory, Attribution cognitive theory, Attribution Achievement motivation theory and Achievement goal theory (King, 1998).
5. School can both improve future prospects and reinforce existing expectations.
For some students schools can inspire them to levels higher than their parents. For others, schools will reinforce similar job prospects to their parents (Campbell, Cook, Dornan, 1995) and schooling reproduces the structure of inequality itself (DEEWR Component A, 2009, p.29).
High SES students are over-represented and low SES students are underrepresented because students from different SES backgrounds are differentially prepared by schooling for entry into university (DEEWR, 2009, p.29)
6. It is possible to improve university pathway access
There's nothing easy about it, but it is possible with the proper long term approach. Now the task is to create a way to find that correct method for our school.
Russell.
Labels:
action research,
masters research
Saturday, July 3, 2010
Career progression and an idealistic approach
I sit here still wondering if I am doing the right thing. A senior school teacher has the world at their feet, being able to teach to year 12 across all areas of your specialist curriculum is what gives you worth when seeking to further your career. I'm considering applying for a position in the middle school.
In a small low socio-economic school rarely is the full curriculum offerred (1B-3D MAT and 3A -3D MAS) and rarely will you get to teach the upper subjects as there is competition for them among those in your department. I've been lucky to be given an opportunity to teach all levels of year 10, MiPs, MwM, Discrete, 1BC MAT, 3ABCD MAT and 3AB MAS, but have rarely been able to teach any of these courses more than once. School collaboration (where students are bussed between schools for small class subjects) only makes this cycle longer. Being at the end of a cycle of students, my run at these subjects would take at least another three years (following students through from year 10) and I'm not looking forward to the slog of working with another lot of under prepared kids.
The fatigue and long repeat cycle is a factor in the constant turnover of teachers as they seek to develop depth to their understanding of the curriculum and pedagogy - many at this stage of their career seeking independent sector jobs and more pliable students. Being four years into my career, I'm looking for an opportunity to further improve my teaching and I know there is a job to do in middle school to better prepare students for high school. I've taught senior school for three years and the whole time have yearned to go back to middle school and do what I was trained to do, despite all evidence that says I am a better exclusively senior school teacher than an exclusively middle school teacher - oh for a position where I could do both!.
It has been pointed out to me by many that to not teach any senior school is career suicide. To lose the perspective senior school offers reduces the ability to bridge students into senior school and reduces your attractiveness to a potential employer. Furthermore, from the outside it would look like I was 'encouraged' away from senior school because of under performance, inability to handle the stress or lack of ability. Maybe subtly this is the case (I hope I'm still my harshest critic, my results this term have been woeful by my standards) but I think the want to move to middle school is still my choice and not something that I am not being directed towards by administration. I may also be walking away from a leadership issue in senior school as if I'm not in senior school, I won't be considered once senior maths staff seek new opportunities (conversely what would a future employer think if I'm eight years into my career and still applying for a senior position!).
Despite this, now that a middle school position has finally arisen, I have put my hand in the air and said, 'I would like to work in the middle school if I am the best applicant.' Many people have supported me in the senior school and I feel I have let a few people down by deciding to do this, as it would leave a hole and cause some instability whilst a new teacher is settled in (whereas a new teacher would have less impact in middle school especially mid-year) but I feel I can't complain about student preparedness if I'm unwilling to roll my sleeves up and do something about it. It may set me back a few years in my quest for readiness for a HoD or TiC position but if there is a job to be done (and the middle school needs to gear up for national curriculum and year 7 introduction (if it ever happens)) this is a job I can do well.
After all, I'm only really happy when engrossed in what I am doing and striving for excellence. I'm reliant on others to find areas where I can do this and need faith that they are cognizant of my career progression when utilising my skills. It's a bit harder with a newborn as I have to think about career progression a bit more than in my idealistic past, but I still feel that making it 'career' rather than 'best interests of children' the prime focus of my teaching (as I see in other 'driven' teachers) is a mistake in my case.
Ultimately, if the school needs a senior school teacher, I can do that. If they need me as a middle school teacher, I can do that. If they can find a way to allow me to do both, that would be good too.
In a small low socio-economic school rarely is the full curriculum offerred (1B-3D MAT and 3A -3D MAS) and rarely will you get to teach the upper subjects as there is competition for them among those in your department. I've been lucky to be given an opportunity to teach all levels of year 10, MiPs, MwM, Discrete, 1BC MAT, 3ABCD MAT and 3AB MAS, but have rarely been able to teach any of these courses more than once. School collaboration (where students are bussed between schools for small class subjects) only makes this cycle longer. Being at the end of a cycle of students, my run at these subjects would take at least another three years (following students through from year 10) and I'm not looking forward to the slog of working with another lot of under prepared kids.
The fatigue and long repeat cycle is a factor in the constant turnover of teachers as they seek to develop depth to their understanding of the curriculum and pedagogy - many at this stage of their career seeking independent sector jobs and more pliable students. Being four years into my career, I'm looking for an opportunity to further improve my teaching and I know there is a job to do in middle school to better prepare students for high school. I've taught senior school for three years and the whole time have yearned to go back to middle school and do what I was trained to do, despite all evidence that says I am a better exclusively senior school teacher than an exclusively middle school teacher - oh for a position where I could do both!.
It has been pointed out to me by many that to not teach any senior school is career suicide. To lose the perspective senior school offers reduces the ability to bridge students into senior school and reduces your attractiveness to a potential employer. Furthermore, from the outside it would look like I was 'encouraged' away from senior school because of under performance, inability to handle the stress or lack of ability. Maybe subtly this is the case (I hope I'm still my harshest critic, my results this term have been woeful by my standards) but I think the want to move to middle school is still my choice and not something that I am not being directed towards by administration. I may also be walking away from a leadership issue in senior school as if I'm not in senior school, I won't be considered once senior maths staff seek new opportunities (conversely what would a future employer think if I'm eight years into my career and still applying for a senior position!).
Despite this, now that a middle school position has finally arisen, I have put my hand in the air and said, 'I would like to work in the middle school if I am the best applicant.' Many people have supported me in the senior school and I feel I have let a few people down by deciding to do this, as it would leave a hole and cause some instability whilst a new teacher is settled in (whereas a new teacher would have less impact in middle school especially mid-year) but I feel I can't complain about student preparedness if I'm unwilling to roll my sleeves up and do something about it. It may set me back a few years in my quest for readiness for a HoD or TiC position but if there is a job to be done (and the middle school needs to gear up for national curriculum and year 7 introduction (if it ever happens)) this is a job I can do well.
After all, I'm only really happy when engrossed in what I am doing and striving for excellence. I'm reliant on others to find areas where I can do this and need faith that they are cognizant of my career progression when utilising my skills. It's a bit harder with a newborn as I have to think about career progression a bit more than in my idealistic past, but I still feel that making it 'career' rather than 'best interests of children' the prime focus of my teaching (as I see in other 'driven' teachers) is a mistake in my case.
Ultimately, if the school needs a senior school teacher, I can do that. If they need me as a middle school teacher, I can do that. If they can find a way to allow me to do both, that would be good too.
Labels:
teaching
Sunday, June 27, 2010
Pride in your work.
It's taken half a year but I think the message is sinking in. This week I have focused on getting students to perform to a standard rather than some fictional developmental level. I am the teacher, I set expectations on how I want things to be done and no, I don't really care how your last teacher let you do it.
Hard up against the left margin, work down the page, rule a new column if there is space for it and use it, exercise number before you start in a column, work marked from the back of the book once an exercise is complete with a red pen, one line for each line of working (why do students miss spaces??), a space between each question, each question should be written as if to be read by another human being - not in some chicken language from outer space.
Also, if I give an instruction on how to do something, pay attention and do it that way. If you are writing 4709 in words, it is four thousand, seven hundred and nine. The 'and' is important. Ninty, ninteen, forteen and fourty are not words. One equals sign per line, the question is always to be written unless a lengthy worded problem. If you are adding, subtracting, multiplying or dividing vertically I expect to see clear columns for place value.
When I come into class, don't wait for me to say get out your books - just get them out. If I write notes on the board, write them down verbatim - I haven't met many students that can paraphrase sufficiently to make more succinct notes than mine. Asking what time the period ends is a waste of time - the answer will always be two hours fom now. If you fail a quiz, expect 60 questions for 'practice' over the weekend. Don't talk in my class about social events unless you can consistently get 80% in assessment - you obviously haven't got time to lose.
If you have a problem, seek help. If the problem has to do with a boyfriend, seek someone who cares - I'm only ears for maths and things that need mandatory reporting. I'm not your friend, please remember that - I'm your teacher.
.. and the funny thing is, when you lift expectation, it's easier to teach. The students respond and start to realise that you only want the best for them - tell them it's much easier to just sit back and watch them fail (or to give them phony grades that make it look like they are learning). To me setting high standards is just showing students how to take pride in themselves and their work. Building self esteem is not mutually exclusive with negative responses. I think that in many cases students need to have the bar lifted for them before they can start to do it themselves.
Hard up against the left margin, work down the page, rule a new column if there is space for it and use it, exercise number before you start in a column, work marked from the back of the book once an exercise is complete with a red pen, one line for each line of working (why do students miss spaces??), a space between each question, each question should be written as if to be read by another human being - not in some chicken language from outer space.
Also, if I give an instruction on how to do something, pay attention and do it that way. If you are writing 4709 in words, it is four thousand, seven hundred and nine. The 'and' is important. Ninty, ninteen, forteen and fourty are not words. One equals sign per line, the question is always to be written unless a lengthy worded problem. If you are adding, subtracting, multiplying or dividing vertically I expect to see clear columns for place value.
When I come into class, don't wait for me to say get out your books - just get them out. If I write notes on the board, write them down verbatim - I haven't met many students that can paraphrase sufficiently to make more succinct notes than mine. Asking what time the period ends is a waste of time - the answer will always be two hours fom now. If you fail a quiz, expect 60 questions for 'practice' over the weekend. Don't talk in my class about social events unless you can consistently get 80% in assessment - you obviously haven't got time to lose.
If you have a problem, seek help. If the problem has to do with a boyfriend, seek someone who cares - I'm only ears for maths and things that need mandatory reporting. I'm not your friend, please remember that - I'm your teacher.
.. and the funny thing is, when you lift expectation, it's easier to teach. The students respond and start to realise that you only want the best for them - tell them it's much easier to just sit back and watch them fail (or to give them phony grades that make it look like they are learning). To me setting high standards is just showing students how to take pride in themselves and their work. Building self esteem is not mutually exclusive with negative responses. I think that in many cases students need to have the bar lifted for them before they can start to do it themselves.
Labels:
daily reflection,
teaching
Thursday, June 24, 2010
Fatigue... and a poke at Julia..
Teaching is one of those careers where fatigue is a constant enemy. It's important to recognise (especially at this time of year at the end of an 11 week term) that you're not going to be at your best. Week 8+ is always a bit of a danger time where you can lose perspective on your successes and fall into the trap of seeing defeat in what you are attempting to achieve.
With the NCOS things have changed a little, it means that you have to press on at a time where typically you would wind down into the end of term. You really need to fit two good weeks of work in to make a good run at the mocks at the end of term 3. Kids will be feeling the pressure, admin needs reports completed, exams need marking, tempers will fray.
Yet this is also a time when teams come together and there are opportunities to do small things that can make a lasting impression. Take the time to smile at someone, guide them through a nasty spot, do an extra duty, smile when you get relief, go on an excursion, offer around a chocolate bikkie or grab some take away for the staff room. In the crucible great things can be borne.
Take inspiration from wherever it stems, much of mine at the moment comes from my daughter, where in the past I may have given up and sought another challenge, I now dig in and look at the problem again seeking new solutions. A challenge is just an opportunity yet to be realised.
I was working with my 10's and we are looking at their ability to perform in non-calculator situations. Many can't divide, and many of those can't multiply because their tables are weak. Any idiot can teach kids tables. Maybe it's time I rolled up my sleeves and planned a tables club for next year, to fix a core issue. If numeracy is the focus next year, perhaps this is one path to finding long term success.
It's also a time where many decide it's time for a change and the inner conflict occurs of the desire for stability vs career opportunity. Do you talk people into staying or encourage them to pursue other options? I don't know the answer for this other than to encourage them to seek someone with more experience to help them with the answer. Other than this blog, I have no desire to lead (or even influence) as my best leadership option is to lead by example. Whilst still learning content and gaining an understanding of leadership roles I am in no position to lead with expert power. With time, my masters, a bit of experience and teaching year 12 courses may lead me there.. but I think I have a way to go yet.
