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Friday, December 27, 2013

Jeopardy....

I  used to help the librarian at my daughter's elementary school as she helped the kids study for the Global Reading Challenge.  I read the books and wrote up Q & As on them, and she somehow got the Q&As into a jeopardy game on her computer.  The kids participating in the GRC came to the library, formed teams, and then they played Jeopardy, team against team.  They loved it.

So how do you create a Jeopardy game?  Using Microsoft Powerpoint.  There are a ton of videos on youtube that show you how, but you can also just download a template from Microsoft, and fill in your questions and answers.

Multiplication stars...

I came across a blog which mentioned multiplication stars as a fun way to introduce students to multiplication, and as a first way to practice their multiplication facts. 

In the blog, it shows a picture of a star for 7.  Without really thinking about what I expected it to look like, I tried making one for 9, and then 2 -- and they didn't come out the way I expected, but then when I thought for a moment about why, it was clear that they couldn't come out any other way.  So it was a fun way to look at multiplication from a new angle.

Here's a pdf with an empty multiplication star...


Wednesday, December 4, 2013

Reflections on fall quarter blogging...

Hmmm.  I enjoyed blogging this quarter.  As we talk about in literacy, it seems more purposeful now, and so more worthwhile. I blog to help me organize my thoughts. I blog because I've seen something cool and I want to remember it. I blog sometimes in order to try to get other's perspective on a question.  Overall, even without an audience, I have found the blogging helpful.

I have about 10 drafts of blogs yet unpublished.  I've stopped thinking about the weekly deadline for class blogs, and instead I publish things as I feel I'm finished processing the event or idea that inspired them, and am ready to share that with the world.  I like this  evolution too.  It feels more genuine to post according to my own internal measure.

At one point I thought i would include a question in each post, in order to elicit feedback.  I found that when I planned in advance to do this, it changed how I wrote the post (once again, echoes of ideas about purpose and audience from literacy class).  I didn't do that consistently though, because not everything lent itself to leaving a question on the table.  I find when reading others posts, I usually agree, but don't have much to add on.  I know too that brevity has become valued as we try to keep up with each other's blogging.  At this point, my blogging is a mix, some short, some long, some with open questions, some more reflective.  
There aren't a lot of comments on my blog.  If I am making 2 comments a week on others blogs, I am not receiving that same number back.  Maybe because of the nature of my blogs, but perhaps also because we are not all managing 2 comments a week.  I know I go in bursts with respect to commenting.   As I've suggested, I find my current style of blogging helpful and useful to me, and while I would be happy to see more feedback, that is not a driving force for me at this point.

My blog from this quarter which I think would be conducive to further conversation and ideas: 

A couple blog posts where I found the discussion interesting:

Tuesday, December 3, 2013

Translation through the iPad Viewer



One of the coolest apps I’ve seen for the iPad is WordLens, which will translate whatever text it sees through the camera viewer.  I didn’t demo it in class because each translation dictionary costs $5.  I bought the English/Spanish dictionary, but since I don’t speak Spanish, I can’t tell how well it is translating.  Nevertheless, here is a picture of the front page of today’s New York Times, and also one of how WordLens translated it (in real time, directly to the screen), when I hovered the iPad over it.



Museum of the Moving Image

We visited my parents in NYC this weekend, and while we were there we went to the Museum of the Moving Image in Queens.  Too bad it's too far for a field trip, because it had a lot of of kid-friendly activities.

In one spot they had still cameras mounted overhead which were pointed down at a flat desk with a marked frame.  On the desk there were cut-outs of characters and props as well as backgrounds to use to make a stop action video. One could position the cut-outs, and then press a button to take a picture.  Once you had a sequence of photos, you could watch your video play back on a screen.


Similarly, in another room, they supplied black paper and scissors so you could make a silhouette stop action animation.  There they used cameras and laptops running iStopAnimation to make the videos.

Zoey is my brother's dog.
Another fun part of the exhibit was the Translation Party.  If you texted a sentence to the given phone number, it would be projected on a wall, then electronically translated to Japanese and projected onto the wall again. Then the Japanese was translated back to English, and then back to Japanese, with each translation projected.  The Translation Party stopped when 2 consecutive English and Japanese translations stayed the same.  Those final versions made no sense.  Maybe digital translation has a ways to go...

Too small to see?

Friday, November 22, 2013

Middle school schedules...

It can be very tedious to watch the same lesson taught 6 times in a day to 8th graders.  How tedious is it to teach that lesson 6 times?  I taught a lesson 4 times one day this past week, and by the 4th time, my energy was certainly low.

