Monday, July 13, 2015

Do This and the Bunny Dies

(Bumped to the top)

Can't remember where I saw this first.

Save the Rabbit!

Poor Kitten ... this happens all the time.


Such a shame how often that poor puppy gets it ...


Damn you, TI !


Because we all know a Fawn ...


Pandas are endangered, people. Cut that out!
from http://www.paulmcdonogh.com


Poor, poor Grumpy Cat.

Don't make him cry, people!

You heartless bastards.

I have nothing left to say.

Do You REALLY want him to win?

Sunday, July 5, 2015

Considering Google Classroom - part1

So you're considering Google Classroom?  Great!

What it is: The best way to explain this thing is that it's an organizing system for GMail communication in a classroom setting. It has tools that make the process of sending out assignments and collecting assignments, from all of the students, multiple classes, multiple artifacts per student, much easier. 

It is NOT an online classroom where each student gets to work at his/her own pace. That would be Moodle ... if you want a totally differentiated system that does the teaching and each kid is at a different place, then Classroom isn't going to work well for you.

Type of class it's best for:
My colleagues in the English and History departments are the most satisfied with Classroom because their myriad assignments are typically written paragraphs that could easily overwhelm your in-box if you were to try and have the students just send them to you ... to the tune of 1000 emails a week, or more.

(update: "Ducks to Water - Google Classroom" details the experience of a New Zealand English teacher's use of Classroom)

It's tough for math, however.  Symbols are limited. There is Greek Delta for triangle, but you have to use < for angle. Complex notes are impossible - handwritten still works best for taking notes, then scan and send from the school copier.  Algebra is possible for me since I'm writing one equation for a problem but the students can't show their work easily. Pre-Caclulus and Calculus are basically a no-go in GDocs.  There's easy integration of Desmos and Geogebra, but you have to let go of the need to show work or steps.

The exceptions: Probability and Statistics, and portfolio/explanation/extended answer questions. P/S using Sheets works great. You can send out data ("Make a copy for each student") and the kids each create a presentation with graphs from it.  Similarly, "portfolio" problems or the new Common Core explanation-required problems work fairly well because there's more writing and verbiage than math equations.

Bottom line: If your students are using Google Docs to do their work, then Classroom is perfect. I gave the Stats class work that they generated spreadsheets and graphics for: Sheets and Slides came back, sorted, tagged with name, a nice little interface that collects all of the artifacts that are submitted with the assignment (also renames them with assignment name and student name, e.g., "6.2 Histogram - John Smitty 2018").

Bonus: If your students have more than one class using Classroom, then they get a dashboard with assignments and such. They LIKE having everything there.

Advantages:
  • Ease of use.
  • Every assignment goes to every kid at the same time. Email notification and bright red "Assignment Due" in the interface.
  • The assignments that are submitted are definitely submitted.
  • Kids appreciate it when multiple teachers use it.
  • You can grade right in the list of students' submissions. Open the kid's submitted files, add comments right in the margins, "Return" it if you want improvements, choose a grade.


Problems:
  • Typing Algebra. 
  • Drawing graphs. (Desmos and Geogebra integrate well, but DRAWING is cumbersome)
  • Every assignment goes to every kid at the same time. Email notification and bright red "Assignment Due" in the interface. No differentiation.
  • No quizzes (yet. They claim to be working on it)
  • You can't have a class prepped too far out, certainly not a full course. 
  • Gradebook is limited and does not integrate with your gradebook program.

Here's a sample assignment:


It's got a title and a due date. I included a picture for them to look at (student can view), a spreadsheet will the data that each student will work on and submit later (Make a copy for each student) and an another spreadsheet that all students can edit together. The "Make a copy for each" option allows each student to have their own to work on while the "Students can edit" option lets us all contribute data to the same file. It could be raw data, a GDoc that you're using for class notes, etc.

The paperclip icons at the bottom allow you to attach a file from your computer (uploaded), attach a google doc (doc, sheets, drawing, etc.), a YouTube video link, and a general link.

When you student has completed his work, he goes back to this page and hits the SUBMIT button.  Any file that was "Make a copy for Each" is automatically attached, but the student can attach other files, evidence, artifacts, and then submit.

It all gets neatly organized in your GDrive, in a folder creatively called "Classroom", but you will never need to look in there for them.
Nope, don't care.
What you'll do is look in your assignment "stream":


Note: The blue rectangles are just to obscure the students' names for publishing here. The green one covers a student's name as part of the new automatically created filename. Each student's entry can be expanded as I did here to see and open any submitted files. Everything is in my Drive, but I can get to it all here.

