On my way to writing an assignment!

After yesterday's difficulties, I decided today to just get lots down on paper (well, in Word anyway) and worry about the quotes after. That way, at least I have the bones of an assignment and I can find relevant references to go with whatever I write.

I've done well, I think. I have a lot of words written (probably too many after I add in quotes) but I have something to work with.

Tomorrow is New Year's Eve. I want it done by then so that the next few days can be used for other school things I need to do.

Not going to get any interim feedback

If I wanted to send what I've done so far to my Uni Tutor for interim feedback, I need to have done it by today. I barely have anything done. I've spent so long looking at quotes to use that I actually have very little written down in terms of content.

I'm finding this process so difficult. I haven't EVER had to write anything like this. Even on my degree it was smaller assignments - and that was nearly twenty years ago.

The whole researching, quoting and referencing is new to me - and I have to admit, I'm struggling.

It's Christmas!!

Not going to plan so far.....

Well it's the day before Christmas Eve and I have done nothing towards my assignment so far. And I know I won't be able to do anything for the next five days because I need to visit so many people as well as child's birthday party tomorrow.

The trouble is, my Uni Tutor said that if we want interim feedback (to check we are on the right lines) it has to be in by Wed 29th Dec 2010. Which actually gives me JUST the Wednesday to get the whole thing done.

Never gonna happen.

Planning work for the Christmas Holidays

We broke up from school today and this is what I plan for the holidays:

Work solidly on my assignment for the first four or five days .
Clean and tidy house for child's birthday (on Christmas Eve!)
Have child's birthday party.
Christmas and all of the visiting that goes with it for about five days.
Work on other important school tasks (like schemes of work).
Have New Year
Plan for my return to school.

I'm not sure how much I will actually stick to this plan. It's snowing quite heavily at the moment and I know when it's like this I don't want to do anything! On the plus side, at least I'll be house-bound and able to focus on my work.

Presentation feedback

I got my feedback from my Uni Tutor on my presentation yesterday. No matter how many times I read it, I'm still not quite sure what it says!

Here's the text:

I found your presentation a very engaging and personal story in which you were honest about your experiences of working with mathematicians and how that made you feel. You presented a vivid image of different views of mathematics and how you fitted within these. You have a lot to write about which fits closely with the module’s themes. I look forward to reading your assignment!!

I first read it and thought "Well it seems OK".

Engaging is a very specific word in education, to imply holding someone's interest. We are always told our lessons should be engaging.

Vivid seems a good word too.

But I keep focusing on "You have a lot to write about......."

This could mean one of two things. It could mean 'You said all of the right things and hit the relevant criteria, now go and write it up', or it could mean 'You didn't talk about the right thing, so you need to catch up on the criteria via the written part of your assignment'.

I asked some people what they thought - and again mixed messages. Some said it sounds very positive and I should be pleased with the feedback, but some said it sounded very non-commital and didn't say much at all! Rather like when we write reports for children at the end of the year but say very little in huge paragraphs!

I'm in the non-commital camp at the moment.

I've asked my colleague what her feedback was like, and she forwarded it to me. I wasn't really sure what hers was saying either, but it was at least twice as long as mine!

I must stop thinking about the presentation now, and get on to actually writing the assignment!

Screenshot of the feedback

Cripes! Now I need to actually WRITE the damn thing! (NOT DONE)

MA: Mathematics: A Human Activity SessioN 4 - Presentation actually given! (NOT DONE)

Presentation - done! (NOT DONE)

How do you even SAY Pecha Kucha?

So it seems I've been pronouncing it wrong.

I say Pet-cha-koo-cha. I've seen it described as Pe-chak-cha (which I actually think might be the correct version) and the little clip above is more Pe-char-ker-char.

If you find a website with audio from Japanese speakers, it's seems to be said the way I originally said it!

So who knows!

Pecha Kucha

I first heard of Pecha Kucha at Mathsjam, when Alex Bellos presented in this style. I learned that it is a style of presentation that takes the 'ugh' out of 'Death by Powerpoint' presentations.

I've read it described as "Show and Tell for smart people".

The idea is to show exactly 20 slides, each lasting for exactly 20 seconds (often described as 20x20) with auto advance so you can't talk for too long on any one slide. This makes a total of 6 minutes 40 seconds exactly for your presentation.