If that idiot Gillard can become Prime Minister, who knows which lump headed student will solve world hunger, cure cancer or bring about everlasting peace. Some even might remember that teacher that gave them a hard time or a bit of encouragement that put them back on a path to success.
With the NCOS things have changed a little, it means that you have to press on at a time where typically you would wind down into the end of term. You really need to fit two good weeks of work in to make a good run at the mocks at the end of term 3. Kids will be feeling the pressure, admin needs reports completed, exams need marking, tempers will fray.
Yet this is also a time when teams come together and there are opportunities to do small things that can make a lasting impression. Take the time to smile at someone, guide them through a nasty spot, do an extra duty, smile when you get relief, go on an excursion, offer around a chocolate bikkie or grab some take away for the staff room. In the crucible great things can be borne.
Take inspiration from wherever it stems, much of mine at the moment comes from my daughter, where in the past I may have given up and sought another challenge, I now dig in and look at the problem again seeking new solutions. A challenge is just an opportunity yet to be realised.
I was working with my 10's and we are looking at their ability to perform in non-calculator situations. Many can't divide, and many of those can't multiply because their tables are weak. Any idiot can teach kids tables. Maybe it's time I rolled up my sleeves and planned a tables club for next year, to fix a core issue. If numeracy is the focus next year, perhaps this is one path to finding long term success.
It's also a time where many decide it's time for a change and the inner conflict occurs of the desire for stability vs career opportunity. Do you talk people into staying or encourage them to pursue other options? I don't know the answer for this other than to encourage them to seek someone with more experience to help them with the answer. Other than this blog, I have no desire to lead (or even influence) as my best leadership option is to lead by example. Whilst still learning content and gaining an understanding of leadership roles I am in no position to lead with expert power. With time, my masters, a bit of experience and teaching year 12 courses may lead me there.. but I think I have a way to go yet.
If that idiot Gillard can become Prime Minister, who knows which lump headed student will solve world hunger, cure cancer or bring about everlasting peace. Some even might remember that teacher that gave them a hard time or a bit of encouragement that put them back on a path to success.
Labels:
reflection,
teaching
Tuesday, May 25, 2010
April Fools Joke - Not!!!
Today I had a look at the expected standards "C grade descriptors". This document outlines the requirements of a C grade for a student yrs 8-10.
"The descriptors have been informed by population testing data [NAPLAN], draft national curriculum materials and the professional knowledge of experienced teachers. During the consultation process teachers strongly supported the production of concise descriptors and welcomed the inclusion of examples." Department of Education April 2010.
The issue is that the end product was written devoid of common sense.
Here is an outline of the expectation for year 9 students from the C grade descriptor document.
"By the end of Year 9, students use number and algebra to solve routine and non-routine problems involving pattern, finance, rate and measurement including the calculation of area of triangles, circles, quadrilaterals and the surface area and volume of prisms, pyramids, cones and cylinders. They solve problems using Pythagoras’ Theorem and proportional understanding (similar triangles and the tangent ratio). They have a sound understanding of linear functions and are developing fluency with using quadratic and simple non-linear functions, such as with patterns involving doubling. They have a sound understanding of index laws pertaining to positive integral powers."
My issue is that this is a C grade description. The number of students with "sound" understandings of linear functions (by my definition of sound) during year 9 is minimal and students that have a conceptual notion of quadratic and other functions at this stage are the "A" students that have been extended - not the C students. In fact given this description it would be difficult to give many C's or even a single A in many state schools.
If students entered high school have some algebraic knowledge, they may have some chance at reaching this standard. At present I would suggest that this is highly unlikely. As students delivered by national curriculum are 5 years away - starting assessment now at a national curriculum level is ludicrous.
It is obvious the scope and sequence has been modified to include national curriculum requirements (look for the * in the scope and sequence). You can see that linear functions was the main focus of year 9 and then quadratics and 'other functions' were dumped into the sequence with little consideration given as to how time will be found to implement the new curriculum especially as it was hard to fit in the old curriculum (I sat and wrote a lesson by lesson plan for year 9 based on the old scope and sequence and challenge anyone to do the same on the new scope and sequence given the current entry point of students in year 8).
I have no problem with lifting the bar for students, but it requires time to re-instill work ethic at a younger age and subject specialists having access to these students.
To grade students that have not been adequately prepared for national curriculum assessment is grossly unfair. How anyone could propose this for semester one grading 2010 indicates a lack of understanding of the change management required. Either schools will need to fudge grades (easy to spot when comparing NAPLAN to school grade) or masses of students will not get grades higher than a D or E.
When teaching students in low literacy settings, handing out D & E grades to students trying their utmost to succeed is tantamount to child abuse. It is demoralising, unfair and sets up an expectation of failure. I can't say this in stronger words. Someone needs to have a good think about what is being done to our children.
Link to national curriculum media release (Julia Gillard)
Link to expected standards (Department of Education)
Link to mathematics scope and sequence (Department of Education)
"The descriptors have been informed by population testing data [NAPLAN], draft national curriculum materials and the professional knowledge of experienced teachers. During the consultation process teachers strongly supported the production of concise descriptors and welcomed the inclusion of examples." Department of Education April 2010.
The issue is that the end product was written devoid of common sense.
Here is an outline of the expectation for year 9 students from the C grade descriptor document.
"By the end of Year 9, students use number and algebra to solve routine and non-routine problems involving pattern, finance, rate and measurement including the calculation of area of triangles, circles, quadrilaterals and the surface area and volume of prisms, pyramids, cones and cylinders. They solve problems using Pythagoras’ Theorem and proportional understanding (similar triangles and the tangent ratio). They have a sound understanding of linear functions and are developing fluency with using quadratic and simple non-linear functions, such as with patterns involving doubling. They have a sound understanding of index laws pertaining to positive integral powers."
My issue is that this is a C grade description. The number of students with "sound" understandings of linear functions (by my definition of sound) during year 9 is minimal and students that have a conceptual notion of quadratic and other functions at this stage are the "A" students that have been extended - not the C students. In fact given this description it would be difficult to give many C's or even a single A in many state schools.
If students entered high school have some algebraic knowledge, they may have some chance at reaching this standard. At present I would suggest that this is highly unlikely. As students delivered by national curriculum are 5 years away - starting assessment now at a national curriculum level is ludicrous.
It is obvious the scope and sequence has been modified to include national curriculum requirements (look for the * in the scope and sequence). You can see that linear functions was the main focus of year 9 and then quadratics and 'other functions' were dumped into the sequence with little consideration given as to how time will be found to implement the new curriculum especially as it was hard to fit in the old curriculum (I sat and wrote a lesson by lesson plan for year 9 based on the old scope and sequence and challenge anyone to do the same on the new scope and sequence given the current entry point of students in year 8).
I have no problem with lifting the bar for students, but it requires time to re-instill work ethic at a younger age and subject specialists having access to these students.
To grade students that have not been adequately prepared for national curriculum assessment is grossly unfair. How anyone could propose this for semester one grading 2010 indicates a lack of understanding of the change management required. Either schools will need to fudge grades (easy to spot when comparing NAPLAN to school grade) or masses of students will not get grades higher than a D or E.
When teaching students in low literacy settings, handing out D & E grades to students trying their utmost to succeed is tantamount to child abuse. It is demoralising, unfair and sets up an expectation of failure. I can't say this in stronger words. Someone needs to have a good think about what is being done to our children.
Link to national curriculum media release (Julia Gillard)
Link to expected standards (Department of Education)
Link to mathematics scope and sequence (Department of Education)
Labels:
assessment,
mathematics,
national curriculum,
teaching
Sunday, May 23, 2010
Teaching of mathematical literacy
I have been teaching a low literacy class this year and it has taught me the perils of relying on the immersion technique to teach mathematical literacy. After seeing the positive effects of direct instruction of low literacy students, I see immersion as a lazy teaching technique for low ability students - immersion is slow, ineffective and generally detrimental to these students, especially in a large heterogeneous class.
Let me explain. When I teach area, I generally teach students to write a story that I can read. They draw a diagram, label the sides, write a general equation, substitute the values, evaluate the solution and check their answer. Once this technique has been learned I can then easily teach other concepts such as Pythagoras' theorem, trigonometric ratios, surface area and the like.
The explicit teaching of mathematical literacy (requiring specific layout and explicitly explaining the meaning and need for each component of the layout) is the key component in this exercise. By year ten, most can answer the area of a rectangle and write the answer, but cannot abstract the method to a circle. I attribute this to a lack of mathematical literacy and a failure to appreciate the true need for mathematical literacy.
Although modelling has a place in teaching mathematics (a key tool in immersion), we must be mindful that we need to teach literacy explicitly and not assume students will just pick up major concepts by observing a question being completed. The difference between a student answering a question correctly (after being given an example on the board) and being able to identify how to answer a question correctly from a range of tools (without prompting) is considerable.
Mathematics has grammar just like English. If students understand the grammar of mathematics, the meta-language of mathematics and the algebraic/arithmetic/visual representations/tools of mathematics, then their ability to solve problems increases exponentially.
And as mathematics teachers we can appreciate the benefits of exponential growth.
Let me explain. When I teach area, I generally teach students to write a story that I can read. They draw a diagram, label the sides, write a general equation, substitute the values, evaluate the solution and check their answer. Once this technique has been learned I can then easily teach other concepts such as Pythagoras' theorem, trigonometric ratios, surface area and the like.
The explicit teaching of mathematical literacy (requiring specific layout and explicitly explaining the meaning and need for each component of the layout) is the key component in this exercise. By year ten, most can answer the area of a rectangle and write the answer, but cannot abstract the method to a circle. I attribute this to a lack of mathematical literacy and a failure to appreciate the true need for mathematical literacy.
Although modelling has a place in teaching mathematics (a key tool in immersion), we must be mindful that we need to teach literacy explicitly and not assume students will just pick up major concepts by observing a question being completed. The difference between a student answering a question correctly (after being given an example on the board) and being able to identify how to answer a question correctly from a range of tools (without prompting) is considerable.
Mathematics has grammar just like English. If students understand the grammar of mathematics, the meta-language of mathematics and the algebraic/arithmetic/visual representations/tools of mathematics, then their ability to solve problems increases exponentially.
And as mathematics teachers we can appreciate the benefits of exponential growth.
Labels:
low SEI students,
mathematics,
teaching
Saturday, May 22, 2010
Functions and the Casio Calculator fog(x)
When finding fog(x) the CAS calculator does a good job of simplifying algebraic steps, often to the point of making traditional questions trivial in the calculator section.
I'll start by defining a function f(x) =2x+1 and g(x)=x^2 and attempting to find fof(x), fog(x) and the inverse of (fog(x)).
To define a function f(x) go to the Main window and select
Interactive->Define
A window will appear
Enter the function name (eg. f)
Variable (eg. x)
Expression (eg. 2x+1)
The main window will reply:
Define f(x)=2(x)+1
done
Repeat:
Interactive->Define
Enter the function name (eg. g)
Variable (eg. x)
Expression (eg. x^2)
The main window will reply:
Define g(x)=x^2
done
To find fof(x)
In the main window
Action->Transformation->simplify
f(f(x)) (using the soft keyboard)
press exe
The main window should say
simplify(f(f(x))
4x+3
To find fog(x)
In the main window
transformation->simplify
f(g(x)) (using the soft keyboard)
press exe
The main window should say
simplify(f(g(x))
2x^2+1
To find inverse of fog(x)
In the main window
action->transformation->simplify
action->assistant->invert
action->advanced->solve
y=f(g(x)),x))) (using the soft keyboard= don't forget the "y=")
press exe
The main window should say
simplify(invert(solve(y=f(g(x)),x)))
Here is a link to other CAS calculator posts.
I'll start by defining a function f(x) =2x+1 and g(x)=x^2 and attempting to find fof(x), fog(x) and the inverse of (fog(x)).