Also, to answer the other question asked on Twitter, I feel it's not that difficult to create the same assignment more than once for different sections and this gives me the flexibility of having classes at different points during the year. Not only that, but announcements can be posted to more than one group and can contain PDFs, links, images, etc.

Note: I don't grade them here because I don't want dual-gradebook confusion. I do write comments (ctrl-alt-M) in the documents themselves.


If this works for you, you owe me a beer someday.

There will be a part 2.

Thursday, June 25, 2015

RI rejects sanity.

From Joanne Jacobs:
Rhode Island should stick with a single diploma, says Education Commissioner Deborah A. Gist, who’d proposed creating standard, “regents” and honors diplomas. Instead, she said districts should be able to add “endorsements” to the diploma to indicate higher levels of proficiency and honors.
Which is a shame, really. Having more than one diploma makes the students work harder for the better one.

HIP: class expectations

Because there's nothing quite like strict discipline for teaching teenagers, the Highly Ineffective Principal actually came out and said the following (although not all at the same meeting):
  1. Every class should have 100% attendance daily. It is the teacher's responsibility to call parents and make this happen.
  2. Every child should have a hand up for every question. The right hand should be raised if they know the answer and the left one if they don't.
  3. If a paper drops, everyone should be able to hear the paper hit the floor.
Total silence is best.
Teacher-led questions only.
Your kids are not allowed to be sick, go to the doctor, be dismissed early for sports, go to the counseling office, be involved in anything outside of school or else ... what?

And people wonder why teachers bitch about incompetent administrators.

Wednesday, June 24, 2015

I'm never gonna use this.


Well, Eighties Music Forever, I never said that you would have to. I notice that you didn't "use" poetry, chemistry, biology, or science of any kind, nor history, psychology, art of any kind, nor Literature; pretty sad that all that schooling has gone to "waste" because no one gave you an artificially simplified problem that you recognized as "Algebra" instead of as a real-world problem that you couldn't have dealt with unless you'd understood algebra.

Of course, you wouldn't be much of a person without it all, though, so it's a good thing you learned it in school.


We could use "I'm bored" as an excuse or "When am I ever gonna have to use this?" as a reason to kick you out the door into the Real-World and let you get a Real-Job and pay Real-Bills, but I prefer to put it more simply:
You're (Black/Latino/Female ... you can fill in the blank) so you aren't allowed to take Algebra - it will be too difficult for you and the community doesn't feel that they should be paying for your education when you'll only ever be a (minimum-wage/slave-labor/custodian/mechanic ... fill in the blank) worker.
If you recoiled when I forbid you from learning something because I didn't consider you worth the effort, why should I allow a student to do this to themselves?

Every student hates algebra because learning it is hard ... learning anything is hard if you've never done anything like it before.  

Reason #722 why Students Have Trouble

Found this at teachers pay teachers.






No shit. And the hundredths place is called that because ....?

This is what Rape Culture Looks Like.



“Gentlemen. This is what rape culture is like:

Imagine you have a Rolex watch. Nice fancy Rolex, you bought it because you like the way it looks and you wanted to treat yourself. And then you get beaten and mugged and your Rolex is stolen. So you go to the police. Only, instead of investigating the crime, the police want to know why you were wearing a Rolex instead of a regular watch. Have you ever given a Rolex to anyone else? Is it possible you wanted to be mugged? Why didn’t you wear long sleeves to cover up the Rolex if you didn’t want to be mugged?

And then after that, everywhere you go, there are constant jokes about stealing your Rolex. People you don’t even know whistle at your Rolex and make jokes about cutting your hand off to get it. The media doesn’t help either; it portrays people who wear Rolexes as flamboyant assholes who secretly just want someone to come along and take that Rolex off their hands. When damn, all you wanted was to wear a nice watch without getting harassed for it. When you complain that you are starting to feel unsafe, people laugh you off and say that you are too uptight. Never mind you got violently attacked for the crime of wearing a friggin time piece.

Imagining all that? It sucks, doesn’t it.

Now imagine you could never take the Rolex off.”

— The Wretched of the Earth: On Rape Culture

Automation

In an article about the crash of Flight 447, Automation Paradox, pt. 1
In 1997,  American Airlines captain Warren Van Der Burgh said that the industry has turned pilots into “Children of the Magenta” who are too dependent on the guiding magenta-colored lines on their screens.

