Last month we hit 1000 visitors in a month for the first time (1111 in fact).. which is a fair bit for my little blog.. hello to everyone out there.. I hope there's a snippet you can take something from.
I'm sure that there's a few teachers looking forward to the holidays and wondering how we can finish off the mini term and get into exams before starting semester 2. Gathering up the last of my tests for the term has left a load of marking that needs to be completed next week.
It's usually about this time that I reflect on the term and try and figure out how I could do it better next time. I'm very cynical about NAPLAN and can see on a daily basis the negative side of it. There is pressure being put on administration to make difficult cohort's perform. There is pressure on teachers to put curriculum aside to teach topics out of sequence to "optimise" student NAPLAN results. There is pressure on students to learn techniques to optimise their performance as it is a significant factor during their subject selections in year 10.
I tried to analyse NAPLAN pre-tests this year to get an indication of expected NAPLAN results. Having done the analysis myself, I have confidence in my analysis but comparing results to past years makes me question the validity of the data or the value in repeating the exercise next year. After looking at individual student performances in year 12 and their NAPLAN results, I see little correlation between the two - in fact in many cases the results are contrary. Comparing year 7 results with year 9 would indicate that many students are in fact going backwards during their transition to high school. Performances in individual outcomes is disturbing, with some areas of the syllabus lacking depth to any level. Some individual student results were bizarre to say the least, with some very high results in some classes from some students that had no opportunity or ability to learn the work that they managed to get correct.
Given the change in syllabus, this year I had the opportunity to align year 10 and year 9 coursework for a short period. I noticed not only a maturity factor affecting performance, a cohort ability factor but also a significant NAPLAN factor. Whereas the yr 10's were given a structured sequence of algebra lessons, the yr 9's were given a fractured course, interspersed with NAPLAN revision. My feeling is that the 10's understanding is far greater and more likely to be retained than the 9's (both having similar backgrounds in the material presented) after completion of the course of work. Given this I can only conclude that NAPLAN is disrupting learning in year 9 - potentially for a term and a half (which in any case has always been typically a slow group to settle) preventing them starting serious learning.
I'm sure we are not the only ones spending inordinate amounts of time on NAPLAN especially as the measure of a school's performance rides on the public perception via myschool.edu.au. It seems a little unfair that the reputation of a high school rides on what can be done in 4 terms during year 8 and one term in year 9. Sadly all the good in making students work ready, TAFE ready and University ready up to year 12 is disregarded and stupid charts in a stupid website designed by stupid people is used to measure a school instead. More important is how many indigenous students are present, how much money the school is given for each student and whether the school compares with a dubious set of like schools.
I can say two things with certainty this term. Firstly, teaching middle school is significantly easier than senior school. I look forward to attacking it with gusto without the overhead of NAPLAN nonsense.
Secondly, middle schooling has lost its way and needs to refocus around curriculum rather than pastoral care. The lack of programming and consideration of actual learning (especially in the mid to top students) is frightening. I don't claim to be a genius at planning but I can show at all times what the intent is of my teaching, have it vetted by a teacher in charge and supported by text and resources. I can't and don't condone the time wasting that is done with rewards programmes, homogeneous programmes in heterogeneous classrooms, mental mathematics and the general avoidance of teaching, assessment and grading standards. With the loss of staff that can measure the effectiveness of learning programmes and the movement of responsibility for curriculum to administration incapable of monitoring progress, middle schools are languishing in apathy and poor performance.
I don't think I am alone in this thought. I love the idea of middle schooling but am yet to see it work in any but very affluent schools. Maybe, as I was informed early in the year - as a "classically" trained teacher I lack some flexibility in this regard.
I'll try and keep a more open mind.
Friday, April 15, 2011
Saturday, April 9, 2011
Outstanding Teacher... Nonsense.
I was in school. I had an English teacher that was rude, abrupt and many students couldn't stand him. He changed my life in that he found issues with my essay skills and fixed them. Every Friday afternoon for two years we wrote essays. On the day before we finished he said to the class.. whatever you do.. leave the creative question alone in the university entrance exam. After class he took me aside and said.. do the creative question.
Despite being a Mathematics teacher, it was my English score, followed by my History score that lead me into university. My Maths and Science scores came next. I attribute my success to him.
I remember another teacher in primary that let me get away with murder in the classroom because I always finished my work. I needed to be mobile, so she let me, on condition that the same work was completed that all other students did. Over time, (and after some work on diet), I settled down and was able to work with others.
Yet, on another occasion I had the lead English teacher, who was adored by my peers that I couldn't get along with at all and I failed her class.
