Take the Test

Last week, the Ontario Government passed legislation requiring all new teaching graduates to pass a mathematics test before receiving their teaching certification. Premier Ford has also suggested that the government was considering expanding that requirement so it applied to all teachers every year.

"I have an idea: Why don't we test all the teachers, rather than just new ones, on learning how to deliver math?" he said during question period.

A colleague and I were discussing this the other day and he is all for it. His primary argument makes sense - we should know the math we are teaching. However, we concluded our chat with some skepticism - will this be executed effectively. Like many bold statements from government officials - this is one of those soundbites that seem to make good common sense - but are rife with issues and require a good understanding of many nuances. 

•  It will be expensive - proctors, scheduling, classrooms, marking, etc. Is that the best use for this money? 
• Is it a test of a teacher's ability to do math or to teach math? How does one test "teaching ability" in a single session? Our board already has Principals evaluate teacher efficacy every five years (and that is a multi-day prospect).
• Does the teacher only have to successfully meet the expectations for the grade they are teaching? Do kindergarten teachers simply need to demonstrate that they can count to five?
• If you don't teach math - do you still need to take the test? Imagine removing an exceptional art, history or biology teacher from a school because they can't remember quadratic equations.
• There is some suggestion that it will be administered annually. "So, if I pass the test in 2019 ... the assumption is that I will forget those skills in a calendar year?"

I was an English and History major - but I have a university mathematics credit (I had to get one for my first degree). I was not a great math teacher when I began in this profession. I often joke that I need to find the students who were in my classrooms during the early 00's and apologize to them. The truth is that, although I wasn't great, I also wasn't awful. I used the curriculum and text books and learned from my mentors. The Crosby, Stills & Nash line from "Suite:Judy Blue Eyes" always assuages my conscience. "Don't let the past remind you of what you are not now."

In the past two years, I have been fortunate to receive exceptional Professional Development and I know that when I return to the classroom I will be an even better mathematics educator than I was two years ago. I will also continue to improve and I will leave this profession at the top of my game. 

Mr. Ford, I encourage you to take the money you plan to spend on testing teachers and invest it into providing them with the same PD I have received. 

I Can Guess Your Secret Number with Magic Boxes

This is the magic box activity.

Here's how it works...

Ask a student to pick a secret number from 1-31. Alternately, they can pick the day they were born...I was born on the 11th, for example.

Next, ask the student if their number appears in each of the boxes (Orange, Yellow, Blue, Green, Pink) My number, 11, appears in Orange, Yellow and Green.

Add up the first number in each box that was identified as containing the number...1 + 2 + 8 = 11

Reveal the secret number to the student to gasps of shock and awe!

So, How Does It Work?

The boxes are built on the idea of Base 2 or Binary counting. Think about each number in the box being created by combining only the numbers 1, 2, 4, 8 & 16.  For example - 7 is constructed with 4 and 2 and 1 or 4+2+1 = 7

This is also binary code - or how a computer stores numbers using a series of 1's and 0's.  Think about it like a series of switches that are either on or off.  

• For 7, the switches would read ON, ON, ON, OFF, OFF or 11100 (111 actually). 
• 14 would read OFF, ON, ON, ON or 0111. 
• Here is a table showing the numbers from 1 -16. To create a number greater than 31 would require another column with the heading 32.

Want to learn more - explore the website Exploding Dots. I am just learning about the possibilities. I was fortunate to attend an mini-workshop put on by our Board's Math Team. I'm most keen to see how students will react when we explore this strategy for solving math problems. 

I sure wish I would have known about it in Grade 9. See how easy it is to combine like terms using dots and chart paper.) 

(3x2 + 2x + 1) + (4x2 + 3x + 2)

McDonald's Should Win the Canadian Coffee War

I have no brand loyalty. Well, that's not entirely true - I have a few "go to" items - Innis & Gunn Original, Asics Athletic Footwear, Sriracha Hot Sauce, Google Suite & Iphones - but, for the most part, I am more apt to choose a product because of convenience, price or novelty.

McDonald's coffee was, for much of my life, notoriously awful. It was a desperation option. A late quarter Hail Mary when I was bone-tired on a long drive with no other reasonable options in sight. But that has changed - the product isn't just okay - it is quite good. 

Meanwhile, Tim Horton's coffee - A Timmies - once part of the collective Canadian psyche and a product to which I would have sworn loyalty, has somehow gotten worse. There are many theories for the decline of this once great Canuck-Caffeine king - international ownership, a change in suppliers, chicory-removal and, my favourite tin-hat conspiracy, a mysterious embargo on Cuban coffee beans because of (fill in politician's name).  Whatever the reason, Tim Horton's is now my "Hail Mary" option on long drives and even "Roll up the Rim" season has lost its charm.