William Langewiesche agrees: “We appear to be locked into a cycle in which automation begets the erosion of skills or the lack of skills in the first place and this then begets more automation.”

However potentially dangerous it may be to rely too heavily on automation, no one is advocating getting rid of it entirely. It’s agreed upon across the board that automation has made airline travel safer. The accident rate for air travel is very low: about 2.8 accidents for every one million departures. (Airbus planes, by the way, are no more or less safe than their main rival, Boeing.)
As a math teacher, the parallels to the use of calculators, graphing calculator apps, and various other tools, jumped out at me immediately.  These tools make student progress in mathematics easier, make concepts more easily grasped ... and give the students a crutch that has vast implications when that crutch is whisked away or breaks.

Technology cannot replace understanding. It is a tool, nothing more.

Monday, June 22, 2015

Tenure is not about a job for life

Tenure is not about a job for life. Tenure exists to create a formal structure for the removal of a teacher who has been accused of misbehavior or of a crime. The contract spells out the steps that need to be taken and is not a way for the evil teachers' union to keep incompetent people.

The concept of tenure and the wording of the contract work together to prevent one-sided, wrong-headed, or patently false accusations from being used to get rid of someone who really did nothing wrong other than refuse to be a sycophantic lapdog.

And sometimes, it helps people like Rafe Esquith, who otherwise would have been summarily fired.
"There are no suggestions that he has harmed any children. But as many of the great teachers I have written about over the years have told me, if you work hard and show administrators how much better our schools could be if they took their responsibilities seriously, you are going to become a target for abuse." - Jay Matthews.

Monday, June 15, 2015

Playing the Game

Or perhaps the Principal encourages those who will do poorly to "opt out" ... by telling them they don't have to be in school that day with no consequences. Then, when they skip, they're not truant, they're opting out.


It is so easy to game the numbers.

Thursday, May 28, 2015

Why do Teachers Get the Summer Off?

Funny you should ask. We don't actually get the summer off ... the students do. Our time off is the logical consequence.

The reasons why are more interesting than the "It's a farmer thing" line of reasoning.
If Education Secretary Arne Duncan has his way, kids would be spending a lot more time at school — and a three-month summer would be a thing of the past. He continued by explaining that the American school calendar is antiquated and must be modified so that American students can compete at the highest levels internationally. “Most people realize that our current day is based on the agrarian economy, and we don’t have too many kids working out in the fields nowadays,” Duncan said. 

Most people realize, huh? Then most people would be wrong. And so is Arne.

The summer months are hot. The temperatures throughout the Northeast rise regularly into the 80s and 90s, the humidity is choking, and closed-in spaces like classrooms are no fun when you've got 25 kids sweating and fidgeting. It's bad enough in late May and mid-June.

In the late 1800s and early 1900s, when a lot of school policies were first considered, it was easier to heat buildings in the winter than to cool them in the summer because, you know, duh, there wasn't any air conditioning. Factories closed. Schools closed. Offices closed. Congress closed. Everything closed. People with the wherewithal escaped the cities and went to the Adirondacks or Vermont or the Catskills, with all their servants and entourage.  People who didn't have money went to Coney Island. That's why everyone traditionally gets two weeks in August ... because it's the worst damn time to be in NY and Boston and Washington D.C. and since that was where the decision-makers were, that was the decision. Time off for major holidays and the occasional week or two here and there - Thanksgiving, Christmas and Easter - and the rest is school ... and everyone escapes in summer.

Sorry to all you "It's all based on the agrarian calender" believers - it's obvious you were never on a farm.

Think about it ... if the whole thing was done for farmers benefit, wouldn't it make more sense to have the time off when the real heavy work was done on a farm? Like planting and harvest?

You don't see vacations in October, do you? You know, when the harvest occurs for most of the major crops in the northeast. Halloween and all the corn stalks and pumpkins -- ringing a bell?  Thanksgiving is in November - the only time you get is for the feast, not the work that leads up to it.

The summer months are busy (the definition of farmer is 'a busy man') but nowhere near as busy as other times of the year. About the only farm work done around here in the summer is haying, watching the corn grow and fixing stuff. 

I'm going to go out on a limb a bit here ...

