Curriculum Improvement is slow work, Just going one step at a time....

So another nice day out, and I am making boards about Algebra 1 and Calculus.  These are the two classes out of the seven I teach that I am trying to flip.  It simply taking steps during summer to be slightly better each year - just 2% each year I joke and next thing you know you are making real substantial progress.

School in-service starts in 2 days - and I have done a lot of reflecting and working this summer on curriculum.  But I will admit the ugly truth - I have not made the best lessons and videos I could have.  That's because there is never enough time, I am always delivering less than my best (it is my best for the time available).   (Note - I know I read about this ugly truth in another article or blog  - but cannot locate it to cite - but I am joining that author and admitting the ugly truth.)

And sometimes that can be a weight on me.  I want to do the best - not just the best I can within my workload, or the best I can in some amount of time.  But that is not truly possible and something I rarely discuss - I talk about working hard, and making choices that maintain sanity.  I cannot spend 4 hours prepping a 45 min lesson - cause I have 7 different ones that day (7*4>24).

So another nice day - and I worked on curriculum - not all day, but part of my summer day and that is the best.

No more paper/pencil homework --- Using Donors Choose: Post thoughts, find solutions

Like many teachers the ideas I have do not match the budget of our school.  And when the story becomes interesting - I tend to chase the projects  -- one of the places I use is Donors Choose.

I have just used it again to help fund four Chrome Books for my room.  This is not the first time I have used the site - it is the third.  It helps close the gap between what the school can supply and things I want to do.

And now the Gates Foundation is matching funds - so all projects are "half-off."   And like so many things in this world it just takes promotion to cause motion - I think the project has real possibilities in making my class different.

My plan is to use the Chrome Books as a workstation with Khan Academy versus traditional homework.  The station is to get students to practice concepts and ideas correctly that are targeted to that student's current level -- allowing brave students to get ahead and helping others be secure in their concepts.  And I remember being one of those students who really did not care if I got the right answer - just that I had one -- Khan does not allow that (and what hypocrite I am too!).

So if you have parents/community/businesses who will support your school and you have a good idea & story try Donors Choose.

Ed Camp - PD done differently

So Wednesday I went to Ed Camp for professional development in Oshkosh, WI -- a one day "un-conference" where all the sessions were figured out at the beginning of the day - no experts, all presentations by the participants.  A networking and sharing day.  As a rookie it was hard to follow at first - but as we gathered in one large group things started taking shape.  About 150 of us received instructions and started setting the sessions for the day.

So the sessions were a blank grid - 20 rooms - 4 sessions during the day -- so 80 blanks to fill in.  The plan seemed too big to work at first - but it was well-thought out and UW-Oshkosh Sage Hall was great.  They handed out post it notes and people wrote what they wanted to learn or what they could show.  They filled in the grid and the session titles into a google doc.  Then what would ensued was at the will of the people in the room.

For me personally it meant two good sessions and two that just did not work.  Sometimes ideas or problems were posed for a session and if no one knew the answer or an expert did not come the session would not flow well.   And that might be too polite - the session really just would not go -- the problem or open-ended idea really would die a death (like a fish on land flapping around).

So I picked up some flipping and homework ideas - but not 100% sure how to apply into my class.  So a okay event but the drive made it too little return for the hours invested, 5 hours of driving for me that day.  I need more items to put in the classroom things from my PD, more structure in the deep thinking sessions.  If it were closer and had just a few "bedrock" sessions  (Bedrock meaning having some experts to help, some session topics set prior to the day for attendees to "pre-reflect" on)  I think it would fit me better - but I also know it worked for some - just not me.

Just like a real classroom - everyone needs something different.

CCSS in jeopardy in Wisconsin

So Scott Walker has called on the legislature to repeal the CCSS, and put in its place our own rigorous standards, "set by the people of Wisconsin." A politcal move - perhaps/surely, a move for the good of education - doubtful, a move we should make - I don't think so.

To be clear I am not a CCSS fan - there are too many standards in high school and we drive down too much math too soon in middle school.  We are not training teachers properly and it is causing problems.  But....

We need to realize, that Wisconsin is not single nation but a state in this nation which is a collection of states that make a republic, a democracy.  And it is the populate that makes that democracy - an educated populate.

And we, the teachers in all states, need to have a guideline that we run to - that is the CCSS.  Now am I hoping for version 2.0  (we should have 2.0 done already and should be looking for 3.0).  But just calling on Wisconsin to remove themselves from the CCSS is not the solution -- we have made 3 years of investment, we should be tweaking - not throwing it out.

Personally - it is hardest for me when I get the emails saying "see, another program started and not finished."   And they may be correct.  Heck, we did not even get to testing (not that standardized tests prove anything). 

And here we are quickly moving down the path of making the ROD teachers correct (ROD = Retired-On-Duty).  The "We have seen this before" gang - no need to change it will go away.  No need to use data or worry about improving.  [Lucky my school is void of RODs]

It is a sad for education, it is sad for our political system -- we are making children's education a pawn of politics.  We need to stop having new documents and programs and just have continous improvement on what is there.  We need standards - but they should be living - not cut in stone.

But here we go again...



http://host.madison.com/news/local/govt-and-politics/scott-walker-calls-on-legislature-to-repeal-common-core-in/article_1db9265d-2257-5a43-9603-3e3d73b1c3a7.html

Solar - Big Business Tries To Bite Back

The front page article for Sunday's Wisconsin State Journal was Wisconsin utility companies take aim against solar power.  The article reported on two Wisconsin electric suppliers requesting major changes in how they charge changing the economics of solar.

The major electric suppliers rate proposal is an all out war on solar by changing the structure on how power is billed.  By moving away from kilowatt per hour charge with a reasonable connection fee, charging mainly on usage, to a large grid connection charge with negligible kW/hr charges the electric suppliers want to change how power will be created and consumed.