To define a function f(x) go to the Main window and select
Interactive->Define
A window will appear
Enter the function name (eg. f)
Variable (eg. x)
Expression (eg. 2x+1)
The main window will reply:
Define f(x)=2(x)+1
done
Repeat:
Interactive->Define
Enter the function name (eg. g)
Variable (eg. x)
Expression (eg. x^2)
The main window will reply:
Define g(x)=x^2
done
To find fof(x)
In the main window
Action->Transformation->simplify
f(f(x)) (using the soft keyboard)
press exe
The main window should say
simplify(f(f(x))
4x+3
To find fog(x)
In the main window
transformation->simplify
f(g(x)) (using the soft keyboard)
press exe
The main window should say
simplify(f(g(x))
2x^2+1
To find inverse of fog(x)
In the main window
action->transformation->simplify
action->assistant->invert
action->advanced->solve
y=f(g(x)),x))) (using the soft keyboard= don't forget the "y=")
press exe
The main window should say
simplify(invert(solve(y=f(g(x)),x)))
Here is a link to other CAS calculator posts.
Labels:
3C MAT,
algebra,
CAS calculator
Inverse Functions and the Casio classpad 330
The 3CD course requires knowledge of domain, range, co-domain and inverse functions. The classpad can handle these in a number of ways.
The most obvious way is in graph mode (Menu-> graph tab). Set up a graph (say y=(x+1)/(x+2), and visually examine it to find the domain and range. To find the inverse, click on the graph and select Inverse (Analysis->Sketch->Inverse). The equation of the inverse can be found by selecting the inverse graph and examining the equation bar at the base of the screen. Be careful with this method, as the resultant inverse graph is not written in "y=" form.
The less obvious way to do it is in the main window. I have not found an "inverse" function yet, but the following is a workaround to find the inverse.
Go
Action->Transformation->Simplify (to simplify the resultant equation)
Action->Assistant->Invert (to swap the x & y variables around)
Action->Advanced->Solve (makes x the subject of the equation)
Enter the function
Press ",x)))" using the soft keyboard (to make x the subject of the new equation)
It would look something like this when finished:
simplify(invert(solve(y=((x+2)/3,x)))
In a way I prefer the main window method as it mirrors the algebraic method. I think students need to really understand the parts of an equation to effectively find the domain and range. I explicitly draw students attention to critical information such as the inability of the function to equal zero or where the function is undefined
a) Look for possible values of x where y=1/0 will occur (eg. {x≠-1} for y=1/(x+1) ).
b) If it is not possible for the numerator to be zero (eg. {y≠0} for y=2/(x+1))
If the range is not obvious it is often easier to examine the domain of the inverse of the function.
Here is a link to other CAS calculator posts.
Purplemath has a good explanation of inverse functions.
The most obvious way is in graph mode (Menu-> graph tab). Set up a graph (say y=(x+1)/(x+2), and visually examine it to find the domain and range. To find the inverse, click on the graph and select Inverse (Analysis->Sketch->Inverse). The equation of the inverse can be found by selecting the inverse graph and examining the equation bar at the base of the screen. Be careful with this method, as the resultant inverse graph is not written in "y=" form.
The less obvious way to do it is in the main window. I have not found an "inverse" function yet, but the following is a workaround to find the inverse.
Go
Action->Transformation->Simplify (to simplify the resultant equation)
Action->Assistant->Invert (to swap the x & y variables around)
Action->Advanced->Solve (makes x the subject of the equation)
Enter the function
Press ",x)))" using the soft keyboard (to make x the subject of the new equation)
It would look something like this when finished:
simplify(invert(solve(y=((x+2)/3,x)))
In a way I prefer the main window method as it mirrors the algebraic method. I think students need to really understand the parts of an equation to effectively find the domain and range. I explicitly draw students attention to critical information such as the inability of the function to equal zero or where the function is undefined
a) Look for possible values of x where y=1/0 will occur (eg. {x≠-1} for y=1/(x+1) ).
b) If it is not possible for the numerator to be zero (eg. {y≠0} for y=2/(x+1))
If the range is not obvious it is often easier to examine the domain of the inverse of the function.
Here is a link to other CAS calculator posts.
Purplemath has a good explanation of inverse functions.
Labels:
3C MAT,
algebra,
CAS calculator
Sunday, May 9, 2010
Composite Area problems
With my year 10 "literacy focus" mathematics class we have been looking at the language of measurement, specifically area and perimeter. The idea has been to get students to clearly understand the importance of units and how to interpret what questions are asking.When thinking about perimeter we are only thinking about the boundary outside a shape. We then looked at some real world shapes and measured their boundaries, followed by drawing some scale diagrams of shapes and measuring their boundaries.
We then tried to describe how much space was in the shapes. I tried to drive them to describing dimensions, but some students had enough prior knowledge to say calculate the answer by multiplying lengths.
The main issues came as we arrived at composite shapes where composite shapes had to be split into basic geometric shapes. Deriving missing measurements really brought home how much trouble low literacy students can have with basic mathematical concepts such as subtraction. Assuming that a student can see how to find missing sides is in many cases overestimating their ability.
Even at year 10, the majority of low literacy students fail to see f- c = a whereas they are more likely to be able to see a+ c = f.
Because of this to use a scale drawing to assist these students see subtraction in action requires some thought. If a student drew the above diagram with the following measurements they would
not use subtraction to find the missing side on the top rectangle. They would count the squares (if on grid paper) or measure the vertical gap and put the measurement of one on the page.
To encourage students to use subtraction I needed to encourage students to first look at the diagram and do a number of examples with them without using scale diagrams, explicitly doing subtraction sums. We checked our examples with scale diagrams, rather than finding the solution using scale diagrams.Though a subtle difference, this was far more successful.
Another successful strategy used during these lessons was using formal layout during the early stages with simple examples. By doing this, students were able to see the connection between diagrams, algebraic substitution and the usage of formulae.
For instance:
By learning this and ensuring each example was completed thus, when triangles and circles were introduced it was a trivial case of changing the formula and adding a line to the bottom
Area(Shape) = Area(S1) + Area(S2)
It was interesting to note that students at this stage had now forgotten that perimeter was the outer boundary and were including the S1 - S2 boundary in their perimeter calculations. It had to be explicitly explained that
Perimeter(Shape) != Perimeter(S1) + Perimeter(S2)
and that the intersecting boundary needed to be subtracted. For me, this is learning real mathematical literacy. Students are becoming able to exactly describe their intent on the path to a solution.
Labels:
daily reflection,
year 10
Monday, April 19, 2010
Issues with national curriculum
Today at a PD of five secondary schools and their mathematics teachers, we had a quick look at the national curriculum. As an upper school teacher, the demands of teaching upper school are significantly reduced under national curriculum with many upper school courses being pushed back into middle school and a lot of middle school algebra pushed into primary school. I don't necessarily think this is a bad thing.
Strengths that were raised by presenters were that it was put together by experts, that the course was being simplified (would contain less material with more depth), that when questioned by parents for course suitability teachers could point to the syllabus (reducing uncertainty) and that it assisted in course transferability (eg. between states).
The first issue identified by the audience was that it was a one size fits all approach. This means that many students will fail a year and then be unable to do the work in following years leading to students unable to achieve anything higher than a 'D' causing reduced motivation and higher instances of behavioural issues (for this reason alone I will re-iterate that anything other than normalised grades in classes is a poor solution).
The second issue was that for at least 5 years students will not have the capacity to complete middle and upper school mathematics as there are a considerable number of missing attributes in our current curriculum. Students taught under the current system will not be able to effectively participate under the new system without extensive remediation especially in operations and algebra. Given that this remediation needs to occur during an 'increasingly packed' lower school curriculum this is unlikely to occur.
The third issue relates to WA primary extending to yr 7 (resulting in a lack of specialist mathematics teachers in year 7) and primary schools being ill equipped to teach pre-algebra and algebra. Given the number of students that currently enter yr 8 'algebra ready' I tend to concur that this is a problem that could be solved by national curriculum (although nobody is saying how this will occur). I have no idea how long it will take for texts to be prepared and primary teachers upskilled to be able to present the material, but it will be longer than the current implementation date of 2011. No allowance for upskilling has been allocated to schools in low performing NAPLAN states WA, QLD, TAS and NT where the current curriculum is less rigorous due to population and historical factors.
The fourth issue relates to endpoints mapped in the current NCOS of study for year 12. Under the current plan there will be little requirement for 1B-2C as students will theoretically be well past the 2C benchmark if they successfully complete the yr 10 national curriculum. This caused some laughter and raised the more important point that we really need a range of courses 8-10 (focus, intermediate, advanced) to cater to a range of student abilities and to stream courses into NCOS subjects.
The fifth issue related to students in low SEI areas, where developmental lag is a real factor. The new curriculum has the potential to completely destroy students chances of catching up over the schooling years as students with a poor starting point are more likely to fall further and further behind as each year progresses. Furthermore, there is no allowance for students in current cohorts that are six months behind due to starting age differences between the states.
The sixth issue is that population size has to be a factor in determining the best course for a state. It will be harder for smaller states to generate the critical mass for harder courses, as the geographical aggregation of higher socioeconomic students is going to be attained in fewer areas. Running courses for 2-3 students is not going to be viable for many schools (especially with the attention on student/staff ratios) although not running these courses has catastrophic effects on staff retention (the best teachers will not go to schools without these courses running), student attraction (students that may have the potential (eg your top 10-15% will go elsewhere) and school morale.
One way to alleviate these issues raised by the group was to start holding students back if they could not meet the standard (eg pass the course with a fair chance of success in following years). This was dismissed as an unlikely solution by presenters although is a common solution in upper school courses.
It was not known by presenters whether accreditation to teach subject areas was being discussed (although that inference that this is a current agenda could be drawn from this media release by Julia Gillard yesterday). It's not a difficult prediction to make that implementation issues will be ignored, blame laid at teachers feet when the implementation fails in WA, QLD, TAS, NT, then an 'accreditation programme' instituted to identify capable teachers to deflect from the real issues listed above and the government policies that created the situation in the first place.
It was put by presenters that teachers had discussed all of this before at the start of (unit curriculum, OBE, 'insert other fad here') and we needed to just roll with the punches and get on with it as we always do. I think this is my main gripe about Julia Gillard, her inability to accept that this is the reality and that change is driven by government - not schools and that poor performance should be laid squarely by policy makers and change agents - not teachers. Furthermore, ill conceived ideas and implementation causes much angst amongst the teacher population and further resistance to change.
I don't think it is that the issues can't be overcome and that national curriculum will ultimately fail but a rushed implementation to political (4 year cycles) rather than educational (12 year cycles) is not appropriate. I still can't understand why this could not have started with a limited rollout and then moved across the country over the following decade using a staged approach. Given the rush for implementation and the suck it and see approach "the acceptance of ongoing failure before we find success", I think that this has the potential to cause a lot of heartache in the short to medium term.
I really hope those with the experience (and will) to guide us through this stand up and be counted. It's not only the students that will suffer in the long term.
Strengths that were raised by presenters were that it was put together by experts, that the course was being simplified (would contain less material with more depth), that when questioned by parents for course suitability teachers could point to the syllabus (reducing uncertainty) and that it assisted in course transferability (eg. between states).
The first issue identified by the audience was that it was a one size fits all approach. This means that many students will fail a year and then be unable to do the work in following years leading to students unable to achieve anything higher than a 'D' causing reduced motivation and higher instances of behavioural issues (for this reason alone I will re-iterate that anything other than normalised grades in classes is a poor solution).
The second issue was that for at least 5 years students will not have the capacity to complete middle and upper school mathematics as there are a considerable number of missing attributes in our current curriculum. Students taught under the current system will not be able to effectively participate under the new system without extensive remediation especially in operations and algebra. Given that this remediation needs to occur during an 'increasingly packed' lower school curriculum this is unlikely to occur.
The third issue relates to WA primary extending to yr 7 (resulting in a lack of specialist mathematics teachers in year 7) and primary schools being ill equipped to teach pre-algebra and algebra. Given the number of students that currently enter yr 8 'algebra ready' I tend to concur that this is a problem that could be solved by national curriculum (although nobody is saying how this will occur). I have no idea how long it will take for texts to be prepared and primary teachers upskilled to be able to present the material, but it will be longer than the current implementation date of 2011. No allowance for upskilling has been allocated to schools in low performing NAPLAN states WA, QLD, TAS and NT where the current curriculum is less rigorous due to population and historical factors.
The fourth issue relates to endpoints mapped in the current NCOS of study for year 12. Under the current plan there will be little requirement for 1B-2C as students will theoretically be well past the 2C benchmark if they successfully complete the yr 10 national curriculum. This caused some laughter and raised the more important point that we really need a range of courses 8-10 (focus, intermediate, advanced) to cater to a range of student abilities and to stream courses into NCOS subjects.