... Kids need a break from school; we have to let them do things OTHER than school. You know that old saying, "Most of what I know, I learned outside of school"? That's a big part of what summer is about. Parents, by and large want their kids to have summer break, want their kids to be able to get a part-time job and learn to be responsible adults, be able to hike the Appalachian Trail, laze about or go swimming, etc.

And why should kids be in school for every week of the year? Shouldn't we let the parents raise them for a while?

There are some schools that have installed a full air-conditioning system and choose to go year-round ... but they still tend to stick to the same 180 days. The only difference is that they have more one-month vacations or they do a four-on, one week-off schedule.

If my school system ever decides to change to that, I'll adapt but I have confidence the students and their parents won't let that happen.

Monday, May 25, 2015

Working in Isolation vs Collaboration

from Dangerously Irrelevant:
Joe Bower said:
I would never ask students to complete anything that is worth doing in complete isolation from their peers, parents, books, or the Internet. I’ve worked hard to encourage my students to see collaboration as a critical characteristic of learning.
I would never lock my students in a closet, forcing them to do meaningless work for years and letting them eat only a small bowl of thin porridge each day. That's the way that reductive capitalism works: a sweatshop producing clothing for Walmart, not the education that we desire in this country. 

Joe is, unfortunately, making the same mistake that almost all "Collaboration Uber Alles" proponents make. There are three stages to learning in my view; true collaboration is appropriate and achievable in only one of them.

First, a definition: Collaboration is working with others to do a task and to achieve shared goals. Good enough to begin with.

The First Stage
First Stage Learning.
  • The first stage of education is learning the basics, learning the foundation work upon which the understanding can be built. If we are examining A-SSE.2, multiplication of polynomials is required before we can possibly recognize and utilize structure in expressions. You need to have done this first part before being able to recognize that x² - y² is equivalent to (x+y)(x-y). 
  • This is strictly solo work in that the student must be doing the learning. The teacher and classmates can explain, describe, tutor, re-explain ... but acquiring this preliminary knowledge is the job of the individual. No one else can master it for him, they can only master it for themselves. 
  • Collaboration does not exist at this stage, only parallel learning. Peer coaching is not collaboration, but a "multiple-teacher" scenario. This is where formative assessment is appropriate because we absolutely do NOT want any misunderstandings to be introduced or practiced or internalized — errors must be fixed here before they are ingrained.
  • The Internet, their peers, parents, books, are useful in that they are teachers with varying degrees of understanding ranging from competent to utterly and absolutely wrong. The "wrong" can be misguided, such as the videos put up by well-meaning folks who say that the order of operations is "multiply first, then divide", thinking 30 ÷ 2 * 3 equals 5 instead of 45. The "wrong" can also be peers playing a joke, such as the "friend" who says that 26 ÷ 65 equals 2/5 because you can cancel the sixes. Of course, the "wrong" can be malicious or deluded, such as the folks who claim that the Earth is 6000 years old.

Andrew Old:
"If you want to learn how to cooperate effectively with others, then the last place you’d start is in a group of teenagers being made to do school work. This is like saying the best way to learn how to make pork sausages is by being imprisoned in a pig farm with a half-dozen rabbis. Putting together people who are neither experienced at doing something, or particularly inclined to want to do it, is not how you learn to do that something."
The Second Stage 
  • The second stage is the time when we take that basic knowledge and develop it, building the deeper understandings that are our goal. Some collaboration happens at this stage, but mostly the individual is exploring, researching, expanding the understandings that are the point of this whole thing.
  • Again, the peer-to-peer work that is happening here is less "learning" and more taking turns questioning, extending the idea (does x4 - y4 behave in a similar fashion?) Where else can we go with this? 
  • The Internet, peers, parents, etc., are still not collaboration, but they do contribute to the student's learning. In fact, this is the ideal time for students to see other points of view, watch different explanations and determine the correlations and reconcile the differences. I encourage watching Khan at this point with the question, "What do you think of his explanation?"
At the end of Stage Two is the usual spot for summative assessment, the dreaded chapter test. Why "dreaded"? Because the students have JUST internalized it but rarely are comfortable with it yet. Done properly, though, the chapter test is often the fusion of all of the disparate details, the time when the students have to put everything together. I often hear students say that "Now I understand."

