Innumeracy, Evolution, and Common Core

In a high school Geometry class we were solving problems involving angles measures. A student raised their hand and I took a moment to look at their work. The work in the notebook was correct and the next step was to add two whole numbers. I said, "Go ahead and add the two 15's together." Pause. Silence. The notebook was open, pencil in hand, and calculator nearby, yet the silence continued. I said, "What's 15 + 15?" Pause. Silence. "20" the student said. I said, "No, it's more than 20." Pause. Long silence. Eventually, the student said, "25". After another pause and silence routine, the student said "30". This is one of many similar student and teacher conversations I have been a part of for some time now. Trust me, I am trying to fix it. I address content relevance, enforce student accountability, and use cyclic review.

Innumeracy has gripped American high school children to the point of muting their ability to hold even a basic mathematical conversation. Many students arrive at high schools innumerate, unable to talk and use numbers in a manner consistent with the pre-requisite standards and skills. Even worse, are the statements used to support their inability to do math. These statements have become almost boastful. "I have never been good at Math." "I don't like fractions." "Math is my weakest subject." Interestingly, I never hear a student "bragging" about not being able to read. 

All of us must pull together on this issue...I can read and I can math* must be equal. No pun intended!

Note: The omission of "do" is intentional.

A Teacher's Insight

We never fully know the future of those we teach. We must model a strong work ethic, expect their best work, and prepare them to confront life.

For Those Who Are Retiring...

To our friends who are retiring from education...

As your career in education comes to a close, we who remain salute you.

We understand your masterpieces, the students whom you have taught, may not be found on display as those of van Gogh, Picasso, or Monet, nor may society value them the same...van Gogh's Portrait of Dr. Gachet is currently valued somewhere north of $130 million.

But know this...your masterpieces are out in the world creating their own masterpieces. Your impact on their lives lingers. Your legacy is living, active, and dynamic. Savor these thoughts, enjoy the journey ahead, and thank you for the time invested in the lives of your students. Strong work!

Entitlement 101

Entitlement 101: In the United States, you are entitled to a free public education. We expect you to make the most of this opportunity by doing your best work in school and use your education to be a productive citizen. 

Right, Wrong, and Tolerance

Everyone is a person of value. 

As we go through life we develop a sense of right and wrong as well as some level of tolerance. In society we attempt to influence this process through the family, organizations (e.g. churches), and laws. In schools we facilitate this process through the use of rules and regulations.

Unfortunately, the human condition takes over and the lines of right and wrong become blurred. An attitude of "something is wrong only if I get caught" developes. Tolerance extends to limit the liability and responsibility of the individual. Hence, the logical next step becomes "you caught me, I apologize, and here is who hurt me". Liabilty and responsibility are deflected and placed elsewhere.

Everyone is a person of value and responsible for their own actions. Everyone should be extended respect. This does not imply, though, all of their actions are acceptable, nor does it imply the extension of tolerance is infinite.

Cultivating And Following Your Passion

Cultivating and following your passion* is easier said than done. In education, we have an incredible opportunity to nurture and support this pursuit. We also have the responsibility to create a culture within schools which models the sustained work ethic required to do so. Once the passion is present, though, intrinsic motivation should trump any societal norm or mandated requirement. Check out these examples below of passion and work ethic combined...

GRINLING GIBBONS: The Michelangelo of Craving

 ATTRACTION: Shadow Theatre Group

 SUSAN BOYLE: I Dreamed A Dream

JERRY FISH AND THE MUDBUG CLUB

ALERT: Strong Language

*"Passion comes after you put in the hard work to become excellent at something valuable, not before. In other words, 

what you do for a living is much less important than how you 

do it." (Cal Newport, 2012) See So Good They Can't Ignore You.

(Online) Instructional Design 1

Start with David Merrill On Instructional Design. Listen carefully as he discusses the principles of instructional design: "demonstration", "application" and "relevance".

Let's begin with organizing the learning guides for each unit or module of the course.

The Learning Guide

The learning guide is a “one page” interactive document stating the learning goals and activities used to guide the learner through a unit or module. A learning guide should also include assessment information as well as provide an opportunity for the learner to self-assess.

  

In the learning guide provided you will see examples of reusable learning objects (RLO), to include teacher-created, online-accessed, and textbook-generated. An RLO is any resource you (re)use with your students to support their learning. The fundamental idea is to organize the learning guide for efficient "one-stop shopping" by your students and their parents.

Many of the RLO's you will need to get started are already made. Technology provides the opportunity to make those and other RLO’s more dynamic and interactive. This is where additional work and a large amount of time will be invested.