The fifth issue related to students in low SEI areas, where developmental lag is a real factor. The new curriculum has the potential to completely destroy students chances of catching up over the schooling years as students with a poor starting point are more likely to fall further and further behind as each year progresses. Furthermore, there is no allowance for students in current cohorts that are six months behind due to starting age differences between the states.
The sixth issue is that population size has to be a factor in determining the best course for a state. It will be harder for smaller states to generate the critical mass for harder courses, as the geographical aggregation of higher socioeconomic students is going to be attained in fewer areas. Running courses for 2-3 students is not going to be viable for many schools (especially with the attention on student/staff ratios) although not running these courses has catastrophic effects on staff retention (the best teachers will not go to schools without these courses running), student attraction (students that may have the potential (eg your top 10-15% will go elsewhere) and school morale.
One way to alleviate these issues raised by the group was to start holding students back if they could not meet the standard (eg pass the course with a fair chance of success in following years). This was dismissed as an unlikely solution by presenters although is a common solution in upper school courses.
It was not known by presenters whether accreditation to teach subject areas was being discussed (although that inference that this is a current agenda could be drawn from this media release by Julia Gillard yesterday). It's not a difficult prediction to make that implementation issues will be ignored, blame laid at teachers feet when the implementation fails in WA, QLD, TAS, NT, then an 'accreditation programme' instituted to identify capable teachers to deflect from the real issues listed above and the government policies that created the situation in the first place.
It was put by presenters that teachers had discussed all of this before at the start of (unit curriculum, OBE, 'insert other fad here') and we needed to just roll with the punches and get on with it as we always do. I think this is my main gripe about Julia Gillard, her inability to accept that this is the reality and that change is driven by government - not schools and that poor performance should be laid squarely by policy makers and change agents - not teachers. Furthermore, ill conceived ideas and implementation causes much angst amongst the teacher population and further resistance to change.
I don't think it is that the issues can't be overcome and that national curriculum will ultimately fail but a rushed implementation to political (4 year cycles) rather than educational (12 year cycles) is not appropriate. I still can't understand why this could not have started with a limited rollout and then moved across the country over the following decade using a staged approach. Given the rush for implementation and the suck it and see approach "the acceptance of ongoing failure before we find success", I think that this has the potential to cause a lot of heartache in the short to medium term.
I really hope those with the experience (and will) to guide us through this stand up and be counted. It's not only the students that will suffer in the long term.
Labels:
national curriculum
Sunday, April 18, 2010
Reflection prior to term
I can't say it's been the most productive or relaxing break, but it sure was needed. It helped focus what needs to be done, what I would like to do and what has to take a back seat for awhile.
Top of my list is making sure my year 12's are well supported on their way to finishing school. This means resolving the issue of the missing moderation group in the first couple of days of term. I have to get this PD out of the way on the first day back (both the presenting and participating sections)
Next is looking at my yr 10's and completing the action research checklist as put forward for my masters course. I think I need to complete this unit if I am to have any chance of getting the confidence back to complete my masters.
Next is to establish the yr 8-12 maths club for those wanting to promote their academic performance.
Last is to start preparation for semester 2. There are some elements of the yr12 course I haven't taught before and I need to work through the exercises and identify the key points.
Everything else can wait.
Top of my list is making sure my year 12's are well supported on their way to finishing school. This means resolving the issue of the missing moderation group in the first couple of days of term. I have to get this PD out of the way on the first day back (both the presenting and participating sections)
Next is looking at my yr 10's and completing the action research checklist as put forward for my masters course. I think I need to complete this unit if I am to have any chance of getting the confidence back to complete my masters.
Next is to establish the yr 8-12 maths club for those wanting to promote their academic performance.
Last is to start preparation for semester 2. There are some elements of the yr12 course I haven't taught before and I need to work through the exercises and identify the key points.
Everything else can wait.
Labels:
daily reflection
Sunday, April 11, 2010
Study that supports extrinsic reward
News aggregator Slashdot reports that paying yr 2's to read has fantastic results in encouraging students to read. Kids were paid US$2 for each book read and answering questions on the book answered correctly.
It's worth a read.
Sorry, no $2 for doing it.
It's worth a read.
Sorry, no $2 for doing it.
Labels:
early intervention
Saturday, April 10, 2010
Julia refuses to show common sense
Another article showing the arrogance of Julia Gillard in the face of good advice.
Click here.
I hope the "We told you so" that is coming does not cause a complete breakdown in low socio-economic schools and foster the creation of a two tier system. The longer time passes, the more likely this is to become.
Update 13/4/10: Here she is again sounding like a petulant child.
Click here.
I hope the "We told you so" that is coming does not cause a complete breakdown in low socio-economic schools and foster the creation of a two tier system. The longer time passes, the more likely this is to become.
Update 13/4/10: Here she is again sounding like a petulant child.
Labels:
myschool website
Tuesday, April 6, 2010
Comment Moderation
I've had to add comment moderation temporarily as a spambot has found the blog (from an Indian University). It means any comments posted will be vetted and will not appear immediately until I've seen them. Hopefully the spambot will move on soon and I can turn it off again.
Russell.
Russell.
Tuesday, March 30, 2010
Websites found whilst on PD
I'm not a fan of PD, but I do like the networking possibilities. One of the good things about recent PD was picking up a few online resources.
Jigsaw planet allows you to create a jigsaw that students can reconstruct.
Search-cube is a nifty 3D search engine in the Minority-Report vein.
Flaming Text allows the creation of nifty (though often annoying) animated headings
Screenhunter.com is a free screen grabber for those sick of the PrtScn and msPaint alternative.
Jigsaw planet allows you to create a jigsaw that students can reconstruct.
Search-cube is a nifty 3D search engine in the Minority-Report vein.
Flaming Text allows the creation of nifty (though often annoying) animated headings
Screenhunter.com is a free screen grabber for those sick of the PrtScn and msPaint alternative.
Quick and free worksheet creator
Sometimes a student has a basic issue and directing them to MathsOnline or Matheletics is overkill. Other times you may just want a quick diagnostic tool prior to starting a course of work.
http://www.mathmaster.org/ is a great little resource as it freely generates random worksheets and answers for a wide range of simple number and measurement topics. It's tidy, quick and add free.
Being randomly generated generally creates a few sequencing errors but can be good if you are entering a test-retest-retest cycle and ensuring mastery has been gained.
Have a look!
http://www.mathmaster.org/ is a great little resource as it freely generates random worksheets and answers for a wide range of simple number and measurement topics. It's tidy, quick and add free.
Being randomly generated generally creates a few sequencing errors but can be good if you are entering a test-retest-retest cycle and ensuring mastery has been gained.
Have a look!
Labels:
worksheet generator
Sunday, March 28, 2010
Idiot Minister strikes again
Under the logic of "everyone is using it therefore it is good" our "Idiot of the year 2009" Julia Gillard has vowed to expand the myschool website - despite a raft of public opinion and advice from education circles to the contrary.
Given this logic I suggest the following (with a tongue firmly in cheek):
Everyone likes potato chips, therefore all schools should feed children potato chips.
A large part of the population find mathematics difficult, we should discontinue teaching mathematics.
Kids don't read anymore, we should stop enforcing reading programmes.
Everyone watches television, therefore television is good.
Everyone likes chocolate, therefore chocolate is good.
Everyone wants to be thin, we should all become anorexic.
Everyone prefers holidays to working, we should not work.
Furthermore her assertion that government couldn't have provided assistance to schools without myschool is blatantly false. The government has always had access to this information. It chose not to use it, until political gains could be made from publicising the assistance. This is very dirty politics as it uses children and their futures as pawns in political posturing. It is the publishing of this information, formalising and recognising educational elitism that is the issue.
Popularity, nor usage is a measure of the success of a project. Transparency of this sort has negative and positive effects. The negative effects in this case are not being adequately recognised. The failure of the myschool project will be measured by the negative impact on schools and students. This impact will not be seen in the short term.
Julia wake up!
Link to SMH article here.
Given this logic I suggest the following (with a tongue firmly in cheek):
Everyone likes potato chips, therefore all schools should feed children potato chips.
A large part of the population find mathematics difficult, we should discontinue teaching mathematics.
Kids don't read anymore, we should stop enforcing reading programmes.
Everyone watches television, therefore television is good.
Everyone likes chocolate, therefore chocolate is good.
Everyone wants to be thin, we should all become anorexic.
Everyone prefers holidays to working, we should not work.
Furthermore her assertion that government couldn't have provided assistance to schools without myschool is blatantly false. The government has always had access to this information. It chose not to use it, until political gains could be made from publicising the assistance. This is very dirty politics as it uses children and their futures as pawns in political posturing. It is the publishing of this information, formalising and recognising educational elitism that is the issue.
Popularity, nor usage is a measure of the success of a project. Transparency of this sort has negative and positive effects. The negative effects in this case are not being adequately recognised. The failure of the myschool project will be measured by the negative impact on schools and students. This impact will not be seen in the short term.
Julia wake up!
Link to SMH article here.
Labels:
education,
myschool website,
transparency
Project scheduling "99" rule
The actual project scheduling rule goes like this:
"The first 90 percent of the task takes 10 percent of the time. The last 10 percent takes the other 90 percent."
The way we always said it was:
"The first 90 percent of the task takes 90 percent of the time. The last 10 percent takes the other 90 percent."
This is true of students. Often we can get them 90% of the way there but we don't have the time to get them the remaining 10%. That remaining 10% is found through practice and investigating the concept in a variety of contexts. I'm gaining an appreciation of the well written investigation that goes some of the way to assisting students gain this understanding.
For instance, we recently completed an investigation on radians. By the end of the investigation, students had worked through a variety of uses of radians, applied formula in a variety of ways and had to think about what the formula was comprised of and how it was derived.
This though is rarely done in lower classes - and is a real flaw in use of texts. If questions are presented in method-> practice exercise form, students rarely have to think about what is required to solve a problem. This causes a lack of retention and poor examination results (if examinations are done at all).
I've been thinking that a revision week may have their place in the programme, once a term where students are forced to reconsider earlier work with an element of training how to revise for exams.
I will think on this further.
"The first 90 percent of the task takes 10 percent of the time. The last 10 percent takes the other 90 percent."
The way we always said it was:
"The first 90 percent of the task takes 90 percent of the time. The last 10 percent takes the other 90 percent."
This is true of students. Often we can get them 90% of the way there but we don't have the time to get them the remaining 10%. That remaining 10% is found through practice and investigating the concept in a variety of contexts. I'm gaining an appreciation of the well written investigation that goes some of the way to assisting students gain this understanding.
For instance, we recently completed an investigation on radians. By the end of the investigation, students had worked through a variety of uses of radians, applied formula in a variety of ways and had to think about what the formula was comprised of and how it was derived.
This though is rarely done in lower classes - and is a real flaw in use of texts. If questions are presented in method-> practice exercise form, students rarely have to think about what is required to solve a problem. This causes a lack of retention and poor examination results (if examinations are done at all).
I've been thinking that a revision week may have their place in the programme, once a term where students are forced to reconsider earlier work with an element of training how to revise for exams.
I will think on this further.
Labels:
mathematics
Thursday, March 25, 2010
Children are not clients
When in business, the client or customer always comes first. This makes sense as the customer requires a product or service and is paying to receive it. A client is "someone that a professional service is rendered for". To say a parent is a client makes some sense but a child is not a client. We do not render services for a child - they have no money to pay, are unable to contract and do not know what service they want. Children are not our clientele.
It makes even less sense to say a child is a client in a low socioeconomic school. The child is not a willing party to the transaction. They have no choice in choosing the vendor (school) or method to which they are taught as financially they have few options available. Generally, they would rather be somewhere else. Having few goals and little ability to see past the moment, someone else decides what is best for them and puts them on a pathway. This is usually the school itself, sometimes the parent has involvement.
A child in a low socioeconomic school has basic intrinsic motivation (of course there are exceptions, but they are not the norm). To use a child-centric model and increase student involvement in the process is to invite low performance as the happy child will focus on "the now" to the detriment of the rest of their lives. The prevalence of the child-centric model creates a struggle to interpret the needs of an immature mind and turn their attention to what they need to be done to interact successfully post school.