Description of Pecha Kucha from pecha-kucha.org

Pecha Kucha on Wikipedia

Apparently Pecha Kucha means 'chit'chat' in Japanese!

Watch this (6 minutes and 40 seconds) video if you want to know more!

Crazy timetable changes (NOT DONE)

Thinking about my forthcoming presentation

So I've got to give this presentation that is to last exactly five minutes and apparently we'll be timed and stopped when our time runs out.

I'm not the best of presenters anyway - I get really nervous and prefer to hide in the background than be the focus of attention. (Odd for a teacher? No, I think lots of us are more than confident in front of children, but can't quite do it in front of peers.)

I'm thinking of presenting using Prezi. Or maybe a Pecha Kucha style Powerpoint. I need something that will focus me and keep me within my five minutes, but be enough to prompt me on what to say.

I know it also needs to be quite quirky, or at least a little bit funny - something to hold the attention of my observers. And something very far removed from the types of presentations that I've been witness to in the past!


Right...........




I've come to the decision that Prezi will probably be a little too complicated for me to produce, so Powerpoint it is then. Pecha Kucha style.

#mathsjam!!!!! (NOT DONE)

I'm coming out! (Well thinking about it.....)

And I don't mean declaring my sexuality!

I have pretty much had an anonymous presence on Twitter. I go by the name of @mathsatschool and next to the part where you write your real name, I've put MathsTeacher@School.

Why the anonymity?

When I first joined Twitter I was tweeting and blogging about my unhappy experience at my previous school. I didn't want anything to bite me on the bum (so to speak!) so I stayed anonymous. I also kept my profile public so anyone in the world (including pupils and parents) could see my tweets.....and rants.....and moans......and whines...... (you get the picture).

But I have made 'proper' contact with a few people. I've exchanged emails and linked up with other 'tweechers' on NCETM. I've shared files on Googledocs and someone even gave me access to their dropbox files.

Now, with #mathsjam fast approaching (in 3 days!), I wonder if I really need to stay anonymous. Lots of fellow twitterers will be there and meet the real me, so why not be me on Twitter itself?

Another thing I've been thinking about is encouraging others at my school to use Twitter as a means to push forward their own Professional Development. Why keep this wonderful resource to myself?

And despite a big department, and an even bigger school, I know no-one from school is on it already because they would have come across me - I have a reasonably good presence on there and a respectable following.

(That's not to say they don't have personal accounts - I mean creating their own PLN of teachers from around the world.)

So.... I am seriously thinking about 'coming out' and just putting my real name up there. I still, however, have reservations about pupils and parents seeing my tweets.

AND I have some contentious comments on there, so I would have to go back through my entire timeline and delete off anything that could be remotely attributed to a real life person. There's no names of course, but if any one person from my department reads some of the things I've written, they would know immediately who it is about!

So what to do? 1. Stay anonymous and admit my real identity to people I have no day to day real life dealings with? 2. Stay anonymous and let real life people know my Twitter identity but keep hidden from other interested parties? Or 3. Come out completely and add my real name but run the risk of people reading my comments (however banal).

I sense that eventually more and more people will create a PLN of their own accord, so I may have to delete off old contentious tweets anyway.

Hmmmmm - what shall I do?

Getting into everything (NOT DONE)

Dyslexia
CPD
VLE

Getting ready for #mathsjam (NOT DONE)

#mathsjam

MA: Mathematics: A Human Activity Session 3 (NOT DONE)

to post

By jove, I think she's got it!

Waiting for the clocks to go back, last night I think I totally understood the nature of our first MA module assignment.

I was so worried that I didn't 'get it', that I was considering emailing the course tutor, but then was further worried, that I would look incompetent, idiotic, an imbecile. So I had decided to wait until the next session and try to clarify what we're supposed to be doing there.

BUT - having read a paper we had been given, and a few scribbled notes that I had made, I now am sure I understand the nature of the task.

We are to take a problem, and analyse HOW it is to be solved. How different groups of people approach it, what diversionary routes could be taken.

I'm even more sold on using 'The Chessboard Problem', purely because it is one that I am very familiar with - having used it with pupils as a problem solving task many times over. I have ideas in my head as to how I can analyse it - get different groups to solve and record the methods. By different groups I mean younger, older, top sets, bottom sets, even A level classes and teachers / other adults.