It's also why I allow retakes, because I feel that understanding on a deadline is less important than being able to say at the end of the course "You know Algebra 2".  I suppose this is the essence of Proficiency-Based Learning, but I have never liked re-labeling what we do in order to pretend that we are reforming.
The Third Stage
Re-purposed wrecking ball.
  • The third stage of learning is the time when students get comfortable with their understandings, where they extend an idea, test it, and revise it themselves, where they produce a product, something new — to themselves at least, if not to the teacher or the world, but there are certainly cases in which the work was completely new, an invention or discovery.
  • This is the only place where collaboration is actually realistic. Since I define "collaboration" as "multiple students working on the same project, contributing to each phase of the work and trusting each other to complete their respective parts", I cannot see collaboration as the time when you are learning the material, but as the time when you take that learning and produce something.
We must discuss Alfie Kohn:
“I want to see what you can do, not what your neighbor can do” is really just code for “I want to see what you can do artificially deprived of the skills and help of the people around you. Rather than seeing how much more you can accomplish in a well-functioning team that’s more authentic like real life.”
If we are discussing education, then I absolutely DO want to know what you can do, what you have learned and internalized. How else am I to re-teach, help, differentiate?

Joe Bower, again:
"In the real world, there simply aren’t that many times you are expected to solve a problem or perform a task in complete isolation – and even if you were, it would be awfully archaic to refuse you the opportunity to reach out for the help you needed to get the task done.
In the RealWorld that I've been a part of, there is not a single company that didn't expect a baseline level of knowledge and understanding. They have no interest in an employee who can't work alone, or who can't do his part of a collaborative task. They don't want someone who needs to consult other resources constantly, in order to do the simplest of tasks. They want to know how good a resource you will be when someone has to ask you for help.

Bottom line:
  • Collaboration is students each working from knowledge and understanding to produce something together, sharing the work or parceling out pieces for each to work on simultaneously.
  • Collaboration is not a pathway to learning and often is detrimental to the learning process since many students leave the thinking and learning to the quickest in the group ... "He answered so I don't have to think about the question." or "I'll just repeat what she said."
  • Collaboration before all of the partners are proficient is counter-productive. If all participants aren't at the proficient point, there will be one who winds up doing most of the work in frustration, worried that her grades will slip because the quality of the product is below her standards.
  • Collaboration is not a substitute for teaching.
Thanks for reading. I've got to get back to work.


Wednesday, May 20, 2015

Things we need you to stop saying 4

I'm scheduled for a Tech conference.  This is one of the offerings:


Really?

I find this amazing, sad, depressing, and it pisses me off.

I find it amazing that any teacher doesn't know more about technology than students; decent and cheap personal computers that can play video and music and run Office software and play games, have been around for 20 something years now.  More basic machines like the TRS-80 and the PDP8 (with punch tape reader!) since the seventies.  The Internet has been a thing since '95 and smartphones since 2007.

What teacher doesn't know tech at this point? Are there really people that backwards and stupid who don't know Office, and video games and .... a concept of programming whether it's macros in word, Windows script, basic, html, php, javascript, excel .... Anything? Something? Do I know any of these people?

Yes, yes I do. And they're teachers.  That's the sad part. Sad because it seems like MOST of the teachers I deal with are technidiots. (Like that? I just made the word up.)

It's 2015 and this conference is charging $200 a day and this is the title of one hour's workshop and the title isn't considered odd or demeaning or out-of-place. That's depressing but not surprising.

Far too many teachers are STILL tech illiterate, even by comparison with their students.

Yes, I said it. The students are not "digital natives" endowed with magical tech-fu. They are mostly clueless about useful tech of all kinds. They're great at plugging in the computer and playing a video game, or installing Candy crush on their phones and mindlessly playing for hours, but that's not tech literate.  Sure, there are some who know more than I do, but not very many, and I'm not setting a particularly high bar.

So what pisses me off?

This:
Holy shit!  I've been told that I can't teach unless I have certifications and continuing education in all forms of my field. I'm supposed to have lesson plans ready and write curriculum and proficiency based standards and differentiate my teaching.

Programming, apparently, doesn't require any of that.

Programming doesn't need expertise.

Programming is something the smart kid can teach for you.

Students helped with instruction and debugging. They addressed multiple languages and "no one knows the entire curriculum" and "all learn basics together".

What is this, an after school program at the Boys and Girls Club?

Teachers: Stop being idiots. Go learn how to program. Do your budget on Excel. Figure out how to center your words both vertically and horizontally in a Word document.

PD Leaders: Stop encouraging the technidiots.  It's not cute. It's not helpful, and we really need you to stop saying it.