At present schooling is becoming more like product development. If we consider a child as a product, a school lives or dies by the products it produces and the reputation of these products in the marketplace. The quality of the product is important. The standard of the original materials gives us an idea of the products that can be produced, the unit cost of production to a reasonable standard and the time required to do so. The scope of the project (syllabus/curriculum) is important as it guides what is possible to do in the timeframe allowed. If we consider a child as a product, individual plans start to make sense. If a child is a product, we have decided what is possible and get on with the job.
In a world of myschool, national curriculum, ratemyschool, performance management, social engineering, back to basics and independent schooling we need to consider what we are doing with children.
It's a chilling thought, as child-as-a-product seems to fly in the face of encouraging a pursuit of excellence.
It makes even less sense to say a child is a client in a low socioeconomic school. The child is not a willing party to the transaction. They have no choice in choosing the vendor (school) or method to which they are taught as financially they have few options available. Generally, they would rather be somewhere else. Having few goals and little ability to see past the moment, someone else decides what is best for them and puts them on a pathway. This is usually the school itself, sometimes the parent has involvement.
A child in a low socioeconomic school has basic intrinsic motivation (of course there are exceptions, but they are not the norm). To use a child-centric model and increase student involvement in the process is to invite low performance as the happy child will focus on "the now" to the detriment of the rest of their lives. The prevalence of the child-centric model creates a struggle to interpret the needs of an immature mind and turn their attention to what they need to be done to interact successfully post school.
At present schooling is becoming more like product development. If we consider a child as a product, a school lives or dies by the products it produces and the reputation of these products in the marketplace. The quality of the product is important. The standard of the original materials gives us an idea of the products that can be produced, the unit cost of production to a reasonable standard and the time required to do so. The scope of the project (syllabus/curriculum) is important as it guides what is possible to do in the timeframe allowed. If we consider a child as a product, individual plans start to make sense. If a child is a product, we have decided what is possible and get on with the job.
In a world of myschool, national curriculum, ratemyschool, performance management, social engineering, back to basics and independent schooling we need to consider what we are doing with children.
It's a chilling thought, as child-as-a-product seems to fly in the face of encouraging a pursuit of excellence.
Labels:
teaching
Monday, March 22, 2010
Week two of action research cycle
1st report is due in this week and little to report. Students are settling into class and punitive measures for homework are starting to show results. Most students now know that not doing homework means being kept in.
Improving of teacher-student communication has also started with students realising that "I couldn't do it" is not an excuse and that they have to try and find a way to get the questions completed. They have a number of options from "finding me before/after school" to asking a friend, to copying someone else's answers.
For me, it's a way to quickly identify who is struggling.
Choral responses are improving, with students starting to use it as a way of communicating during class. Off-task communication is still a problem but there is slow improvement, with students completing a full exercise out of the book - something not done since the class changeover.
Student letters are taking a while to get out and I still haven't had a good look at the NAPLAN results for last year. I need to move on this soon.
First survey responses are in, I will need to examine these this week too and collate all the student/parent responses.
In class reward scheme has also kicked back in now that I have found the secret stash of rewards points. It will be interesting to see how that impacts on student responses.
Improving of teacher-student communication has also started with students realising that "I couldn't do it" is not an excuse and that they have to try and find a way to get the questions completed. They have a number of options from "finding me before/after school" to asking a friend, to copying someone else's answers.
For me, it's a way to quickly identify who is struggling.
Choral responses are improving, with students starting to use it as a way of communicating during class. Off-task communication is still a problem but there is slow improvement, with students completing a full exercise out of the book - something not done since the class changeover.
Student letters are taking a while to get out and I still haven't had a good look at the NAPLAN results for last year. I need to move on this soon.
First survey responses are in, I will need to examine these this week too and collate all the student/parent responses.
In class reward scheme has also kicked back in now that I have found the secret stash of rewards points. It will be interesting to see how that impacts on student responses.
Labels:
action research
Saturday, March 13, 2010
First week in action research cycle
Finally approaching my first action research cycle. I've navigated the ethics hurdles, sent out permission slips and finally can get started.
I'm looking at ways of improving effective on task communication between the teacher and the student in order to improve performance.
Communication is set at six levels:
I'm looking at ways of improving effective on task communication between the teacher and the student in order to improve performance.
Communication is set at six levels:
- School/Administration/Counsellor/Youthworker->Student
- Teacher->Student
- Mentor->Student
- Peer/Friend->Student
- Parent/Guardian->Student
- Student Introspection
My task is to identify ways a teacher can successfully add to each communication layer. I am looking at how to get students to communicate how far they are down a learning path for a particular topic. I'll measure success by examining the effects on student self esteem and enjoyment of mathematics. I am particularly interested in how student group dynamics can be manipulated to improve my performance.
To establish benchmarks I plan to run a motivation and career survey and then check their ability to work independently through a task observation. I will also need to speak to their yr 9 teacher about each student, identify student NAPLAN yr 7/9 results, student yr 10 entry exam results and student grades in year 8/9.
My first tool is aimed at student->teacher communication, re-introducing choral responses (Eg. "The answer is... I can't hear you... that's better!!). For the whole class to respond requires the whole class to be paying attention. It also makes it fairly easy to identify students that are not responding. By ensuring students are vocal (during on task behaviours) I hope to increase risk taking in the class. It's also a great tool for waking a class up!
My second tool will be at the Student->Parent level with a letter home to parents about homework and then setting online homework with MathsOnline and Matheletics. Homework is a teacher->student communication as it can inform the teacher about student motivation and their current performance level if it is closely tied to current classwork. Their completion and performance is easily monitored and I can bop a few students for not doing their homework, whilst reinforcing that upper school classes require homework done on a regular basis to ensure retention of materials for exams. It is also aimed at improving parent->teacher communication through regular email communications with parents (although out of scope of the research project).
Let's see how the week goes!
Sunday, March 7, 2010
Dr Constable and the national curriculum
Dr Constable, our state education minister has been conspicuously absent from public education debates with the exception of this week when I read her reply regarding national curriculum impact on WA in The West newspaper.
It was a measured response that outlined the three years of implementation time being allowed, the need for an extended implementation (an extra year) in WA due to the variation between NSW, Vic syllabus and the current WA OBE based curriculum. She also raised issues with year 7 primary vs yr 7 high school, student entry ages in preschool/kindergarten, the lack of specialist teachers in primary and the need for training above normal 'PD' allocations requiring the sourcing of an additional budget for WA.
WA, with a smaller population and different educational requirements, will always have varied results and requirements to the eastern states. Competing with the Eastern seaboard is not statistically possible under the current measuring system.
It was encouraging to see an education minister that at least understood some of the issues faced by national curriculum and someone willing to make an attempt to avoid a head long rush into it. The challenge will be to address some of these issues and prevent these issues being swept under the table along with the children of Western Australia.
It was a measured response that outlined the three years of implementation time being allowed, the need for an extended implementation (an extra year) in WA due to the variation between NSW, Vic syllabus and the current WA OBE based curriculum. She also raised issues with year 7 primary vs yr 7 high school, student entry ages in preschool/kindergarten, the lack of specialist teachers in primary and the need for training above normal 'PD' allocations requiring the sourcing of an additional budget for WA.
WA, with a smaller population and different educational requirements, will always have varied results and requirements to the eastern states. Competing with the Eastern seaboard is not statistically possible under the current measuring system.
It was encouraging to see an education minister that at least understood some of the issues faced by national curriculum and someone willing to make an attempt to avoid a head long rush into it. The challenge will be to address some of these issues and prevent these issues being swept under the table along with the children of Western Australia.
Labels:
education,
national curriculum
Friday, March 5, 2010
Absolute value
I spent a fair bit of time thinking about absolute value problems in the form |x+a| - |x-b| = c. Many students were struggling with visualising what these functions actually look like. What was happening when we try and solve them?
For example:
I tried graphing y = |x+5| - |x - 2| and y=6 to find the intersection but was unsatisfied with the result as y = |x+5| - |x - 2| is not something easily tied to the absolute value concept or 'v' shaped absolute value graphs.
but if we look at the equation |x+5| - |x - 2| = 6, it is asking "for what value of x is the value of |x+5| (the dotted line) subtract the value of |x-2| (the solid line) equal to 6". When is the gap between the two functions +6.
We can ignore values of x<= -5 as y=|x+5| is below y=|x-2| and the subtraction will only give negative values (we are looking for a gap of +6 which is a positive value).
For example:
|x+5| - |x - 2| = 6
How could I display this equation graphically to give students an understanding of the underlying algebra to solve it?
I tried graphing y = |x+5| - |x - 2| and y=6 to find the intersection but was unsatisfied with the result as y = |x+5| - |x - 2| is not something easily tied to the absolute value concept or 'v' shaped absolute value graphs.
I was eventually satisfied with graphing y= |x+5| and y = |x-2| and then examining each part of the graph until I found a section of the graph that was 6 units apart.
For those wondering how to put it into a graphics calculator while exploring the concept
Go Menu -> Graph & Tab
Edit -> Clear All -> ok
at "Y1:" ->Softkeyboard->mth tab->select 'x'->type "x+5)" (it will change from abs(x+5) to |x+5|)
at "Y2:"->select 'x'->type "x-2)"
ensure that the boxes next to "Y1" and "Y2" are ticked
Now the temptation is to assume the answer is the intersection point.
but if we look at the equation |x+5| - |x - 2| = 6, it is asking "for what value of x is the value of |x+5| (the dotted line) subtract the value of |x-2| (the solid line) equal to 6". When is the gap between the two functions +6.
We can ignore values of x<= -5 as y=|x+5| is below y=|x-2| and the subtraction will only give negative values (we are looking for a gap of +6 which is a positive value).
We can also ignore values up to the intersection point as this also will only result in negative values.
The next place I looked is at x>=2 as the gap is constant and positive after this point (both functions have the same gradient).
at x=2, |x+5| is equal to 7 and |x-2| is equal to 0. |2+5| - |2-2| = 7. We can ignore values where x>=2 as the answer is not +6.
In fact the only possible solution has to lie between the intersection point (x~-1.5) and 2 and is probably closer to 2.
In fact the only possible solution has to lie between the intersection point (x~-1.5) and 2 and is probably closer to 2.
For y=|x+5| all values are positive between -1.5 < x < 2
For y=|x-2| all values are negative between -1.5 < x < 2
To ensure positive values for x-2 in the range -1.5< x < 2 we need to take the negative of (x-2) when solving the equation |x+5| - |x - 2| = 6.
Check answer:
Viola.
It would also be interesting to explore |x+a| + |x-b| = c, |x+a| = |x-b| and -|x+a| = c in a similar way.
Here is a link to other CAS calculator posts.
x+5 - (-(x-2)) = 6
2x+3 = 6
x=1.5
2x+3 = 6
x=1.5
Check answer:
|x+5| - |x - 2| = 6
Let x=1.5
|1.5+5| - |1.5-2| = 6
LHS =| 6.5| -| -.5|
Let x=1.5
|1.5+5| - |1.5-2| = 6
LHS =| 6.5| -| -.5|
= 6.5 - 0.5
= 6.0
= RHS
= 6.0
= RHS
Viola.
It would also be interesting to explore |x+a| + |x-b| = c, |x+a| = |x-b| and -|x+a| = c in a similar way.
Here is a link to other CAS calculator posts.
Labels:
3C MAT,
mathematics
Thursday, March 4, 2010
Keeping up and reducing doubt.
It's a hard ask keeping up sometimes. It's my first year teaching year 12 Calculus, Probability and Statistics. Your focus slips from your good year 12 kids, to the lower classes where your interest lies and all of us sudden you are faced with a crisis of confidence.
Are you good enough? Have you done enough? In a subject like maths, students need you to always be on the ball, or their confidence also suffers.
It's times like that you have to go back to basics. Do each exercise. Talk to a staff member that you trust. Get your confidence back. Maybe put some things aside for awhile.
I remember when I found out that I was on a pathway to take these classes, I wondered if I was up to the challenge, if my mathematics had risen back to that level. I argued that these kids needed the best teacher available. I still believe this should happen, but will fall in line with department wishes.
Maybe I have to rekindle some doubt in myself and do some real work to improve. It's a shame, because I'm really making some ground putting effort into my teaching capability with the lower classes. My masters research is teaching me a lot about myself and my teaching style - a teaching style that is much harder to work on with a good bunch of kids that will respond to a simple instruction.
Are you good enough? Have you done enough? In a subject like maths, students need you to always be on the ball, or their confidence also suffers.
It's times like that you have to go back to basics. Do each exercise. Talk to a staff member that you trust. Get your confidence back. Maybe put some things aside for awhile.