The trouble with this choice is that I think we are meant to stretch ourselves mathematically, and this doesn't really do that. There is a definitive answer, a definitive algebraic equation for the general term.

But however many other problems I consider, I keep going back to 'The Chessboard Problem'. I'll take it along with me to the next session and see how it is received.

Making my garden grow

So concerned was I about whether the negative experience I had the other day was a one-off or not, I asked my twitter pals if it was normal to have members of the team not as forthcoming as others.

One twitter pal sent me this Japanese proverb:

"You don't make your garden grow by watering the rocks."

He advised me to spend my energy where it will make a difference.

I've had this on my mind for three days now, and I know in my heart he is right. Work with the people who want to be involved, who will make a difference, who will try things just to see if they work or not.

I shall make sure I don't water the rocks!

A letter from the Principal

A letter arrived yesterday from the Principal of my school, regarding our recent inspection.

In it, it said that "in recognition of your continued performance of achieving GOOD or better....." then it goes on to say I wouldn't be formally observed for some time, and would not be expected to provide anything more than an 'updated planner'.

I was confused. GOOD OR BETTER??? So this meant my lesson wasn't bad at all? I felt like cheering and shouting at the top of my voice "I'm not a rubbish teacher..."

It was a really exciting feeling to have received that letter, and I was so grateful to the Principal for sending it!

And then, as ever, I was brought back to earth with a bump.

My Head of Department said he may have reason to believe that maybe people weren't getting the right letters. Maybe there was a mix up? I don't know if he knows what my lesson was judged at, but he hasn't told me that directly.

So am I a 'good' or not? Is the letter meant for me or not? Will I need to be formally observed as soon as we return after half term or not?

Aaaaaggggghhhhhh...............

Uni Emails

I've just logged in to my uni emails for the first time and I'm wondering if I'm not listed as someone else. I've got lots of emails regarding Primary PGCE and a rather worrying one about not having completed my maths audit.

Then there's the ones that look strangely administrative, such as booking hospitality catering and one for 'colleagues' regarding Guidance for External Examiners.

I might be completely wrong and everybody's getting the same, but it doesn't feel like it! I did consider sending an email to one of the senders to check if they have me on the right mailing lists, then I though "Nah, let's see what other emails come my way!"

Great Maths Teaching Ideas blog

Here's a link to another blogger's site, called Great Maths Teaching Ideas, and it really does what it says on the tin!

There are ideas on there that have really got me thinking about my own practice, and indeed my own area of responsibility - Key Stage 3 Maths. My dream outcome of my post would be for me to get the other teachers in the department to teach via process skills rather than traditional content based lessons.

For that to happen, I need to be the one to provide resources (at least initially), to give training and to inspire others.

I must start this by planning a few units of work myself, with resources attached, to show teachers how it should be done. Hopefully then, with the ball rolling, we could all work together to create new, inspiring schemes, which would not only improve the learning of the children, but their engagement also.

Ten of the greatest: maths puzzles

In the MailOnline today there is an article about the greatest maths puzzles from history. As my MA assignment is to research how mathematical problems are solved, I'm reading this with interest.

I've copied the article below - but I'm not entirely sure if that's allowed. I'll happily take it down if that is required of me!


1. ARCHIMEDES' STOMACHION, c250 BC 

In 1941, mathematician GH Hardy wrote, 'Archimedes will be remembered when (playwright) Aeschylus is forgotten, because languages die and mathematical ideas do not.' Indeed, the ancient Greek geometer is often regarded as the greatest scientist of antiquity. 

In 2002, maths historian Reviel Netz gained a new insight into a treatise by Archimedes concerning a puzzle called the Stomachion. Examining an ancient parchment, he discovered the puzzle involved combinatorics - a field of maths dealing with the number of ways a given problem can be solved. 

The goal of the Stomachion is to determine in how many ways 14 pieces can be put together to make a square. In 2003, mathematicians determined that the number is 17,152. 

2. WHEAT ON A CHESSBOARD, 1256 

The problem of Sissa's Chessboard, discussed by the Arabic scholar Ibn Khallikan in 1256, has been used for centuries to demonstrate the nature of geometric growth, and is one of the earliest puzzles involving chess. According to legend, King Shirham agreed to give a reward consisting of a grain of wheat on the first square of a chessboard, two grains of wheat on the second square, four grains on the third, and so on for the 64 squares. However, he didn't realise how many grains would be awarded. One way to determine the total is to compute the sum of the first 64 terms of a geometrical progression, 1 + 2 + 2<2> + ... + 2<63>, or 2<64> - 1, which is 18,446,744,073,709,551,615 grains of wheat. This would fill a train reaching 1,000 times around the Earth. 