In the middle school classes I've observed this past 2 months, none of the teachers mixed up their schedule of lesson plans  in order to give themselves some variety in the day, for example by teaching negative numbers this week to periods 1, 3, & 5 and decimal addition to periods 2, 4, 6 and then switching.  Some, but not all,  did have breaks in the routine where they taught an advanced class. I have been watching to see how they re-energize during the day, and how they keep the lesson fresh.  It seems hard, and having a planning break in the middle of the day helps.

It makes me wonder why schools don't rotate their schedules:  say a student has classes A, B, C, D, and E.  The school schedule could have A be first period one week, then move it to 2nd and move E to 1st, etc.  This wouldn't help with the tedium of teaching the same class over and over, but it would mean that students would get energetic, early in the day instruction in all subjects over the course of a year.





You can get used to anything, but as I have watched the same lesson being taught 6 times in a day to 8th graders, I have been struck by how tedious that can be.  I was the teacher  for a lesson given 4 times in a day this past week, and by the fourth time, my enthusiasm was low.


A calendar!!!

Still looking into how to have this shared by the group.  The share setting changes to "see free/busy time only" every time I try to share it...

Sunday, November 17, 2013

Definition of insanity...

is doing the same thing over and over again and expecting different results.

I wonder about this with respect to reteaching.  In one of the classes I'm observing, the students who do poorly on tests get pulled aside be to retaught the material, while the others do some sort of enrichment activity.  The students may have failed the test for a variety of reasons:  a bad day, absence from school beforehand, careless mistakes, or not understanding.  The reteaching is done in the same way that the original teaching was done, and does not seem to help the kids who tried but didn't get it the first time around.  This seems exactly the time to try something different, as you have proof that it didn't work the first time around...

Friday, November 8, 2013

Fun in math...

I love the three periods I spend in 7th grade math.  The teacher uses math talk and her own personality to build a safe, friendly classroom community.  In some periods this is harder than others, but even in the most rambunctious class, there is still community in her classroom.   

Some examples of the way she makes the classroom fun and warm - these won't sound as joyful in writing as they are in person, but they truly convey a happiness to be there:

She has the kids answer her phone when it rings during class with: "Mrs. Doe's classroom.  Student speaking.  We love math!"

Good answers get a "Kiss your brain!" which she models by kissing her hand and tapping her head.

She wears a special math lab coat on test days, which has a variety of math equations written on it with permanent marker.  She wears it to bring in the good math karma.

When students don't have a pencil, they get to borrow one from her if they leave a shoe on deposit (so far the kids all treat this as silly). 

She stamps homework and worksheets with a custom rubber stamp which says "Mrs. Doe approves!"

Sunday, November 3, 2013

Math foldables...

In my 7th grade math class, I've watched this week as the class has worked on little foldables of math rules to paste into their math notebooks.  The school had a funky schedule with 1/2 the classes meeting every other day because of conferences, so I had time to go home and think about the foldables before the other 1/2 of the classes did them the next day.  The exercise of making the foldables is just cutting and pasting and coloring. There was no discussion of the rules in the math book during this class session, though there was on the days before and after, and I didn't see the value of the foldables.


But then I went home and read some math teacher blogs about the foldables.  The teachers love them!  Here's a link to one teacher's math blog with foldables. I still didn't understand why though.  What math learning objective did this cutting and pasting serve?

Right-side up pic coming soon...
So, the next day in math, I went around and asked the kids.

The kids love them. They like the craftsy aspect of it.  One kid said it reminded him of elementary school, but he said it in a fond way. "But does it help with math?" I asked. They said absolutely, they helped a lot.  As they do problems, they find themselves referring to them all the time.  After class I asked the teacher and she said the same thing.  Before she started doing them, it never occurred to the kids to look back at their notes to figure out how to solve a problem.  She would remind them, but they were unconvinced.  My interpretation is that the kids value the booklets because they've created them, and so are more likely to look back at them than they are to info they've just copied from the board.

Sunday, October 27, 2013

Dragon Dictate and Grade Data Entry...

Years ago, I helped a woman with MS figure out and customize Dragon Dictate so that she could control her computer by voice alone.  Her voice was erratic to be sure, and Dragon Dictate was amazing for its ability to learn her voice, and reliably understand it.  I know that there is a Dragon Dictate app for the iPad, but it also comes built in with Windows, and can be started from control panel (as "Start Speech Recognition").

I helped grade 100s of 8th grade science and math tests this week, and entered the grades in the spreadsheet, which is truly a tedious business.  I wonder if it would be less tedious if you could just position the cursor at the start of 2 column table and speak the grades: "Ella tab numeral 3 tab Joe tab numeral 3.5 tab Armando numeral 2.75" etc.  Then you could take the resulting table, sort it by name  and paste it into whatever spreadsheet you use to keep your grades.  I tried this with Word with no trouble.

