Documentation

Coming from a world of litigation prior to teaching, I understand the reticence some have in writing down what you have said.  For many, not writing something down leads to deniability and the ability to change position without having evidence of doing so.

I have never thought of written evidence that way.  I was once told, don't write something down that you wouldn't want to appear in a court of law.  Secondly I was told never to write an email in anger.  I think these are both wise but are only part of the story.  

Only today I was told that communications I sent last year were likely to come back and bite me, but they are opinions at best, that people can take or leave - I'm not precious about my opinions, nor do I have a monopoly on being right.  I aim to help, and hopefully that is what I do most of the time.

The problem with not writing things down is that memory is fallible, and a lack of documentation (or inadequate documentation) means that definite positions are lost to the mists of time or worse still, history is re-written by those that have no evidence at all because no evidence to the contrary is available.

At our school I am seen as a supporter of IPS, but those reading this blog will realise that I criticised it before our implementation and that I continue to be wary of it.  My support for it was based in the people that needed it to staff the school, not in what I thought it would achieve in other areas.    

I have criticised OBE widely, but have supported ideas within OBE, and question its implementation more than the underlying concept.  I've seen it work, and have seen the consequences of diabolical assessment policies, hoping that we have learned from the issues and won't repeat them with Australian Curriculum.  The fact that we lack clear guidance for assessment and that an ambitious implementation plan set to political timeframes is occurring, means that we have some difficult years ahead.

I have watched the effects of delaying year 7 transition to high school and the effect of the half cohort on small schools.  Schools continue to struggle with planning over the next few years,  and the effort ensuring the ATAR courses in some guise will be practical under national curriculum requirements will be considerable.  2015 will be a watershed year for public school education.

By writing things down I can see how my opinions have formed and changed based on circumstance and perspective, I can reflect on my decisions (good and bad) and attempt to make better informed decisions in future.  Though this may be a brave position, I think documentation of this sort is important for future planning and that a fear of documentation where honesty and positive intent is present is ill founded.

Head of Department.

Today was my first day as Head of Department of our high school.  Six years and a fair bit of work has resulted in a position where I can monitor progress and instigate change to improve the learning programmes of students.  It's a role gained through attrition to some degree with some people better than I passing through it on the way to other roles, but I'll take it and make it into how I see it.  It's a two edged sword as I have to give up some class time, but it will free time to develop the courses further - which can only be a good thing.

Recently two bits of research crossed my desk.  The first stated that self discipline was more important than IQ, something that I have believed for a long time (albeit I attribute it to work ethic rather than self discipline - but I see them as two sides of the same coin).  The second indicated that social networks were detrimental to student learning, particularly for students of low self esteem (in hindsight, this is obvious like most insights into human behaviour).

We ran our summer school again this year and it was our most successful thus far, involving students from three year groups, graduating students, past students, practicum teachers, university students and teachers from the school.  Student responses on day five were overwhelmingly positive, indicating that the format is working and students can see how it is helping them.  It was interesting to note that the presenters believed we could have been more prepared, yet the students believed we were well prepared indicating that either we can do far better, or that the kids liked the responsiveness created by the flexibility required by being ill prepared.  I'm not sure, but this year, with a plethora of presenters, I wasn't as pressured as in past years (and to all the presenters a big thank you!).

I played a game of LNOE tonight, and it was by far the best zombie game I have played so far.  It plays in under an hour, so I look forward to playing it with the kids.  Should be a bit of fun.

I had a quick look again at the National Curriculum progress, particularly for senior school today, and it was interesting to see how close the descriptions were to WACE outlines, making the transition a little easier.  Having only looked at the essential (Voc type course like MwM or MiPs) and the general course descriptions,  my anxiety levels are dropping as long as we can get the national curriculum courses working in 8, 9, 10.  

I like the new found emphasis on delivering courses to pathways whether office, vocational or university.  It gives guidance to the materials required in a way general courses did not.  It will be interesting to see if course planners can continue to predict the needs of the pathways and stay ahead such that the right students are always available.  Protecting the element of learning for learning's sake is important as it is how we future proof our courses - I would hate to see them only teaching what is required for today's industry.

We're a good team in 2013 and I look forward to some good results.

Speed, Ratios, Unit Conversion and a Scalextric track

I was chosen ("volunteered") to work with students transitioning from year 7 to year 8 this year and needed a hands on lesson to position kids into seeing math as interactive and engaging.  With 30 students of varying levels of engagement that I didn't know well, it can be a little daunting.  In previous years I have chosen algebra or working mathematically, but for a change I chose a measurement topic this year.