The proposal wants to move away from kilowatt per hour charge with a small connection fee (charging mainly on usage) to a large grid connection charge (with negligible kW/hr charges).  They actually proposed lowering kw/hr charges from 15 cents to 4.5 cents but moving connection charges from roughly $10 to nearly $50!


Low kW/hr charges do not motivate people to conserve but to use.  Saving some does not equal much money and thus people will be less inclined to conserve.

That does not help move our dependance from fossil fuels but makes us more of addict.

This proposal is not about the people's or the world's good but a simple attempt to shut down competition - solar competition.   It is simply a proposal to guarantee coal and natural gas power plants remain the electricity leaders -- it is hiding the cost of power in a connection fee versus the usage.

Most damaging - solar project’s pay back disappears.  This is not good for Wisconsin, the USA or the world.

I hope the board fights this proposal.  We need to have a system that charges by the kW hour and rewards conservation and innovation -- not a move that protects profits and status quo.

Read more: http://host.madison.com/business/wisconsin-utility-companies-take-aim-against-solar-power/article_cd1fb31a-c1ad-56a4-a71b-375830d5b6e1.html#ixzz38gabJtmi

Homework questions & dilemmas --- reflections on Cathy Vatterott's Rethinking Homework

A teacher/friend/co-worker of mine is reading "Rethinking Homework: Best Practices That Support Diverse Needs" by Cathy Vatterott for a class and was asked to get some people to answer some questions for her.  I have read the book and it is one of many that has moved me from being a believer that homework is mandatory to learn math, to the idea that it is an assistance (when done in the right context), but not a necessity.

The questions are bold - my reply follows.

What is your philosophy of homework?  What do you consider the role/purpose of homework? 
It is practice.  In a perfect world it should be individualized and time based versus number of problems based.  Meaning strugglers do less problems, different problems, "easier" problems.

I also believe new material should not be practiced at home - it needs to be done under the expert (the teacher).    (Comparing homework to my previous life -- homework is low level paperwork)

At the HS level I don't think homework teaches responsibility at all (I doubt it for all grade levels), it may teach a little about consequences (And again in the real world you are not punished for skipping some "homework" - skipping some low level work can be important, and for me personally it resulted in promotion -- skip good, do great)

And finally - if homework is low level - how much time should I or my students put into it?  Until you reach a high level of math - my answer is not much.  At high level classes with a quicker pace, it is needed that students do some learning on their own (sort of like college) but for the traditional K-8, Algebra 1, Geometry, and Algebra 2 sequence I don't think asking students to learn "themselves" is a good idea.

What are your struggles with homework?
If I assign homework - I should look at it (theoretically) but that is impossible (20 problems, 100 students is 2000 problems per day, at 8 seconds per problem is over 4 hours!).  Not checking homework is my largest struggle, but checking it in class is a waste; you know 5 students watch (who got them all) and 25 are in the twilight zone.   I know there is only so much of me and it is impossible to do it all - homework's return on my investment is simply not enough.  I also struggle to do good differentiation on homework assignments -- that is why I am looking into more computer based practice programs (see below).


What do you think about grading or not grading homework?

I feel practice should not be graded for a score (I give a couple of points for "completed" work, which ends up being only about 1% of the student's grade).  But as the teacher it is important for me to know that students are learning from their mistakes and correcting when doing homework.  That is why with paper and pencil homework I always provide the solutions, which a lot of students still don't check! (Ha!)  That is why I am pushing towards more on-line, have to be correct to move on type of homework.  My plan is to use Khan Academy heavily this coming school year.  But errors must be okay and homework is where they should occur.

What do you think?  Homework is one of the hardest parts of being a math teacher - go ahead and write me a comment, or a drop me a note.

Tyrant of OR

Tyrant of OR is an interesting article that was passed along to me, and has gotten me thinking quite a bit. It is the belief that we often feel we have to make a choice between things – that one thing wins and one thing loses. For example problem solving and computation but in reality often we don't have to make a choice. You can do both – it is little counter-intuitive but I like the idea.

At my school we wanted higher ACT scores and more students taking the test.   And the single answer has been rigor.  I have pushed rigor, which is not just more homework (for me it has been less).   And as I pushed rigor, I have also pushed the idea that all students can be college math ready.  So even though math grades did drop at my school, our ACT scores and percentage of students have both gone up.

And to get scores to increase we did not lean the pool of test takers, we increased the count -- challenged more students to see how ACT would rank their college readiness.  Pushing hard on students to take the test and do well.  We have seen our college math placement scores go up AND more taking it -- from 20ish to 22.5ish for score and less 50% to nearly 75% taking it.  Definitely not a tyrannt of OR  -- would those results be the expectation?

Would you expect students to take more math with increased rigor? More students to take the ACT? Cause they are, when I started only a handful of students would take math as a senior – now nearly all the students do. When I started not even half of the students took the ACT test for college placement. This year over ¾ of the graduating class took the test.

Why? Because high rigor raises student performance AND student expectations of themselves. The students know they can perform at high level and that college or secondary schooling are within reach. Not everyone has to, but the problem solving ability, ability to learn are skills that serve students well for a lifetime.

OR does not have to be choice, I am taking AND. 

Dr. Cathleen Becnel Richard is an Assistant Professor at Nicholls State University in Thibodaux, Louisiana. She earned her doctorate in 2010 from Northcentral University in E-Learning and Teaching Online. Her research interests include academic advising, distance learning, reflective learning, and service learning. - See more at: http://www.communityworksinstitute.org/cwjonline/articles/aarticles-text/bayou_tchgsustain.html#sthash.uZ3CFLf1.dpuf