The beauty of dictating is that you can train the computer to recognize your voice very reliably  saying the names of your students.  I imagine the difficulty is if your class roster doesn't exactly line up - say you have a new student, or another who is absent.  I need to think on this a while longer.






Saturday, October 19, 2013

Limited by its public nature?...

Each week as I think about the time in my placement, there are always a bunch of incidents/conversations/ideas which I need to think through, and would welcome the perspective of the rest of the cohort.  But, because I worry that somehow, someday, a teacher from my school will randomly come across this blog, I don't write about it.  Does anyone else worry about this?

Certainly this limits what I blog about to safer topics - and that also generally keeps it away from the topics that I am working and worrying about at any given time.


Wednesday, October 16, 2013

If, by Rudyard Kipling...

I was listening to the radio on my way home from Everett (one benefit of a long commute - I listen again to the radio and know some current events!) and the "Writer's Almanac" came on, with this poem recited.  It was a favorite of mine when I was kid, and still is (though I wish the last line were different).  At any rate, at least 5 of the lines recalled things from the school day.

If—

By Rudyard Kipling
If you can keep your head when all about you   
    Are losing theirs and blaming it on you,   
If you can trust yourself when all men doubt you,
    But make allowance for their doubting too;   
If you can wait and not be tired by waiting,
    Or being lied about, don’t deal in lies,
Or being hated, don’t give way to hating,
    And yet don’t look too good, nor talk too wise:

If you can dream—and not make dreams your master;   
    If you can think—and not make thoughts your aim;   
If you can meet with Triumph and Disaster
    And treat those two impostors just the same;   
If you can bear to hear the truth you’ve spoken
    Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
    And stoop and build ’em up with worn-out tools:

If you can make one heap of all your winnings
    And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
    And never breathe a word about your loss;
If you can force your heart and nerve and sinew
    To serve your turn long after they are gone,   
And so hold on when there is nothing in you
    Except the Will which says to them: ‘Hold on!’

If you can talk with crowds and keep your virtue,   
    Or walk with Kings—nor lose the common touch,
If neither foes nor loving friends can hurt you,
    If all men count with you, but none too much;
If you can fill the unforgiving minute
    With sixty seconds’ worth of distance run,   
Yours is the Earth and everything that’s in it,   
    And—which is more—you’ll be a Man, my son!
Got a kick out of this, posted in my 8th grade cooperating teacher's math class:

funny math problem confusing quote

Sunday, October 13, 2013

My kindle...

I have had a Kindle for about 2 years now, and I love it.  I love that I can get any book any time (and for free if it's in the library collection). I love that it's portable. I love that I can adjust the font size. I love that (with a cover with a light) I can read no matter how much light there is.

Since I have had it, I read more, and I read a wider spectrum of material, but I also read more shallowly.  I never flip back to clarify a section that didn't really make sense.  When there's a character who has been introduced before, but I can't recall the details, I never go back.  When I get bored, I don't skip ahead, or flip to reassure myself that it will get better:  I just stop reading.  For me, reading on the kindle is only ever in page order.  While I know I can search and set bookmarks and highlights, I never want to leave the reading in order to do those things.  In print books, I flip back and ahead all the time, without finding an interruption.  I have spent enough hours with my kindle so that my patterns are set. Not to say that I couldn't change them if I really wanted, but if I haven't had the drive to use the extra tools yet, I doubt that I will in the future.

So I still want to read books that I think I will love in print.  I buy print versions of the books for class so that I can flip through them.  (I tried to write my paper on "The Spirit Catches You and You Fall Down" from an ebook, and I wanted to pull my hair out.)

Based my experience,  I would think ebooks are a great way to make sure every student always has something to read at hand which they enjoy.  But I think that they should also sometimes use print books for the richer experience of being able to easily flip forwards and backwards.  It will be interesting to see how the use of ebooks progresses as ereaders become more and more common.


Sunday, October 6, 2013

What's in a name?...