My daughter Kensie has a Scalextric track (a common 1/32 slotcar racing system) and I've wondered how fast the cars actually go around the track.  I also had 10m of string, a 1.6m lump of wood and some stopwatches.

First we discussed speed itself and how it is encountered in the real world.  We used the example of travelling on the freeway.  Travelling at 120km/hr, they knew was too fast.  They knew that the value and units (speed) described how fast I was travelling.  We then discussed distance and time.  Students stated that we moved 120km if we travelled for one hour.

We then thought about how it related to our Scalextric track.  I suggested that we build a track long enough that the cars could travel for an hour.  The students then said we could go round the same track for an hour if we knew how long a lap was and then multiply the distance by the number of laps.

I gave a 1.6m ruler to the yr 10 helpers and they tried to measure the track.  The yr 7's laughed and said use the string to determine the exact length of the track.  They lined up around the track and held it in place until the string was in the slot all the way round.  They then removed the string and measured it against the 1.6m ruler.  They tended to take the ruler to the string rather than the string to the ruler which made it a bit awkward (the 1.6m ruler is quite a heavy bit of wood with measurements manually marked on).

We started the cars around the track and discovered that we didn't have enough time for the cars to travel for an hour (it was a 40min lesson) and that it was hard to keep the cars on the track for the whole time.  At the board we then looked at the speed measurement again

Firstly we converted hours to seconds

120 km per hour = 120 km per 1 hr
                           = 120 km per 60 minutes
                           = 2 km per minute (divide the distance by 60 for the distance travelled in 1 min)
                           = 2 km per 60 seconds
                           = 1 km per 30 seconds

Then we converted km to m

                           = 1000 m per 30 seconds (multiply the distance by 1000 to convert km to metres)
                           = ~33 m/s (divide the distance by 30 for the no. of metres travelled in 1 second)

By doing the reverse process we could work out the speed of the cars.

We timed the cars around the track and had a range of answers from the stopwatches timing a lap around the track.  Students suggested averaging the results.  We also discussed doing more than one lap and finding the average lap time.

This left us with a speed of 6m per 4.3s

This became 1.39m /sec and about 5km /hr (repeating the process above in reverse).

.. and no mention of 3.6 anywhere (to all you Physics heads!).  There's another lesson here for another day.

Viola.



I'd like to continue this in our after school classes with my 11's and 12's for those that find related rates or kinematics difficult.

(This is the worst post for the year, drawing a lousy 3 visitors.. not sure if it is a poor idea or just the time of the year.  It's a shame as it is a good lesson.)

Changes in resourcing math classrooms

Over the last five years there has been a change in resourcing mathematics.  Once the domain of the textbook and worksheet, increasingly mathematics is becoming a dynamic and thought provoking class engaging students in a range of activities that go beyond the chalk and talk lesson.

iPads

iPads are becoming a go to tool for mathematics classes.  The symbolic data entry problem can be overcome (unlike with laptops) enabling a range of activities.  Tools like Socrative allow formative testing to occur and can help drive students through the learning process.  Organisational issues such as lugging texts, diaries, bringing pens can be reduced to "have you charged your iPad today".  Active lessons requiring spreadsheets and graphs can now be done at the desk, rather than at the computing lab.  Social learning, such as generating texts based on mutual learning of students or sharing of video tutorials between students,  is now possible with increasingly ubiquitous internet access.

iBooks

iBooks are exciting.  Now with access to math tools, it is easy to generate an iBook/ebook.  Hop into iBooks Author, type up your material for a lesson, issue it to kids. ... but now the process continues ... learn what works in your social context, edit the iBook and re-issue it next year.  Get the kids to comment on how good it is and make relevant changes.  Share the iBook so that others can use your starting point.

Social Learning Networks

Social learning networks take teaching to a new level.  By extending the reach of teachers beyond the classroom, teachers are able to broaden their subject base beyond four hours per week.  Students are able to see what problems other students are having and help out, or get help on a "just in time" basis.

IWB's

Interactive whiteboards are an easy to implement supplement to teaching.  Remember the days of rubbing off notes three minutes are writing them.  Not being able to go back and revisit notes and remind students that you had already covered a topic.  Not being able to save notes and store them for students to later look at solutions for problems they have not completed.  Being able to display video easily without having to set up projectors or TV's.

Screencasting

Before screencasting I would get frustrated re-teaching the same idea as students became ready for it, based around a need for differentiation in the classroom and being able to present ideas as students were ready for them - scafffolding at the right time.  Now I can generate a series of screencasts and link them together with apps like edmodo (for embedding it within a series of lessons) or prezi (to show how a subject links together).  They also force me to think how I reached an idea and how to better present it.