I remember when I found out that I was on a pathway to take these classes, I wondered if I was up to the challenge, if my mathematics had risen back to that level. I argued that these kids needed the best teacher available. I still believe this should happen, but will fall in line with department wishes.
Maybe I have to rekindle some doubt in myself and do some real work to improve. It's a shame, because I'm really making some ground putting effort into my teaching capability with the lower classes. My masters research is teaching me a lot about myself and my teaching style - a teaching style that is much harder to work on with a good bunch of kids that will respond to a simple instruction.
Labels:
pedagogy,
reflective practice,
teaching
Wednesday, March 3, 2010
Limited trial of National Curriculum.
Again, on a rushed timetable, the government pushes out information that a trial is to be done this year (5 weeks into term). Teachers will be given programmes (at the 11th hour) and the kids will have to deal with a poorly understood curriculum by teachers through no fault of the teachers themselves.
Successful project management is not rushed and has an understanding of as many factors as possible. Head-in-the-sand management is a recipe for disaster. Success becomes a factor of luck rather than good management. Children's futures should not be a part of a recipe for the re-election of the Labor party at the next election. It should be a bipartisan agreement implemented with long term planning and proven methods.
Regardless of any issues with the trial, the national curriculum will be rolled out next year. What is of bigger concern is that senior school curriculum will be rolled out later this year. I really hope senior school curriculum will be given more consideration than the lower school programme as the consequences for university entrance and TAFE integration are far more severe than upper school teachers coping with students who have suffered a partial implementation with gaps in learning.
Theory and practical application are two completely different beasts. To quote that 900 people have been involved in the theoretical design of the curriculum (with little coalface application) is not going to impress. Are these the same 900 people that designed and implemented OBE in WA? I really hope not.
The media release is found here.
Successful project management is not rushed and has an understanding of as many factors as possible. Head-in-the-sand management is a recipe for disaster. Success becomes a factor of luck rather than good management. Children's futures should not be a part of a recipe for the re-election of the Labor party at the next election. It should be a bipartisan agreement implemented with long term planning and proven methods.
Regardless of any issues with the trial, the national curriculum will be rolled out next year. What is of bigger concern is that senior school curriculum will be rolled out later this year. I really hope senior school curriculum will be given more consideration than the lower school programme as the consequences for university entrance and TAFE integration are far more severe than upper school teachers coping with students who have suffered a partial implementation with gaps in learning.
Theory and practical application are two completely different beasts. To quote that 900 people have been involved in the theoretical design of the curriculum (with little coalface application) is not going to impress. Are these the same 900 people that designed and implemented OBE in WA? I really hope not.
The media release is found here.
Labels:
national curriculum
Monday, March 1, 2010
Politicians... What a zoo!
I wrote to the zoo to send me a politician and they sent me a
.. Julia Gillard
.. but she is an idiot, I sent her back.
so they sent me a
.. Kevin Rudd
.. but he kept apologising in Chinese, when I finally caught him in Australia, I sent him back.
so they sent me a
.. Wayne Swan
.. but he spent the postage and gifted my savings to inflation, I sent him back.
so they sent me a
.. Brendon Abbott
.. but he was too busy kissing babies, I sent him back.
so they sent me a
.. Penny Wong
.. but who cares about climate change anymore? I sent her back.
so they sent me a
.. Peter Garrett
.. but he set my house on fire and speared the whales, I sent him back.
so they sent me a
.. Wilson Tuckey
.. I tried to send him back, but he was returned to sender.
so the zoo thought really hard and sent me a banana.
.. it fit right in at parliament house.
.. Julia Gillard
.. but she is an idiot, I sent her back.
so they sent me a
.. Kevin Rudd
.. but he kept apologising in Chinese, when I finally caught him in Australia, I sent him back.
so they sent me a
.. Wayne Swan
.. but he spent the postage and gifted my savings to inflation, I sent him back.
so they sent me a
.. Brendon Abbott
.. but he was too busy kissing babies, I sent him back.
so they sent me a
.. Penny Wong
.. but who cares about climate change anymore? I sent her back.
so they sent me a
.. Peter Garrett
.. but he set my house on fire and speared the whales, I sent him back.
so they sent me a
.. Wilson Tuckey
.. I tried to send him back, but he was returned to sender.
so the zoo thought really hard and sent me a banana.
.. it fit right in at parliament house.
Labels:
funny
Julia Gillard and the national curriculum
Yes, schools can change their whole curriculum focus, understand, resource and ensure that assessment is in place for a draft curriculum that will change five times before the end of the 2010. We obviously have learnt very little from the OBE implementation fiasco.
Dear, oh dear. I hope no-one buys her "it'll be all right mate" routine.
Here comes another round of teacher bashing when poor direction from government is the issue. I heard Kevin Rudd accept personal responsibility for the performance of his government. I hope he is willing to take the legal liability for rushing something through that affects so many.
Julia Gillard is again doing something in a political timeframe not appropriate to schools. Again, the children of Australia will suffer the consequences.
Where is the testing and ensuring that it is applicable in states where it is to be implemented? The issues will only become apparent under application, it needs a limited application/trial before rollout. Cynically, this won't be done due to the poor polling results of the Labor party and political necessity rather than good practice.
The sheer arrogance of the rush approach is astounding.
Dear, oh dear. I hope no-one buys her "it'll be all right mate" routine.
Here comes another round of teacher bashing when poor direction from government is the issue. I heard Kevin Rudd accept personal responsibility for the performance of his government. I hope he is willing to take the legal liability for rushing something through that affects so many.
Julia Gillard is again doing something in a political timeframe not appropriate to schools. Again, the children of Australia will suffer the consequences.
Where is the testing and ensuring that it is applicable in states where it is to be implemented? The issues will only become apparent under application, it needs a limited application/trial before rollout. Cynically, this won't be done due to the poor polling results of the Labor party and political necessity rather than good practice.
The sheer arrogance of the rush approach is astounding.
Labels:
Julia Gillard,
national curriculum
Thursday, February 25, 2010
Manual Subtraction
An interesting question was posed to me today.
How do I subtract two number manually when the answer is negative??
For instance, 3896 - 4321 (to which the answer is -425).
I originally set up the problem in vertical columns
3896
4321
------
and tried to subtract..
3896
4321
------
?575
which obviously does not work.
So I thought about it.. the only obvious solution was to say, when subtracting always put the larger number on top.
4321
3896
------
*425
As this answer is positive, it is still incorrect. It requires an additional rule, that when the order is changed, the sign of the answer is negative. Thus the answer is -425.
I'm sure everyone knows this (and it's just one of those odd cases I haven't come across before), but it could be an interesting short investigation for upper primary or lower secondary doing directed number exercises.
.. and I have a stupid cold, my nose is dripping like a tap and I can't hug my daughter. It's made my day!
How do I subtract two number manually when the answer is negative??
For instance, 3896 - 4321 (to which the answer is -425).
I originally set up the problem in vertical columns
3896
4321
------
and tried to subtract..
3896
4321
------
?575
which obviously does not work.
So I thought about it.. the only obvious solution was to say, when subtracting always put the larger number on top.
4321
3896
------
*425
As this answer is positive, it is still incorrect. It requires an additional rule, that when the order is changed, the sign of the answer is negative. Thus the answer is -425.
I'm sure everyone knows this (and it's just one of those odd cases I haven't come across before), but it could be an interesting short investigation for upper primary or lower secondary doing directed number exercises.
.. and I have a stupid cold, my nose is dripping like a tap and I can't hug my daughter. It's made my day!
Labels:
investigations,
mathematics,
teaching
Saturday, February 20, 2010
Evidence based education vs OBE
Educational trends tend to go in cycles. From ultra conservative, tried and true methods (such as direct instruction from defined syllabus) to ultra experimental (such as the whole of language approach).
Recovering from the ultra experimental 'OBE' we are now heading towards the ultra conservative 'evidence based' approach.
Although the evidence based approach has merits and is a very attractive alternative after OBE, I would suggest caution. The consequences of evidence based education is already starting to slow educational change through the inability of educational practices to change in time with social change (by the time evidence is gathered, social change has again occurred).
Current practice would be to identify an educational need, and then find a current practice (with evidence) to use to fulfil this need. The obvious issue with this is that where we have a new social situation, no evidence exists and with current research practices - no evidence will ever exist as typically research today does not seek to find a solution, only observe existing practice (existing practice which we know is flawed or wouldn't require research).
Has the pendulum swung too far, now stifling the innovative approaches that could be researched and widely implemented? To avoid this I think a middle ground needs to be found, where innovative practices are encouraged and then researched before extensive implementation. To have one without the other is to invite poor practices or stifling of positive change.
Recovering from the ultra experimental 'OBE' we are now heading towards the ultra conservative 'evidence based' approach.
Although the evidence based approach has merits and is a very attractive alternative after OBE, I would suggest caution. The consequences of evidence based education is already starting to slow educational change through the inability of educational practices to change in time with social change (by the time evidence is gathered, social change has again occurred).
Current practice would be to identify an educational need, and then find a current practice (with evidence) to use to fulfil this need. The obvious issue with this is that where we have a new social situation, no evidence exists and with current research practices - no evidence will ever exist as typically research today does not seek to find a solution, only observe existing practice (existing practice which we know is flawed or wouldn't require research).
Has the pendulum swung too far, now stifling the innovative approaches that could be researched and widely implemented? To avoid this I think a middle ground needs to be found, where innovative practices are encouraged and then researched before extensive implementation. To have one without the other is to invite poor practices or stifling of positive change.
Labels:
educational output,
evidence based education,
OBE
Friday, February 19, 2010
Time continued...
We were working on applying time calculations today, so I posed a question:
"If [student A] was given detention for 1.4 hours and [student B] was given detention 1 hour 25 minutes detention, who would be in detention the longest?"
Students had a guess and then they reviewed the caterpillar for converting between time units.
We then did a number of calculations with some templates to show how a calculation could be constructed.
Eg
3.4 hours = _______ x ________ mins
= ______________ mins
2 122 131 sec = ________ ÷ _________ ÷ _______ ÷ _______ days
= ____ days
1 hour 20 mins = ________ x _________ + ________ mins
= ______________ mins
After we did that, students were just given a range of questions to solve without the templates.
Eg.
2.8 hours = ___________ minutes
12 hrs 12 minutes = ______ hours
12 hrs 12 minutes = ______ days
Then we revisited our original detention problem and a range of similar problems.
Students then practiced with math-joke type connect-the-answer-with-the-question exercise (the old worksheet with a bad, bad mathematics joke at the bottom to solve). Students were able to solve the majority of problems.
yay!
There's nothing to say that with a stronger group I couldn't have taught the same topic by teaching basic time facts (such as 60sec = 1 minute) and then relied on their application of multiplication and division, but in this case I'm glad I didn't do that, the look on the faces of my students when they realised time calculations made sense (that they had found difficult over a long period) was priceless.
Labels:
number
Wednesday, February 17, 2010
Teaching Elapsed Time
Teaching time is always a little problematic with a class, as some students will have this well and truly conquered by year 10 and others will struggle.
Elapsed time is a difficult topic for many as it drags in a lot of sub topics. With each step it is important to draw student's attention to possible mistakes and also to any parallels with an analogue clock.
A common method is to find the number of hours elapsed and then add the remaining minutes on either side (eg. for 2.14 to 4.15: 2.14 -> 3.00 -> 4.00 -> 4.15 would be 46min + 1 hour + 15 mins = 2 hours 1 minute)
The usual approach is to
a) draw a number line
Issues: Students don't relate a number line with time, and commonly place decimal marks (eg. 10 between each hour) rather than 12 (for 5 minute intervals).
b) place the start and finish time on the number line.
Issues: Students don't realise that the start time and end time have to be placed in that order. Eg. if the start time is 8am and the end time is 7am they want to put 7am first on the number line.
c) mark on the hour after the start time and the hour before the start time
Issues: Students have difficulty adding the two times inside the interval. If 7.30am is the start time, they might add 7.00am instead of 8am or for a 4.30 finish time they might add 5.00pm or 3pm.
d) mark on midday and midnight if they lie between the start and finish time
Issues: This is problematic especially with times over 12 hours where both midday and midnight are involved. Students are often not sure whether 12pm or 12am is midday or midnight. They also get confused moving from 12am to 1 am (counter-intuitive).
e) calculate the time between each number on the timeline
Issues: This is the bugbear of the exercise. Students are not sure of the answer counting up to the nearest hour and counting back to the previous hour. Eg Finding the time between 1.17am and 2am or 4.00pm and 4.55pm. Many issues here are related to issues in part c)
f) add the elapsed times
Issues: Students write times such as 7hrs 85 minutes not realising 85mins is greater than an hour.