By declaring "outstanding" teachers we fail to recognise that it takes a variety of teachers to raise a child, especially those with different social, emotional, physical or intellectual needs. Sadly, generally the rule is that an outstanding teacher is one that sings their own praises loud enough or one that creates the time to write spurious documents about what they had achieved. Not the one that knuckles down and gets the job done (or the experienced teacher that has done the hard yards and makes it look easy).
An outstanding teacher (in a student centred world) is someone that makes a lasting difference to student lives, something that is not often measurable until after students have left school. I'm not sure what is hoped to be achieved by awards such as here except another media release for Peter Garrett in the future. Parents certainly don't want to know that a great teacher is in another state and teachers know that the odds of being recognised for doing their job well is highly unlikely especially in difficult environments. Students would likely dispute it even if it was won. There really is very little upside for the majority of teachers short of political posturing.
I remember the year a teacher won the award for taking her class on 400 (exaggeration) field trips. One wonders how direct teaching requirements were met? Same could be said for excessive IT, collaborative learning and any one of a hundred "innovative" approaches.
If awards are an attempt at raising the profile of teaching, the idea fails as it only rewards a few - creating an elite rather than a college or fraternity. It really is a daft idea.
Despite being a Mathematics teacher, it was my English score, followed by my History score that lead me into university. My Maths and Science scores came next. I attribute my success to him.
I remember another teacher in primary that let me get away with murder in the classroom because I always finished my work. I needed to be mobile, so she let me, on condition that the same work was completed that all other students did. Over time, (and after some work on diet), I settled down and was able to work with others.
Yet, on another occasion I had the lead English teacher, who was adored by my peers that I couldn't get along with at all and I failed her class.
By declaring "outstanding" teachers we fail to recognise that it takes a variety of teachers to raise a child, especially those with different social, emotional, physical or intellectual needs. Sadly, generally the rule is that an outstanding teacher is one that sings their own praises loud enough or one that creates the time to write spurious documents about what they had achieved. Not the one that knuckles down and gets the job done (or the experienced teacher that has done the hard yards and makes it look easy).
An outstanding teacher (in a student centred world) is someone that makes a lasting difference to student lives, something that is not often measurable until after students have left school. I'm not sure what is hoped to be achieved by awards such as here except another media release for Peter Garrett in the future. Parents certainly don't want to know that a great teacher is in another state and teachers know that the odds of being recognised for doing their job well is highly unlikely especially in difficult environments. Students would likely dispute it even if it was won. There really is very little upside for the majority of teachers short of political posturing.
I remember the year a teacher won the award for taking her class on 400 (exaggeration) field trips. One wonders how direct teaching requirements were met? Same could be said for excessive IT, collaborative learning and any one of a hundred "innovative" approaches.
If awards are an attempt at raising the profile of teaching, the idea fails as it only rewards a few - creating an elite rather than a college or fraternity. It really is a daft idea.
Labels:
daily reflection
Friday, April 8, 2011
Quick and easy game to promote retention
I gathered up some practice for students and was thinking about how I could get them to do some revision. I hated revision as a student as I had a quick memory and remembered things fairly easily.
It's not true of all students though. So I found 300 questions on the topic (simplifying and balancing equations) and made up an A5 booklet of 12 pages. Then I made up some little reward packs and said that the first three students that completed page 1 with 100% accuracy would get a pack. Whatever revision work was left at the end of the period would be done for homework over the next week (to give encouragement for those that for a second considered loafing).
In the past marking of each page has been an issue. To get over this I combined two of students favourite things - writing on the white board and finding errors in each others work. Students wrote their name on the board and had to mark the work of the previous name on the board. Five students (randomly chosen from the rest) that had completed a page of work and had marked another students work would also get a reward.
We all had a laugh when the last and hardest question was repeatedly incorrect so that the 3rd place prize was ultimately won at student 15. The random draw was good incentive to keep going.
All in all students completed about 75 questions each in an hour (writing the question and answer for each sum). At the end of the lesson we talked about how it was important to develop concentration for the full 60 minutes in preparation for 2 hour exams later in the term and the need to strengthen muscles in the hand to withstand the onslaught of essay writing.
I tried it with both 9's and 10's and had success in both classes with 90% of students engaged and only a couple of students needing to "have words" with at the end of the lesson. Many students asked if they could complete the remaining questions over the weekend and I supplied answers for them to check as they progressed.
It's not true of all students though. So I found 300 questions on the topic (simplifying and balancing equations) and made up an A5 booklet of 12 pages. Then I made up some little reward packs and said that the first three students that completed page 1 with 100% accuracy would get a pack. Whatever revision work was left at the end of the period would be done for homework over the next week (to give encouragement for those that for a second considered loafing).