3. TOWER OF HANOI, 1883 

Invented by French mathematician Edouard Lucas in 1883, the Tower of Hanoi is a puzzle featuring several discs that slide onto any of three pegs. 

The discs are initially stacked on one peg in order of size, with the smallest at the top. The goal is to move the entire starting stack to another peg. 

You can only move one disc at a time, removing the top disc in any stack and placing it at the top of another. 

A disc cannot be placed on top of a smaller disc. The smallest number of moves turns out to be 2<n> - 1, where n is the number of discs. This means that if 64 discs were used and moved at a rate of one per second, finishing the puzzle would take roughly 585 billion years. 

4. ROPE AROUND THE EARTH PUZZLE, 1702

This gem from 1702 shows how simple intuition may fail us. Imagine you're given a rope that tightly encircles the equator of a basketball. How much longer would you have to make it for it to be one foot from the surface at all points?

Next, imagine we have the rope around the equator of an Earth-sized sphere - making it around 25,000 miles long. How much longer would you now have to make it for it to be one foot o ff  the ground all the way around the equator? 

The surprising answer is 2pi (or approximately 6.28) feet for both the basketball and the Earth. If r is the radius of the Earth, and 1 + r is the radius in feet of the enlarged circle, we can compare the rope circumference before (2pir) and after (2pi(1 + r)). 

5. KONIGSBERG BRIDGES, 1736

Graph theory is an area of mathematics that concerns how objects are connected, and often represents problems as dots connected by lines. One of the oldest problems in graph theory involves the bridges of Königsberg in Prussia (now Kaliningrad), linking both sides of a river and two islands. In the early 1700s, people wondered if you could walk across all seven bridges without crossing any bridge more than once, and return to the starting location. In 1736, Swiss mathematician Leonhard Euler proved this was impossible. Today, graph theory is used in the studies of chemical pathways, tra ffic flow and the social networks of internet users. 

Prince Rupert asked: what is the largest wooden cube that can pass through another cube with one-inch sides?

6. PRINCE RUPERT'S PROBLEM, 1816

In the 1600s, Prince Rupert of the Rhine asked a famous geometrical question: what is the largest wooden cube that can pass through another cube with one-inch sides? Perhaps surprisingly, a hole can in fact be made in one of two equal cubes that's sufficiently large for the other cube to slide through - without the cube with the hole falling apart. 

Today, we know that a cube with a side length of 1.060660... inches (or smaller) can pass through a cube with one-inch sides. This solution was found by mathematician Pieter Nieuwland and published in 1816. If you hold a cube so that one corner points towards you, you'll see a regular hexagon. The largest square that will squeeze through a cube has a face that can be contained within this hexagon.

7. FIFTEEN PUZZLE, 1874 

The Fifteen puzzle caused a real stir in the 19th century. Today, you can purchase a variant of the puzzle with 15 squares (tiles) and one vacant spot in a 4 × 4 frame. At the start, the squares show the numbers 1 through 15 in sequence and then a gap. In a version of the puzzle in Sam Loyd's 1914 Cyclopedia, the starting configuration had the 14 and15 reversed. The goal was to slide the squares up, down, right and left to return them to the correct order. In his Cyclopedia, Loyd claims a prize of $1,000 was offered for a solution; alas, it's impossible to solve the puzzle from this starting position. The original game was developed in 1874 by New York postmaster Noyes Palmer Chapman.

8. THIRTY-SIX OFFICERS PROBLEM, 1779 

Consider six army regiments, each consisting of six o fficers of diff erent ranks. In 1779, Leonhard Euler asked if it was possible to arrange these 36 o fficers in a 6 × 6 square so that no row or column duplicates a rank or regiment. Euler conjectured that there was no solution, and French mathematician Gaston Tarry proved this in 1901. The problem has led to significant work in combinatorics (see 1). Euler also conjectured that this kind of problem could have no solution for an n × n array if n = 4k + 2, where k is a positive integer. This wasn't settled until 1959, when mathematicians found a solution for a 22 × 22 array. 