An alternate approach is to go up in hours and add the remainder (eg. 2.14-> 3.14 -> 4.14 -> 4.15 = 2 hours 1 minute). This may help struggling students and reduce the amount of calculation required.
Elapsed time is a difficult topic for many as it drags in a lot of sub topics. With each step it is important to draw student's attention to possible mistakes and also to any parallels with an analogue clock.
A common method is to find the number of hours elapsed and then add the remaining minutes on either side (eg. for 2.14 to 4.15: 2.14 -> 3.00 -> 4.00 -> 4.15 would be 46min + 1 hour + 15 mins = 2 hours 1 minute)
The usual approach is to
a) draw a number line
Issues: Students don't relate a number line with time, and commonly place decimal marks (eg. 10 between each hour) rather than 12 (for 5 minute intervals).
b) place the start and finish time on the number line.
Issues: Students don't realise that the start time and end time have to be placed in that order. Eg. if the start time is 8am and the end time is 7am they want to put 7am first on the number line.
c) mark on the hour after the start time and the hour before the start time
Issues: Students have difficulty adding the two times inside the interval. If 7.30am is the start time, they might add 7.00am instead of 8am or for a 4.30 finish time they might add 5.00pm or 3pm.
d) mark on midday and midnight if they lie between the start and finish time
Issues: This is problematic especially with times over 12 hours where both midday and midnight are involved. Students are often not sure whether 12pm or 12am is midday or midnight. They also get confused moving from 12am to 1 am (counter-intuitive).
e) calculate the time between each number on the timeline
Issues: This is the bugbear of the exercise. Students are not sure of the answer counting up to the nearest hour and counting back to the previous hour. Eg Finding the time between 1.17am and 2am or 4.00pm and 4.55pm. Many issues here are related to issues in part c)
f) add the elapsed times
Issues: Students write times such as 7hrs 85 minutes not realising 85mins is greater than an hour.
An alternate approach is to go up in hours and add the remainder (eg. 2.14-> 3.14 -> 4.14 -> 4.15 = 2 hours 1 minute). This may help struggling students and reduce the amount of calculation required.
Labels:
Elapsed Time
Monday, February 15, 2010
Heroes in mathematics education
There are some heroes in mathematics education in Perth. They're the ones that share their resources freely, commit to projects and help out. Most are quiet, private and retiring soon. I feel sorry for the public heroes like Rom Cirillo at Curriculum council who is trying to help everyone and is succeeding most of the time. If only there were four of him.
Then there's those that are paid to help and are more talk, little knowledge and bugger all action. I've labelled them the West Australian New Kurriculum Education Resource (the acronym is all important - feel free to put it after your name - no charge!). They join TDC's, MAWA and teaching groups and are paid to produce resources and assistance. All too often they send out untried resources that cause confusion and show their lack of knowledge, they provide advice that is the flavour of the month and denigrate anything functional (their favourite seems to be the Saddler texts). Their advice is ill researched and they often don't answer the question posed. I often have a good laugh at their email sigs that are fourteen lines long outlining their projects as if this means something.
Numeracy consultant, Leaders Facilitator, Specialist teacher, TDC coordinator (yawn - and all in one sig!). It seems rampant self aggrandisement. I've seen title based nonsense before in IT, it's not something we need in teaching. The word 'consultant' brings about shudders - tell me what you're doing and then I'll record it so that you will know what you are doing (and charge at $400 per hour), tell you how the latest fad might help and provide insanely conservative advice as any real advice I give could lead to litigation that might hold them responsible.
One only has to look at how well these experts do during in school PD to realise how out of touch they are.
No thank you.
To me - it makes more sense to signoff Mathematics teacher. Add BEd, if you need qualifications. Sometimes I might add senior school to make it easier to find me within the school. Anything more seeks to diminish the reputation of a classroom teacher.
Give me a teacher that can teach a TEE student and a year 8 effectively any day (or a primary equivalent).
Show me a "super teacher" and I'll show you an idiot. Teaching is too wide a profession with too many different contexts to be an effective specialist or specialist trainer. To specialise is to remove yourself from the coalface and limit your student involvement (eg. reduce your ability to teach). I fail to see how this is a good thing.
Then there's those that are paid to help and are more talk, little knowledge and bugger all action. I've labelled them the West Australian New Kurriculum Education Resource (the acronym is all important - feel free to put it after your name - no charge!). They join TDC's, MAWA and teaching groups and are paid to produce resources and assistance. All too often they send out untried resources that cause confusion and show their lack of knowledge, they provide advice that is the flavour of the month and denigrate anything functional (their favourite seems to be the Saddler texts). Their advice is ill researched and they often don't answer the question posed. I often have a good laugh at their email sigs that are fourteen lines long outlining their projects as if this means something.
Numeracy consultant, Leaders Facilitator, Specialist teacher, TDC coordinator (yawn - and all in one sig!). It seems rampant self aggrandisement. I've seen title based nonsense before in IT, it's not something we need in teaching. The word 'consultant' brings about shudders - tell me what you're doing and then I'll record it so that you will know what you are doing (and charge at $400 per hour), tell you how the latest fad might help and provide insanely conservative advice as any real advice I give could lead to litigation that might hold them responsible.
One only has to look at how well these experts do during in school PD to realise how out of touch they are.
No thank you.
To me - it makes more sense to signoff Mathematics teacher. Add BEd, if you need qualifications. Sometimes I might add senior school to make it easier to find me within the school. Anything more seeks to diminish the reputation of a classroom teacher.
Give me a teacher that can teach a TEE student and a year 8 effectively any day (or a primary equivalent).
Show me a "super teacher" and I'll show you an idiot. Teaching is too wide a profession with too many different contexts to be an effective specialist or specialist trainer. To specialise is to remove yourself from the coalface and limit your student involvement (eg. reduce your ability to teach). I fail to see how this is a good thing.
Labels:
teaching
Sunday, February 14, 2010
Creating a positive learning environment
Positioning kids for learning is an underestimated part of teaching programmes. If a student understands that creating a good impression is important, then this creates a pattern of behaviour that can continue throughout the year.
As a form teacher, it's important to remind kids of this, take a personal interest in their successes and reinforce disappointment when they step out of line. This creates a culture of success and reinforces the positives.
It can also snap a student out of negative behaviour before it becomes habitual.
Homework is one of those things that needs to be positioned early. It is time consuming to check homework daily, but initially there is no way around it. There needs to be real punishment for non compliance (I use check ability -> detention until complete -> blue note with letter for non-attendance -> phone call -> demotion to lower class). The letter part is my favourite as I can suggest a number of activities that might be suspended such as PS3/Wii/XBox, MSN, TV, sport, going out etc. until regular homework becomes established. Diaries and journals play an important part in this process to keep parents informed.
I have heard that imposing homework is too difficult (and it is difficult if done in year 10, without having the habit instilled earlier) but without it, we are expecting low SES kids to perform with potentially 3 hours per night less work completed compared to independent schools. This means state school kids are expecting to compete with 2/3 the effective work time.
As a form teacher, it's important to remind kids of this, take a personal interest in their successes and reinforce disappointment when they step out of line. This creates a culture of success and reinforces the positives.
It can also snap a student out of negative behaviour before it becomes habitual.
Homework is one of those things that needs to be positioned early. It is time consuming to check homework daily, but initially there is no way around it. There needs to be real punishment for non compliance (I use check ability -> detention until complete -> blue note with letter for non-attendance -> phone call -> demotion to lower class). The letter part is my favourite as I can suggest a number of activities that might be suspended such as PS3/Wii/XBox, MSN, TV, sport, going out etc. until regular homework becomes established. Diaries and journals play an important part in this process to keep parents informed.
I have heard that imposing homework is too difficult (and it is difficult if done in year 10, without having the habit instilled earlier) but without it, we are expecting low SES kids to perform with potentially 3 hours per night less work completed compared to independent schools. This means state school kids are expecting to compete with 2/3 the effective work time.
Labels:
teaching
The need to stop and rethink
Sometimes after assessment you need time to stop and rethink. When a course of work has succeeded for a number of years and fails spectacularly with a particular group, it's a good thing to reflect on what has happened.
If a group of students can't follow instructions to complete a task the underlying issues should be examined.
a) Has your teaching changed(content/pedagogy)?
b) Are the students somewhat different to other groups and how(ESL/refugee/migrant visa/disaffected/gender specific/generational change/indigenous)?
c) Has the environment changed (bullying/timetable/family/schooling structure)?
This happened to me recently and I learned a lot from it. My final conclusion in this case was that the kids had changed - I had a weak group, caused by frequent absenteeism over many years and a raft of 'community' issues. These were kids lost in the system. I became a better teacher as I had to think of new ways to teach content that I had taught successfully a number of times before. In a heterogeneous class, I never would have had the time to backtrack, but in a streamed class destined for 1B in year 11, just this once I had the time these kids needed.
I had to diagnose the core issues, backtrack and reteach basics that are normally assumed to be in place since primary school. This in itself was a new experience as teaching solely upper school classes removes you from some of the resources and skills necessary for primary content.
I had to face issues similar to I imagine that of low literacy English classes, where finding age appropriate basic reading materials for adolescents can be difficult.
After they had learned the basic materials, I had to consider topic fatigue and put the desired year 10 learning aside for a time, giving them a break whilst they digested the new material. This gave me time to retest for retention, to make sure this time the learning 'stuck'. I had to be careful that the prerequisite material had actually been learned where previous teachers had been unsuccessful. For some, the motivation to retry a topic failed (where they had multiple failed attempts over multiple years). It was a lot to bear, difficult for them to face and hard to kick start. Kids are proud and rarely want to accept that they can't do something their peers can do readily. In a large class, it's easier to give up and hide in the sea of faces.
The turning point was when we finally revisited the topic and we looked back and could say, 'that was pretty easy now I know how'. Like with most things, unless the end point is well defined (the goal) it's impossible to see when something is achieved.
It's a real reason why wafty curriculum fails inexperienced teachers.
If a group of students can't follow instructions to complete a task the underlying issues should be examined.
a) Has your teaching changed(content/pedagogy)?
b) Are the students somewhat different to other groups and how(ESL/refugee/migrant visa/disaffected/gender specific/generational change/indigenous)?
c) Has the environment changed (bullying/timetable/family/schooling structure)?
This happened to me recently and I learned a lot from it. My final conclusion in this case was that the kids had changed - I had a weak group, caused by frequent absenteeism over many years and a raft of 'community' issues. These were kids lost in the system. I became a better teacher as I had to think of new ways to teach content that I had taught successfully a number of times before. In a heterogeneous class, I never would have had the time to backtrack, but in a streamed class destined for 1B in year 11, just this once I had the time these kids needed.
I had to diagnose the core issues, backtrack and reteach basics that are normally assumed to be in place since primary school. This in itself was a new experience as teaching solely upper school classes removes you from some of the resources and skills necessary for primary content.
I had to face issues similar to I imagine that of low literacy English classes, where finding age appropriate basic reading materials for adolescents can be difficult.
After they had learned the basic materials, I had to consider topic fatigue and put the desired year 10 learning aside for a time, giving them a break whilst they digested the new material. This gave me time to retest for retention, to make sure this time the learning 'stuck'. I had to be careful that the prerequisite material had actually been learned where previous teachers had been unsuccessful. For some, the motivation to retry a topic failed (where they had multiple failed attempts over multiple years). It was a lot to bear, difficult for them to face and hard to kick start. Kids are proud and rarely want to accept that they can't do something their peers can do readily. In a large class, it's easier to give up and hide in the sea of faces.
The turning point was when we finally revisited the topic and we looked back and could say, 'that was pretty easy now I know how'. Like with most things, unless the end point is well defined (the goal) it's impossible to see when something is achieved.
It's a real reason why wafty curriculum fails inexperienced teachers.
Labels:
teaching
Thursday, February 11, 2010
Belief in teaching
We have a building crisis in confidence in our teachers, a crisis coming about to deflect blame for poor government curriculum decisions and poor staff management procedures over an extended period of time.