In the past marking of each page has been an issue. To get over this I combined two of students favourite things - writing on the white board and finding errors in each others work. Students wrote their name on the board and had to mark the work of the previous name on the board. Five students (randomly chosen from the rest) that had completed a page of work and had marked another students work would also get a reward.
We all had a laugh when the last and hardest question was repeatedly incorrect so that the 3rd place prize was ultimately won at student 15. The random draw was good incentive to keep going.
All in all students completed about 75 questions each in an hour (writing the question and answer for each sum). At the end of the lesson we talked about how it was important to develop concentration for the full 60 minutes in preparation for 2 hour exams later in the term and the need to strengthen muscles in the hand to withstand the onslaught of essay writing.
I tried it with both 9's and 10's and had success in both classes with 90% of students engaged and only a couple of students needing to "have words" with at the end of the lesson. Many students asked if they could complete the remaining questions over the weekend and I supplied answers for them to check as they progressed.
Labels:
daily reflection
Monday, April 4, 2011
Teaching Linear Equations and Functions
Linear "anything" can send chills down the spines of many adults. For many students it is an exit point from mathematics. The inability to grasp the connection between an equation and its graph can mean a student languishes in any but "maths for living" type classes.
Yet there seems to be different reasons why students don't like linear algebra and linear functions. My top ten suspicions why students don't understand linear topics is listed below.
Mum says its hard
We should not estimate the impact we have as parents. By placing the kernel that we found it hard, our students will have to face the likelihood that they have the potential to know more than the most respected person in their lives. It's ok for it to conquer them because it conquered you. As an adult it really is rather easy to learn! Before passing on our prejudices, we need to find time to grab a text and figure it out from a worked example. It will make you feel good and your student will benefit from someone that can help too. Excel books can be found at booksellers for around $15 and can be a good starting point.
Girls can't do Maths, Boys can't be neat.
BS. I don't accept this from students and nor should you. Girls have outperformed boys for many years in mathematics, (esp. up to year 10). We have to be careful to walk softly when girls start noticing boys and don't want the nerd slur. Similarly, boys seem to think that sloppy work is acceptable - it's not and they can do better when monitored and prompted. It also improves their accuracy and notation.
Lack of primary algebra & directed number knowledge
This is not a dig at primary teachers, but it is a dig at the Curriculum Council. The lack of a syllabus has harmed education in WA and the implementation of OBE failed our students. In saying that, the CC is trying to make amends with the new courses in senior school and if the do-gooders don't get started again, we may have some reasonable curriculum reform. The trick will now be to get year 7 out of primary and get students into the hands of specialists in mathematics, whilst upskilling secondary teachers in ways to deal with younger students.
Lack of sufficient practice and connections to context
Many students grasp the major concepts quickly (like finding an equation for two points) but lack scaffolding in their understanding to establish lasting recall. Those eloquent in eduspeak will know the edubabble for this concept but the idea is sound. The motivation for this blog entry was a group of year tens currently struggling with remembering how to create a linear equation. In after school classes we have worked to connect the idea to shooting aliens (with an equation driven gun), distance time graphs, ice cream sales (using tables and difference patterns), intersection points, changing slope, y intercepts and x intercepts over a three week period. With a solid understanding of linear, extending concepts into quadratics and other functions is considerably simpler. These simple (but growing in numbers - we're now over 30 students) after school classes are leaving students enthused and ready to work once classes start.
Limited value seen in abstract knowledge
Sadly, many students are unable to see value in abstract algebra in year 10 and this limits their development. Without rudimentary skills in linear algebra much of the senior courses in mathematics are inaccessible by our students. A lack of rote learning and a focus on problem solving has reduced the ability of students to value skills based work.
Lack of connection between reward and effort
This is a huge concern not limited to linear algebra. The year 9 C grade standard lists linear algebra requiring fluency by year 9. If students don't meet this standard - their grade in year 10 will be a D or worse, even if developmentally they are finally able and work hard to understand abstract algebra. This lack of reward for effort will start to be seen throughout the mathematics course if we (and our regulators) are not careful.
Poor environment to complete assignment work
Many students in low socioeconomic schools do not have home environments conducive to homework. This is especially prevalent in at risk students. Schools need to encourage usage of safe areas to complete such work either under punitive (which can be more socially acceptable) or extra curricular environments.
Lack of study
An average student will not gain a lasting understanding linear algebra if they do ten questions and then move to the next topic. Given that the key concepts need some level of memorisation (how to collect like terms, establishing the equation of a line, the connection between an equation and a plane, creating ordered pairs, plotting them, difference tables etc), students needs to spend some time considering what they know and what they would like to recall freely.