9. RUBIK'S CUBE, 1974 

The Rubik's cube was invented by Hungarian sculptor and professor of architecture Ernö Rubik in 1974.

By 1982, ten million cubes had been sold in Hungary, more than the population of the country. It's estimated that over 350 million have now been sold worldwide. The cube is a 3 × 3 × 3 array of smaller cubes that are coloured in such a way that the six faces of the large cube have six distinct colours. 

The 26 external sub-cubes are internally hinged so that these six faces can be rotated. The goal of the puzzle is to return a scrambled cube to a state in which each side has a single colour. In total there are 43,252,003,274,489,856,000 different arrangements of the small cubes. If you had a cube for every one of these 'legal' positions, then you could cover the surface of the Earth (including the oceans) about 250 times. 

10. BARBER PARADOX, 1901 

In 1901, the British philosopher and mathematician Bertrand Russell uncovered a possible paradox that necessitated a modification to set theory. One version of Russell's Paradox involves a town with one male barber who, every day, shaves every man who doesn't shave himself, and no one else. Does the barber shave himself? The scenario seems to demand that the barber shave himself if and only if he doesn't shave himself! 

Russell realised he had to alter set theory so as to avoid such confusion. One way to refute the Barber Paradox might be to simply say that such a barber does not exist. Nevertheless, mathematicians Kurt Gödel and Alan Turing found Russell's work useful when studying various branches of mathematics and computation.

Read more: http://www.dailymail.co.uk/home/moslive/article-1284909/Ten-greatest-Maths-puzzles.html#ixzz13BobV44Z

Are there some teachers born to moan?

Last night I had a very long year 11 parent's evening and I potentially was the last teacher in the school to finish (I teach 61 year 11 with 30 interview slots and lots of the other teachers overran, which had a knock-on effect on the rest of us.  I, too, talk too much, so played a part in the overrunning, probably)

Today was an INSET day, dedicated to performance management. As most teachers would only be involved in a 45 minute meeting during the day, the HOD devised a timetable of useful activities for everyone.

The first session was to design summative assessments for years 7 and 8 for the half term just gone. Having experienced this 'all sit down together and write tests' before it was the last thing I wanted to do - and I was to lead it!

So after my long, long day at school, I went home and started getting a few tests together. I wasn't actually creating the questions, but getting them from Testbase, ensuring a fair coverage of levels and topics we've done over the last seven weeks. It took me quite some time, and I finished very late, but I believed it to be worth it as the other teachers would be able to go away and work on their own thing instead of sitting around for a couple of hours writing tests!

Sadly, 'twas not to be. Most of the department were quite happy to use the tests, but there was a small contingent who decided to pick holes in the tests. The main problem - not easy enough.

This is despite the fact that I had ensured the tests started at level 3 - the average level of a 9 year old! They were also 'too wordy' and one included a currency unknown to the children (which was irrelevant in the context of the question!)

I'll leave out the detail but I had some very supportive comments from lots of the team about the negatives, and the negatives created their own easy test.

What to do next half term? My gut feeling is to create my tests again in the same way and if others want to do their own thing for the very bottom end then let them. The trouble with that is that tests for Key Stage 3 are my remit, so technically I should decide who takes what test.

I don't think the problem was anything to do with the tests. It was just something to pick holes in. I think I need to learn very quickly about departmental politics!

#mathsjam

I fear I may have talked myself into attending a maths conference.

It's called MathsJam and it's in Staffordshire on the 13th and 14th of November (so would involve an overnight stay).

The promo says:

The MathsJam is an opportunity for like-minded self-confessed maths enthusiasts to get together and share stuff they like. Puzzles, games, problems, or just anything they think is cool or interesting.


It's not cheap, and would involve quite a train ride, but the more I think about it the more I'd like to go. It's run by some pretty inspirational people in the mathosphere, and I think it may be great for my own professional development (even if it has nothing to do with schools).


What is it for?
It seems to me as if it's a UK version of the 'Gathering for Gardner', a U.S. event celebrating the like and work of Martin Gardner who sadly died recently.


I've reserved a place, but am yet to pay, so technically could pull out, I'm not sure. My biggest fear is that it will be FULL of real maths people, and I'll seem somewhat unintelligent in comparison. I could get round that part by staying quiet for most of the event, but what happens in the evening when you are expected to mingle, to talk, to exchange?