Here's the question I would pose students - because it incorporates the strategies that McDonald's is employing (and the reason that they should win the Coffee War in Canada). 

Even if all things were equal (size, taste, cost, service speed, convenience)...

• McDonald's has a sticker reward program to guarantee your 8th coffee free.
• McDonald's hosts at least three $1/any size coffee promotions a year that last two weeks.
• McDonald's food choices, although not recommended, are subjectively superior.

Students:

"If I buy 5 coffees a week for an entire school year at $1.75 each. 

• What would it cost me at McDonald's vs Tim Horton's? 
• Does that make up for the possibility I win a prize at Tim's during the 4 week Roll up the Rim event. The odds of winning a coffee or doughnut is one in six & the odds of winning a car is one in 6.5 million? See full details here. 
• How much could I potentially save if I made my coffee at home and took it in a travel cup?

If you had a daily coffee/tea/hot-chocolate habit - what would you do? 

As a side note - my neighbour "won" a car through Tim's Roll up the Rim. It isn't an outright win - it's a one year lease with an option to buy...so, fine print is important.

Was it ever "Discovery Math" - Part Two

tThis is the second in a series of posts regarding the recent release of an addendum to the curriculum entitled, Focusing on the Fundamentals of Math - A Teacher's Guide from the Ontario Progressive Conservative (P.C.) government.

Party Leader, Premier Doug Ford, has stated that ...

"Kids used to learn math by doing things like memorizing a multiplication table, and it worked...instead, our kids are left with experimental discovery math. That hardly teaches math at all. Instead, everyone gets a participation ribbon and our kids are left to fend for themselves." 1

This addendum is "intended to support teachers' ongoing efforts in building students' knowledge and skills in mathematics." It has been billed by the P.C. government as a fundamental shift away from "discovery math" and a return to "fact based memorization." In Part 1 I proposed that there is much ado about nothing.

Here's what I think so far...

• There was no "discovery math" - at least not one promoted through the many Thames Valley Board In-Service sessions I have attended over the years.
• I have never taught "experimental discovery math" or given "participation ribbons" to my math students - I have never seen this in practice in the schools I support. If, the term "participation ribbons" is intended to imply that I encourage and celebrate my students for making an effort to learn - then that is true. However, I am not sure what the alternative would be?
• This document seems, on my first pass, to be a good, research-supported approach to math.
• In fact, some of the research behind this document comes from the same sources teachers have been using for years.
• This document isn't really a change at all - and teachers need not worry about a massive change to their program. If anything, it is a slight adjustment in focus - but...as I intend to demonstrate... not really.

Let's go through each page and look at the guide - section by section.

Page 1

There are two sections here.
The first is a preamble to make clear the intention of this guide. There is nothing to which any should take umbrage. The key messages are ...

• It is intended to support teachers.
• It focuses on the parts of the Ontario Math Curriculum that deal with fundamental math skills.
• It outlines steps to achieving knowledge & skills in these expectations.
• The goal is success in high school and beyond (employment & citizenship).

The second is a quote from a literature review by Bruce & Chang (2013) referencing a book from Baroody & Dowker (2003).

"Becoming highly skilled at arithmetic requires the development of number sense alongside procedural and factual knowledge as well as the mathematical principles that govern how the operations are related to one another." 

Two quick points I am, and have been, in complete agreement with this statement. (

• This literature review is found at the Edugains site - which is "a website that houses ministry developed resources to support policies and programs related to improved learning and teaching - Kindergarten to Grade 12 - in Ontario schools."

In other words - this is simply a restatement of information that was created by the former government (The Ontario Liberal Party) and available to educators for years.

So far...

• There is nothing here with which I can disagree.
• There is plenty here that I was already reviewing, doing & following.
• There is no evidence that this is replacing "experimental discover math"
• Everything that is being suggested here matches the existing math program -which my board was promoting & implementing.

Page 2 next...

Was it ever "Discovery Math"? - Part One

One of the benefits to my role as an Instructional Coach is the extra time I am afforded. This is not because my days are not filled - I spent today (the first day of the 2018 school year) receiving excellent Professional Development and I work hard to make sure that I am always "earning my keep".

I have extra time in the evenings because, unlike my colleagues in the classroom, I do not have a class of eager or anxious, excited or reluctant, confident or uncertain learners waiting to meet me tomorrow morning.

Consequently, I do not need to spend time this evening...