It seems we are forever looking for magic bullets, where only hard work and dedication will bring about lasting results. It seems counter intuitive to expect hard work and dedication when your federal minister releases press on a regular basis about how improvement is needed - creates metrics to measure improvement but offers little in proven programmes that bring about that improvement.
I wonder how long it will take the penny to drop that the difference in student performance is rarely school performance but is actually the difference in parental support. This accounts for the difference across postcodes in a way that blaming schools does not. It's not parents fault either - their education level is what it is, generational change is the only thing that will eradicate the issue.
Until then, these kids need more time and instruction to succeed - yr 13, university bridging courses, after school tutoring, summer schools. To have effective courses we need a bunch of people that care about students, are motivated, skilled, nurtured and valued. These people have always been called teachers, lecturers, youth workers, aides, social workers, librarians and more recently chaplains. To continue to score political points against teachers is to shoot people that can make a difference.
Do the world a favour and encourage those making a difference. Chucking around money like confetti rarely brings this about. In fact it usually starts attracting vultures and those without community values that firmly have profits in their sights. The ABC Learning centres fiasco should have brought the effectiveness of profit driven public service firmly into the light.
We know our kids lack values, values previously imbued by parents and religious backgrounds and ethics. Today we need the people willing to set an example and do superhuman things with groups of kids that most people would fear talking to for 5 minutes, heaven forbid five to seven consecutive years.
Technology in the short to medium term can't fill this role. A new curriculum or statistical analysis will not fix the problem. Perhaps we should accept that social change is not the sole role of schooling and put the boot away for a while whilst the community pulls together and is assisted to do what is necessary in a practical, tried and accountable manner. Stop trying to make teachers and schools scapegoats.
Yes Ms Gillard, I mean you.
Updated 13/2/10: Here's another media release about a scheme to 'improve teacher quality' and improve 'teaching standards' (more than likely by those same teachers that require improvement) without details on how it will be done - but with wads of money attached to do whatever it?!? is.
It seems we are forever looking for magic bullets, where only hard work and dedication will bring about lasting results. It seems counter intuitive to expect hard work and dedication when your federal minister releases press on a regular basis about how improvement is needed - creates metrics to measure improvement but offers little in proven programmes that bring about that improvement.
I wonder how long it will take the penny to drop that the difference in student performance is rarely school performance but is actually the difference in parental support. This accounts for the difference across postcodes in a way that blaming schools does not. It's not parents fault either - their education level is what it is, generational change is the only thing that will eradicate the issue.
Until then, these kids need more time and instruction to succeed - yr 13, university bridging courses, after school tutoring, summer schools. To have effective courses we need a bunch of people that care about students, are motivated, skilled, nurtured and valued. These people have always been called teachers, lecturers, youth workers, aides, social workers, librarians and more recently chaplains. To continue to score political points against teachers is to shoot people that can make a difference.
Do the world a favour and encourage those making a difference. Chucking around money like confetti rarely brings this about. In fact it usually starts attracting vultures and those without community values that firmly have profits in their sights. The ABC Learning centres fiasco should have brought the effectiveness of profit driven public service firmly into the light.
We know our kids lack values, values previously imbued by parents and religious backgrounds and ethics. Today we need the people willing to set an example and do superhuman things with groups of kids that most people would fear talking to for 5 minutes, heaven forbid five to seven consecutive years.
Technology in the short to medium term can't fill this role. A new curriculum or statistical analysis will not fix the problem. Perhaps we should accept that social change is not the sole role of schooling and put the boot away for a while whilst the community pulls together and is assisted to do what is necessary in a practical, tried and accountable manner. Stop trying to make teachers and schools scapegoats.
Yes Ms Gillard, I mean you.
Updated 13/2/10: Here's another media release about a scheme to 'improve teacher quality' and improve 'teaching standards' (more than likely by those same teachers that require improvement) without details on how it will be done - but with wads of money attached to do whatever it?!? is.
Labels:
teaching
Tuesday, February 9, 2010
Week 2, 2010 reflection
Had a great couple of weeks thus far: students are working well, keeping out of trouble. My aim this year is to increase the amount of learning that is going on in my classes.
To do this I aim to:
To do this I aim to:
- increase the amount of direct instruction
- increase the amount of on-task time
- reduce the number of behaviour issues
- promote 'the search for an aha moment' as an enjoyable experience
Thus far things are going swimmingly. I started by randomly seating students, explaining to them that by increasing their circle of friends they were more likely know someone that could help them if they were stuck.
Then I set about increasing the expectation of performance, setting regular homework, giving time limits on completing tasks and setting a pace from the time they entered the room.
I paid special attention to student dynamics in the class, emphasising that performance was required to stay in the class. There is competition to get into this class as a precursor for 2A/2C/3A in upper school, so students need to perform well to remain.
I've talked to students a lot about the need to understand what it takes to learn, digging up my old "huh??!!, Doh!, OH!" model, emphasizing trying and practicing as a pathway to learning and long term retention of information.
I've also worked to modify my often unrealistic expectations and drive kids towards work where they can see real achievement. I've slowed my content delivery pace a lot (students are doing more work with a more limited focus), and it has shown a vast improvement in the general demeanor of this year's class.
I've looked at the class and tried to determine who will form the heart and motor of the room. These kids set the tone, mood and pace of the class. I'm more conscious of when they are behaving abnormally and investigate more quickly. The class picks up on this as an indication that I care about their well being as a whole.
I've set class goals which include rewards for outperforming the 'A' class and ever increasing goals for the class average, daily performance goals tied to the school reward scheme and try and give more incidental verbal acknowledgement of achievement.
I've surveyed the kids to determine their benchmark enjoyment of mathematics and then see how this changes over the year. I've recorded their friendship groups and attempted to identify any isolates.
It's vibrant and fun.
Labels:
daily reflection
Saturday, February 6, 2010
In school research
I started my studies for my masters this year and it's good to be doing something thought provoking again. There's a bit of a rush on post graduate studies at school at the moment, with many feeling more comfortable to start now that many NCOS subjects are bedded down. Lots by coursework, I think I am the only one doing it by thesis.
This term I'm looking at group dynamics and seeing how student/teacher interaction can be made more fruitful. Everyone that I explain my topic to seems to think I'm trying to do groupwork with my students (and I get a lecture on the validity of groupwork and assessment). These discussions have helped crystallise my resolve to assist students use their classtime more fruitfully and have students engage in meaningful conversation with a wider range of students. It's not really about collaboration and groupwork in the "put four people in a group and watch one do the work" mould.
It goes back to the 60 minute period - ~20 minutes instruction (10+ 10 or 7 + 7 + 7) and 40 minutes intervention time. In a class of 20, if all students are relying on the teacher for help, that's two minutes per student and a lot of time wasted waiting for the teacher, in a class of 30 it's worse.
A few minor issues have arisen that has forced me to widen the scope of my project. The first being that I need benchmark information at the start of the year but classes are fluid until week 4 when streams are set in stone. The second being the raft of hurdles that need to be jumped before research can begin.
The hurdles thus far:
Acceptance by university into the Masters course (a discussion, two phone calls and an email).
My WACOT registration expired whilst the transition from registered teacher occurred (and was an absolutely painful process to resolve with the same document lost multiple times by WACOT).
My WWC expired during the break (and required signing by the principal before a new one could be applied for and something that the screening unit needs to consider)
Approval by the university that the topic would comprise valid research (relatively painless as was done as part of a summer school unit)
Human Research Ethics Committee approval from the university (relatively painless as was done as part of a summer school unit)
Approval to proceed by the department (this was the big surprise - Policy and Planning at DET are a well oiled machine and made this a really pleasant experience with a fantastic turnaround)
Approval by my site manager (our principal).
Still to go:
Approval by parents
Approval by students
Approval by staff
The good thing is that now I have passed all of the third party stakeholders, I only need approvals directly related to the participants.
This term I'm looking at group dynamics and seeing how student/teacher interaction can be made more fruitful. Everyone that I explain my topic to seems to think I'm trying to do groupwork with my students (and I get a lecture on the validity of groupwork and assessment). These discussions have helped crystallise my resolve to assist students use their classtime more fruitfully and have students engage in meaningful conversation with a wider range of students. It's not really about collaboration and groupwork in the "put four people in a group and watch one do the work" mould.
It goes back to the 60 minute period - ~20 minutes instruction (10+ 10 or 7 + 7 + 7) and 40 minutes intervention time. In a class of 20, if all students are relying on the teacher for help, that's two minutes per student and a lot of time wasted waiting for the teacher, in a class of 30 it's worse.
A few minor issues have arisen that has forced me to widen the scope of my project. The first being that I need benchmark information at the start of the year but classes are fluid until week 4 when streams are set in stone. The second being the raft of hurdles that need to be jumped before research can begin.
The hurdles thus far:
Acceptance by university into the Masters course (a discussion, two phone calls and an email).
My WACOT registration expired whilst the transition from registered teacher occurred (and was an absolutely painful process to resolve with the same document lost multiple times by WACOT).
My WWC expired during the break (and required signing by the principal before a new one could be applied for and something that the screening unit needs to consider)
Approval by the university that the topic would comprise valid research (relatively painless as was done as part of a summer school unit)
Human Research Ethics Committee approval from the university (relatively painless as was done as part of a summer school unit)
Approval to proceed by the department (this was the big surprise - Policy and Planning at DET are a well oiled machine and made this a really pleasant experience with a fantastic turnaround)
Approval by my site manager (our principal).
Still to go:
Approval by parents
Approval by students
Approval by staff
The good thing is that now I have passed all of the third party stakeholders, I only need approvals directly related to the participants.
Labels:
research
Tuesday, February 2, 2010
IOTY nomination 2010
The first IOTY nomination for 2010 is Kevin Rudd, Prime Minister of Australia and general all around idiot.
First we had to put up with Rate-my-teacher, a website prone to defamatory comments. At least with rate-my-teacher a comment could be challenged and removed.
Now our good-time-guy, hop on the 9 million hits bandwagon Prime Minister, has proposed to add parent comments to the myschool website.
There are so many issues with this idea it is laughable. Anyone that has run a public company and knows the issues around "running stocks" would identify the main problems with this idea.
a) the person running the myschool website would have to ensure that it is a parent making the comment, not a disgruntled student (authentication).
b) if it is a parent, there are a lot of parents with rose coloured glasses and interesting opinions of their little darlings that do not relate to their actual behaviour in class (authenticity).
c) a skew of opinions tend to occur, as happy parents rarely put their statements online (bias).
d) ensuring that malicious and slanderous comments are removed without damage to the reputation of teacher or school is a full time job (for just one school), it would be near impossible for 10,000 (legal liability and overhead).
These issues alone are enough to make this idea stupid. Another government idea taking pot shots at a system nearly destroyed by government curriculum policy. The resilience the system has shown in trying to compete with independent schools has been astounding to watch. It would be nice to get a break from those putting the boot in now and again.
If this is the government's way to take the mind of voters away from rising interest rates and climate policy issues, it is a poorly crafted stunt.
Kevin, you are the first IOTY nomination of 2010.
Link to media statement here.
First we had to put up with Rate-my-teacher, a website prone to defamatory comments. At least with rate-my-teacher a comment could be challenged and removed.
Now our good-time-guy, hop on the 9 million hits bandwagon Prime Minister, has proposed to add parent comments to the myschool website.
There are so many issues with this idea it is laughable. Anyone that has run a public company and knows the issues around "running stocks" would identify the main problems with this idea.
a) the person running the myschool website would have to ensure that it is a parent making the comment, not a disgruntled student (authentication).
b) if it is a parent, there are a lot of parents with rose coloured glasses and interesting opinions of their little darlings that do not relate to their actual behaviour in class (authenticity).
c) a skew of opinions tend to occur, as happy parents rarely put their statements online (bias).
d) ensuring that malicious and slanderous comments are removed without damage to the reputation of teacher or school is a full time job (for just one school), it would be near impossible for 10,000 (legal liability and overhead).
These issues alone are enough to make this idea stupid. Another government idea taking pot shots at a system nearly destroyed by government curriculum policy. The resilience the system has shown in trying to compete with independent schools has been astounding to watch. It would be nice to get a break from those putting the boot in now and again.
If this is the government's way to take the mind of voters away from rising interest rates and climate policy issues, it is a poorly crafted stunt.
Kevin, you are the first IOTY nomination of 2010.
Link to media statement here.
Labels:
IOTY
Sunday, January 31, 2010
First Day of school tomorrow
All fired up.. lessons planned.. preparation done.. Let's go!
Labels:
Planning
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