Lack of in class revision
It is a topic that must be revisited over and over again throughout the year until it is as fluent as order of operations or times tables. It is the next key plank after basic numeracy is established.
A reluctance to start early
We need to ensure that linear algebra is introduced as soon as directed number, fractions and place value beyond thousands is understood. Those capable of dealing with abstract knowledge need it and we should not delay because heterogeneous classes typically teach to the middle. We need to challenge ourselves and seek to find when students are capable of starting algebra and find ways to provide opportunities to these students to advance.
There we go.. It's everyone's fault - students, parents, teachers, administration, regulators. Now let's get out there and fix it!
Yet there seems to be different reasons why students don't like linear algebra and linear functions. My top ten suspicions why students don't understand linear topics is listed below.
Mum says its hard
We should not estimate the impact we have as parents. By placing the kernel that we found it hard, our students will have to face the likelihood that they have the potential to know more than the most respected person in their lives. It's ok for it to conquer them because it conquered you. As an adult it really is rather easy to learn! Before passing on our prejudices, we need to find time to grab a text and figure it out from a worked example. It will make you feel good and your student will benefit from someone that can help too. Excel books can be found at booksellers for around $15 and can be a good starting point.
Girls can't do Maths, Boys can't be neat.
BS. I don't accept this from students and nor should you. Girls have outperformed boys for many years in mathematics, (esp. up to year 10). We have to be careful to walk softly when girls start noticing boys and don't want the nerd slur. Similarly, boys seem to think that sloppy work is acceptable - it's not and they can do better when monitored and prompted. It also improves their accuracy and notation.
Lack of primary algebra & directed number knowledge
This is not a dig at primary teachers, but it is a dig at the Curriculum Council. The lack of a syllabus has harmed education in WA and the implementation of OBE failed our students. In saying that, the CC is trying to make amends with the new courses in senior school and if the do-gooders don't get started again, we may have some reasonable curriculum reform. The trick will now be to get year 7 out of primary and get students into the hands of specialists in mathematics, whilst upskilling secondary teachers in ways to deal with younger students.
Lack of sufficient practice and connections to context
Many students grasp the major concepts quickly (like finding an equation for two points) but lack scaffolding in their understanding to establish lasting recall. Those eloquent in eduspeak will know the edubabble for this concept but the idea is sound. The motivation for this blog entry was a group of year tens currently struggling with remembering how to create a linear equation. In after school classes we have worked to connect the idea to shooting aliens (with an equation driven gun), distance time graphs, ice cream sales (using tables and difference patterns), intersection points, changing slope, y intercepts and x intercepts over a three week period. With a solid understanding of linear, extending concepts into quadratics and other functions is considerably simpler. These simple (but growing in numbers - we're now over 30 students) after school classes are leaving students enthused and ready to work once classes start.
Limited value seen in abstract knowledge
Sadly, many students are unable to see value in abstract algebra in year 10 and this limits their development. Without rudimentary skills in linear algebra much of the senior courses in mathematics are inaccessible by our students. A lack of rote learning and a focus on problem solving has reduced the ability of students to value skills based work.
Lack of connection between reward and effort
This is a huge concern not limited to linear algebra. The year 9 C grade standard lists linear algebra requiring fluency by year 9. If students don't meet this standard - their grade in year 10 will be a D or worse, even if developmentally they are finally able and work hard to understand abstract algebra. This lack of reward for effort will start to be seen throughout the mathematics course if we (and our regulators) are not careful.
Poor environment to complete assignment work
Many students in low socioeconomic schools do not have home environments conducive to homework. This is especially prevalent in at risk students. Schools need to encourage usage of safe areas to complete such work either under punitive (which can be more socially acceptable) or extra curricular environments.
Lack of study
An average student will not gain a lasting understanding linear algebra if they do ten questions and then move to the next topic. Given that the key concepts need some level of memorisation (how to collect like terms, establishing the equation of a line, the connection between an equation and a plane, creating ordered pairs, plotting them, difference tables etc), students needs to spend some time considering what they know and what they would like to recall freely.
Lack of in class revision
It is a topic that must be revisited over and over again throughout the year until it is as fluent as order of operations or times tables. It is the next key plank after basic numeracy is established.
A reluctance to start early
We need to ensure that linear algebra is introduced as soon as directed number, fractions and place value beyond thousands is understood. Those capable of dealing with abstract knowledge need it and we should not delay because heterogeneous classes typically teach to the middle. We need to challenge ourselves and seek to find when students are capable of starting algebra and find ways to provide opportunities to these students to advance.
There we go.. It's everyone's fault - students, parents, teachers, administration, regulators. Now let's get out there and fix it!
Labels:
daily reflection
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