• reviewing student work from today - sometimes called "Exit Tickets" or "Diagnostic Assessment".
• preparing lessons for tomorrow that are based on those assessments. 
• considering differentiated instruction for all of the learners in my class - especially the anxious, reluctant and uncertain ones.
• responding to student questions & comments on virtual environments like Google Classroom or Edmodo.
• sharing classroom observations with parents or facilitating student-created portfolios through Seesaw or Class Dojo - and answering parent questions when asked.
• preparing forms for teams I coach or for fields trips I hope to take.
• preparing for community building experiences like Terry Fox, Orange Shirt or Dot Day.

I respect this opportunity. So I always try to make good use of this extra time I am afforded. 

Sometimes, 

• I use it to learn - maybe to add to my coding skills or to gain experience with a new app or educational technology.
• I use it to review curriculum, especially if a teacher from a grade with which I am unfamiliar asks me for some assistance - (yesterday, that was a Grade 1 teacher who asked about Media Literacy, and I began building this resource.)
• I use it to read the great Leadership, Literacy and Math books with which I have been provided.
• I use it to build lessons that I think will have utility in multiple classrooms.
• I surf Twitter to see what my Professional Learning Network #PLN is sharing in their posts and blogs.

Today, I used my time to begin to review the Teacher's Guide addendum released by the Ontario Progressive Conservative Government Focusing on the Fundamentals of Math released August 23rd. I also thought I would write about it here - in a follow-up post - found here. 

Spoiler Alert - I don't see what the fuss is about - on either front. 

The document (much like the practice of my colleagues that preceded it) seems grounded in good, well-researched thinking. 

It also (like the documents that preceded it*see below*) is intended as an approach to 

"prepare students for success in high school and ensure they have a set of essential skills for employment and responsible citizenship in the future." 

I can't argue with that statement - that has been my goal as a teacher since I began. Join me tomorrow (fingers-crossed) as I go through each page. I think you'll find that this approach is just fine - however, it is not replacing this elusive "discovery math" I keep hearing about - it is simply a slightly adjusted focus on practice in which I already believed.

**The Guides to Effective Instruction & The Ontario Curriculum - Mathematics & What to Look for by Alex Lawson & Elementary & Middle School Math by John A Van de Walle & others or all the great stuff from Marian Small (which we have been using for several years).

Instructional Coaching Journey - Day 1

Today was the first day of school. This is something I have experienced from both sides of the desk over 40 times. However, for the first time since 1998, I did not begin my day greeting a new group of eager and excited students. Instead, I made a left turn at the end of my driveway and traveled to the Board Office to meet, mingle and learn with an eager and excited group of Instructional Coaches & Math Coordinators. This was the first of many upcoming Professional Development sessions that will help me acclimate and settle in my new role as an Agent of Change for the Thames Valley Board.   

The supervisory team welcomed us with a fun video and a thoughtful treat. In many ways, they demonstrated the collaborative, collegial and professional approach that I hope to present.

Ice Breaker Activity

There was a new twist on an old icebreaker activity. Much like my students, I alternate between liking and loathing these activities. I do enjoy meeting new people and sharing my ideas but, I often find myself caught up in moments of awkward silence at the end of these encounters. More frustrating is being stuck in a veritable "no-man’s-land" between tables and a human log jam, waiting for a chance to move or engage someone else. I know it is in my head - but I always feel utterly graceless and oafish in these moments. I was fortunate today, I was stuck near the snacks and coffee table.

We broke down some numbers from EQAO (The Grade 3 & 6 Provincial Standardized Tests) and solidified our focus as coaches. I summarized it quickly as a personal mission statement and put it at the top of my calendar and into a Canva poster for Social Media. I’m not sure why that works for me. I think it is something about making things concrete for me. It reads as follows “My Focus needs to be intentional & precise, and must be directed toward tangible improvements in Literacy and Mathematics.” I will reflect on it regularly as I begin this challenge.

It is nice to finish at exactly the end of the day. It is also a treat to be able to spend a little time on professional reading & writing. Typically, the first day after school is spent organizing lesson plans and preparing for another frenetic school day. Instead, I did some reading and wrote this reflection. More PD tomorrow.

Football Fever

Every year, I run a football pool with my students. I have since 2004 for classes ranging from Grade 4 up to Grade 8. The simple breakdown is as follows.

• Each Thursday, for the 17 weeks of the NFL regular season, students look at the current standings, ESPN charts and their own data to predict the winner of each game taking place that weekend. When ready, they circle their prediction for the winners of each game on a sheet.

