What????? The year is almost over?

Since we have been 1:1 for two years now, one major difference I have noticed is time.  Instead of counting down the days before breaks or vacations I am trying to squeeze in a couple more things before we reach the break. Before, I remember times just trying to fill a couple days to get to the end.

I teach 7th grade math and I can remember the year before we got computers I would complain because in May after Istep what were we suppose to do.  I had crammed in everything so the kids would be ready for the test, so what do you do after.

Now I have more projects that I can possibly cover in a year with the kids.  So now instead of trying to just fill time to get us to the end, we are doing projects up til the last day.  This is a rough time of year since we all know how close it is to the end and we are done with our standardized tests.

Normally in May I felt like I was in survival mode, not this year.  We are using the nice weather to get outside and do some fun things.  Two weeks ago we had our 1st Annual Charley Creek Race where the kids designed boats and we raced them down the river.  The next day the kids connected multiple shape perimeter and area, percentages, and speed to the boats they designed.  The final week of school we are designing our own squirt gun competitions and in between days of competitions we are collecting data on the guns so we can compare and contrast the guns by using central tendencies.

I can't quite put my finger on why my attitude has changed.  Is it that I really have a good group of kids,  the fact we are 1:1, is it that we do projects not worksheets, is it the really good relationship I have with the kids since we do project based learning, or is it a combination of all of the above.  Only time will tell, but my guess is our 1:1 initiative and using pbl is the main factor.

Super Duper Math Challenge: Dorky Name.....Amazing Results

In my 7th grade math class last week we learned order of operations.  I introduced it with a funny story about my neighbor and the order he has to eat his breakfast.  Then we played a couple of interactive games where you click on the steps and don't have to do the math.  These are great for kids who don't have strong calculation skills, this way they can have success while they learn the steps.

I needed a follow up activity to actually get them solving problems.  As much as I love doing projects and connecting math to the real world, I feel there are a few topics that just don't fit into those areas.  I haven't figured out a better way to practice other than just to do boring practice problems.

One problem I hear from math teachers, in trying to get away from the book, is how and where do you get your resources?  In this case instead of me making up problems and us just practicing them, I used the kids as my resource.

What did we do to make it fun?  The Super Duper Math Challenge was to create an order of operation problem and make it hard so that the other groups couldn't solve it.  I let the kids pick their own groups.  I like 3 in a group and I had them make one order of operation problem.  Each group made their own problem and had to solve it.  Then the kids rotated around the room and had to solve each others problem.

I had no idea what to expect.  I couldn't believe
the difficulty level of problems they made.  They were so hard, as the day went on I had to put some restrictions on the problems so they weren't too hard.  The kids had a blast.  They loved trying to "stump" the other groups.  After each round they wanted to know if the group that was working on their problem got it right or not.  They really enjoyed the competition.

It got to the point where at the end of class I was getting some real complaints.  They were complaining about not getting to every problem.  I also heard a few complaints about the time going too fast.  I guess maybe our clocks were off that day.  They couldn't get enough and all I did was get them riled up and got out of the way.

Changing our Thinking

The name of this blog illustrates our desire to change the education paradigm, but it begs the question of 'how'.  One way we can do that is by changing our organizational thinking, the common wisdom that drives our institutions.  Recently I read a blog called Rethinking the Idea of Focused Goals by Ryan Bretag.  The general philosophy in education is that we need to create a specific, focused plan.  Create a mission statement and stick to the plan.

The author's contention is that focused specific goals have the potential to stifle innovation and growth.  Bretag references an article about how Google thrives by being unfocused.  They don't worry about how a new idea will fit into a focused plan.  This philosophy allows them to live on the cutting edge of innovation. Bretag suggests that schools use themes, "which by their very nature encouraged “flowers to bloom” instead of establishing such rigid goals that only allowed one type of flower to grow".  What would be some productive themes from which a school should operate?  I would think innovation, authenticity, and opportunity would be wide reaching themes that would foster excellence and flexibility.

Some might argue the strict requirements and scrutiny on public schools require a focused plan.  However, I think Bretag is on to something.  This is the Digital Age.  Things are rapidly changing and schools would be better off leading the pack with innovation rather than operating from a reactionary position.  If a school is "focused" on being flexible and innovative how can they go wrong?  I think the main problem that has plagued education is that we have not been flexible and innovative.

Unpredictable Environments

One of my favorite times of the year is just around the corner.  Morel mushroom season.  For those who don't know, morel mushrooms are an elusive wild mushroom that can't be domesticated and are therefore a seasonal delicacy for those who are lucky enough to find them during their 3-4 week growth period.  The defining quirk of morels is their random growth patterns.  They tend to grow well near elm, ash, and poplar trees, but sometimes they pop up in the middle of a tree-less patch of grass or even a gravel driveway (I've seen it).  The unpredictability can make morel hunting frustrating, but it is also what makes it rewarding.  As I reflected on the nature of morels, I couldn't help but compare it to learning.

Morel growth is random, surprising, and inconsistant, and so is authentic learning.  I don't mean memorizing facts.  I mean that moment when a student makes a real, lasting connection to what he or she is learning, it clicks... an 'ah-ha' moment.  These moments are the cherished treasures of educators.  This is why we teach.  Unfortunately, these moments randomly occur in the same inconsistent fashion that morels grow.  So how do we create learning environment that increase the likelihood of these types of authentic learning moments?

While there is no good answer to making the inconsistant consistant--you have to play the odds, like hunting morels.  Since morels can grow anywhere, hunting them down can be maddening, so I play the odds by stopping at every elm, ash, and poplar tree I see as I walk through the woods.  Similarly, I try to play the odds by creating a culture of learning in my classroom with some of the following measures:

• Reward good questions, not just good answers
• Make creative, critical thinkers (students) famous by sharing their thinking with the class
• Provide multiple opportunities to show understanding--digital, physical, verbal, written, etc.  
• Be supportive, but encourage independence
• Award an informal "Genius of the Day" for good thinking
• Provide many opportunities for authentic creation rather than inauthentic regurgitation 
• Model and emphasize real learning as part of your daily language
• Develop sincere, individual relationships with students
• Get feedback from your students about your room, lessons, and class overall--let them be heard
• Have high, yet reachable expectations
• Have passion for EVERYTHING you do--if you don't have it find a new job
• Cover everything you do in a thick layer of enthusiasm--its infectious and makes everything better

I am continually surprised at the odd times that students have a moment of authentic learning, as I am surprised when I found a dozen morels growing in an empty grassy lot last year.  Both unpredictable environments can be frustrating, but also highly rewarding when you play the odds.