I learned last week that Hispanic last names often have 2 names.  I had never really thought much about 2 name last names, but last week I started my stint in middle school, where the kids rotate through subjects, so I tried to begin to learn the names of the 150 kids who come to my cooperating teacher for science.  She gave me a copy of the class roster for each class, organized by assigned seat.  But, the class roster only had room for 20 letters for “last name, first”, and for those kids with 2 last names, the first name was cut off.  I spoke to all the kids whose first name  was missing (which was itself an easy way to start a conversation) and most all of them had Hispanic names.  (As an aside, what's up with having the class roster system cut off names ever?)
So, I came home and researched the practice of 2 last names.  A Hispanic child is given the first last name of his father followed by the first of his mother.  Usually when a woman gets married, she keeps her first last name (the one from her father) and replaces the second with her husband’s first last name (explained in detail here ).  
And then I was looking over the student directory of my daughter’s school, where there are 2 students with the last name Suresh.  Both have their father’s first name listed as Suresh, but none of the  parents’ last name is that.  My internet research only turns up Suresh as a Hindu name, but not the naming convention.  It’s a puzzle to figure out when naming conventions have been mangled by American forms and data entry, and when not.  I wish I knew...
Does anyone out there in cohort 18 know any other naming conventions, and the rules for appropriately using first and last names? 


Friday, August 9, 2013

And number 8 :-)...

Showed the Dove Evolution video to my daughter, and even in tweendom, it got a reaction. 
The photoshopping part was what took me most by surprise...

I met a middle science school teacher recently  who said she didn't have the time or inclination to look at youtube, and I wanted to tell her how cool it really, really, really  is.  When I revise the lesson plan that Shannon, Navreet and I worked on, I want to more specifically mention how bike riders should assume that drivers do not see them.  Shannon covered this, but it wasn't explicit in the lesson.  At any rate, I though I might use the basketball bouncing video from youtube to introduce the idea:  https://www.youtube.com/watch?v=UfA3ivLK_tE   (and as I looked up the link, I notice it was created specifically for bicycle awareness -- there you go...)

I loved the various bags of tricks we saw in class - like the "stand on the line" and bag of sex ed words today, and the jump rope rhymes from last week.  I'm still figuring out a way that will work for me keep track of them long-term.  Maybe evernote...





Food blog



Food blog and change…

Keeping the food journal for a week made me not only more aware of what I was eating, but more aware of what my whole family was eating.  We have never really gotten into a rhythm for cooking dinner since the summer classes started, and often for dinner we go to the supermarket and pick out individual servings of separate things from the deli or salad bar.  Not things that were hugely unhealthy, but still, each of us tended to get the same thing time after time, so we were missing variety.  We also weren’t eating many vegetables,  though we were getting lots of fruit.
The change that the food journal got me to make was to start planning the week’s dinners ahead of time.  This past weekend my husband, my daughter and I worked together to make the schedule for the week.  Part of the reason we had stopped doing this was that everyone likes very different things.  My daughter turned vegetarian a couple months ago, my husband could live on roasted chicken, and if I never ate chicken again in my life, that would be ok with me.  We made a plan that everyone could live with.
So how did it work out?  Sunday night we didn’t follow it.  We’d had a busy day, and dinnertime came and we were tired and hot, and picked up sushi at the supermarket.  But the rest of the week we did.  No one had the same thing any two nights.  We had green beans and salad and lots of gazpacho. We stuck to the plan, although we swapped a couple of the nights. 
To make the menu we made a calendar for the week, and everyone wrote on post-it notes what they wanted when.  With the post-its, things could get rearranged as made sense.  With the week’s schedule in mind, I bought groceries for several days at a time.  Like so many things, it makes complete and total sense, but takes time and planning by everyone.  I think we will continue it into fall as all of us will be even busier, and less able to commit to making a sensible dinner plan for everyone at 5pm each weeknight. 
I had hoped to make a fitness goal as well, but over the course of the past week, the vague pain I had in my ankle has turned into really painful Achilles tendonitis.  We’re off travelling for the next two weeks, and I’m just hoping it will get better on its own with only moderate use, but I’ll see when we get back.
What are the implications for teaching health?  I think the food journal is a huge tool for teaching nutrition  as well as science and math.  With my own daughter the subject of what she eats is a loaded one, and it would be fantastic if she had a school project to keep a food journal for a couple and then  analyse the nutritional content, all in the spirit of a school science project (instead of mom nagging).  The record keeping is an example of scientific record keeping, and the analysis uses both math and science. 
My daughter's school did urge, but not require, kids to keep an exercise journal for PE.  Kids who turned one in each month got an extra hour of recess one day.  I know it appealed to some, but my daughter never did one.  I think it could work as part of a class goal of paying "taking care of ourselves" during a unit on health and nutrition.  The PE program might have been too anonymous.
My daughter's school also had a "marathon" each May, where kids did laps around the field each day until they had accumulated 26.2 miles worth.  A bunch of teachers also participated, and the kids loved it.  There was a lot of school excitement about the marathon, and the teachers' participation certainly contributed to that.