• 

  Picture used with permission

  Each Tuesday, the results are checked, tallied and charted (Example). Initially, this is done as a class; the responsibility is eventually released to small groups of students. By the end of the year, each student should have had at least two opportunities to deal with the data.
• Other statistical data, including mean, median and mode are determined through a variety of methods - See below.
• A small prize is awarded to the weekly winner (raffle ticket, pencil, small candy, Edmodo Badge).
• The final leader (leading after 17 weeks) wins a small pizza party (including friends) and his or her name is engraved onto a trophy that can be taken home until the end of the school year in June. 

Raised Eyebrows of Concern

I’ll admit this approach to the curriculum sometimes raises eyebrows from administrators, parents and even students. Here are my answers to the most Frequently Asked Questions.

Do the kids have to watch football?  In class?

No and No, except for the Turkey Bowl (Thursday afternoon of the American Thanksgiving - when we watch briefly - for fun.) We look at the standings and predictions on Thursdays (as a class and in small groups to create a genuine mathematical conversation) and we look at results on Tuesday (reflecting on our predictions and informing our future choices).

Are you teaching gambling?  

No. There is no money involved and I provide all the prizes (including the pizza party). Later in the year, we have a discussion about gambling. We talk about a friendly pool (where all the participants play at a low cost and divide the money entirely at the end) compared with a profit-based pool (which offers high payouts for the few, most successful participants and skims a portion from each week’s collection). To emphasize my point, I offer $20 to any student who can achieve a perfect week of picks. In over a decade - hundreds of students times hundreds of weeks of football - I have never had to pay that money out. We discuss the statistical reasons why this is a safe bet for me (or a profit-based organization) to make.

You’re Canadian - Why NFL Football...not hockey or the CFL?

There is great practicality to the NFL schedule. It is predictable. It starts the first week of school and ends near the winter break. It follows a regular schedule that fits perfectly with my week. It lends itself to many conversations that go beyond the field of play. Depending on grade and school community, I have considered many of these topics - Sportsmanship & Fair Play (Deflategate) , Domestic Violence, Football and Concussions, Media & the Superbowl, or even this wonderfully funny (and discussion worthy) comparison of baseball and football by the late, George Carlin.

Do the Curriculum Connections justify this use of class time?

In a recent post, I weighed the Pros and Cons of a teacher bringing his or her interests  or “passions” into the classroom. I have put my use of the Football Pool to the test and, each year, I am convinced of its utility. There are benefits that extend beyond the basic math expectations that are covered (Data Management, Probability, Number Sense). I address them below.

Other features

• Staff Involvement: Students also keep the statistics for a separate pool involving staff members (we play for bragging rights and occasional side bets for beverages after school on Fridays). Students take great delight when they are more successful in a week than a teacher or - better still - are leading a teacher in the pool. Staff often tell me about lengthy conversations with eager students during recess. Good-natured “trash talk” can often lead to a sincere discussion about the veracity of their pool choices in a statistically close game. 
• Second Chances: Midway through the season, students who are eliminated (statistically) can vie for the "Toilet Bowl" by picking the losing teams. The Toilet Bowl leaders and winners receive similar prizes (sans trophy). Every year, an important (and ultimately humorous) math discussion is created with the guiding question “Is it easier to pick the losing teams?” We also begin a Survivor Pool to stoke interest from those unfortunate participants who are stuck in the middle of the pack.    
• New Canadians: Each year, I welcome new Canadians into my classroom. The world of professional sports (warts and all) is an important part of embracing a new culture. If I moved to India or Japan I would relish the opportunity to learn more about their sports (cricket or sumo wrestling). 
• The Mapping Activity: During the first week, we learn to use the index at the back of an atlas to locate each team’s stadium. They are then plotted using Google Maps and some obvious patterns appear. This leads to a discussion of the United States and sets me up nicely for numerous Social Studies topics or Mystery Skype involving Canada’s neighbour and key trading partner.
• Median Line: One of my student’s favourite activities is the Median line. Once weekly results have been tallied and checked we head outside to form a line. Students are arranged sequentially from those with the lowest correct picks to those with the highest. We then eliminate students from both ends until the median is found. The result is also used for any student who missed picking (so that they do not receive a zero result). This kinesthetic-learning activity resonates with all students and an immediate improvement in their understanding of measurements of central tendency is seen.

• Logos Scavenger hunt: Prior to the first set of picks, I conduct a logo scavenger hunt (Editable Doc Here) (NFL Logo Helmets Here). This leads into a discussion about the names of teams - including the Washington Redskins' name and logo controversy. I have, on occasion, created a writing assignment that provides choice, such as research the name of any team or write a creative story about how a team got its name. These are then presented in the classroom.

This year I am excited to involve my teaching partner’s class. This will expand our data and stimulate friendly competition and fun.