Something I've learned

ONE:
Twitter people (tweeps) are FANTASTIC! (Ok, so i didn't just learn that, but it's been verified many times over this weekend.)

I put out a few requests and got replies instantly. Here's a couple of the bigger examples:

I asked if anyone knew where I could watch Dylan Wiliam's Classroom Experiment. It had long gone from the BBC iplayer and I was desperate to see it. Dylan Wiliam was the man responsible for the start of my teaching career, giving me my place at King's College London School of Education.

That was a strange day. It had snowed the night before and everyone knows trains in London don't run in the snow! However, he and I had both managed to get there and I had a one-to-one session with him for much of the day because my original interviewer and many other candidates were unable to reach Central London.

So, a twitter pal, indeed not only knew where I could watch the programme, but had allowed me access to his mp4 files so I could get a copy of my own! The power of the internet is astounding!

I then asked for suggestions for links about maths education to add to my google reader so I could get a constant feed of incoming information (podcasts, new articles, etc). One twitterer sent me four fab links, and another gave me access to his own feed, to which he had already added about twenty different sources of incoming information! I am so grateful to both!

A couple more basic requests provided me with instant information I needed, and it got me thinking about how powerful PLN's can be. That is another big post for the future!

TWO:

You can open video files directly in the Google Chrome browser! That was totally unexpected, but when I clicked on a filename, it asked if I wanted to open it in Chrome. Yup. You bet I do! I have many reasons to love Google - and this is just one more to add to the list!

Thinking about the module task - which 'problem' to choose?

Before the next MA session, I need to have thought about which mathematical problem I am going to explore.

There are so many, big and small, I have no idea where to begin!

Initial thoughts are:

The Chessboard Problem

Hmmmmmmm. That's all I can think of. I much prefer the type of problem that leads to an algebraic solution rather than a geometry based problem, but WHICH ONE?



And while we're on the subject of the module assignment, I'm still not entirely sure of the actual title/nature of the assignment. What if I have it completely wrong? What if I end up doing something that will get me a fail?

Oh, help!

PGCE and GTP

In my previous life (ok, last school) I was an NQT mentor, but never for PGCE because it always seemed like way too much extra work on top of your own teaching timetable.

Last year, my first proper year at my current school, I was asked if I wanted to be a PGCE mentor. I knew it would be good for my own professional development, and weighed up the cons of the extra workload with the pros of somebody else gradually taking over some of your classes.

I agreed and got my first placement A student. He had arrived late in to the term (and I'm not sure why, now) and he was timetabled for only one of my classes. He was successful enough for a placement A and we passed him.

So then we got our placement B students. I was responsible for one, and I had decided that I was going to do it properly - of course! The trouble was, he needed so much input from me that it was killing me. To the point of nearly failing him and the university giving him extra weeks to show he could achieve his final standards.

Eventually I passed him and offered him up to the Gods of teaching.

Becoming a 'real' boy

So this academic year I was asked if I would be mentor for our current cover supervisor as she embarks on becoming a 'real' teacher. The trouble is - the school wanted her to do a GTP. That way, they have someone to take classes and learn 'on the job'.

Her actual uni course, however is a PGCE course, so there is some conflict between what she should be doing and what she actually is doing. She has practically a full timetable (except for one day a week out at uni) which is unheard of for a PGCE student.

To be honest, I think I may be a bit of a PGCE snob. I find it the far more academic route into teaching, with more rigorous subject specific requirements which allows for a greater understanding of mathematical pedagogy.So I find myself unhappy that my student has a teaching timetable already.

We had an informal meeting this week where my aim was to reassure her about lessons she's finding difficult already. Our timetables are due to change and I told her to see it as an early opportunity to take what she has learned so far and start again.

I was reminded of the fantastic PGCE: A Survival Guide,  a FREE crowdsourced e-book with great advice for PGCE students by Tim Handley  (and for the rest of us too, truth be told). I've sent it to her, along with the #movemeon e-book by Doug Belshaw which also has some great ideas and suggestions for teaching.

We also have a PGCE student from another uni - I've asked for his email address so I can send him all of this information. He's been in to my classes a few times now. I do wonder what he thinks of my teaching style. My lessons often appear chaotic to the untrained eye, but my pupils achieve their objectives and enjoy maths to boot. To me, that makes successful lessons.

Visit the blogs of Tim Handley and Doug Belshaw for some real inspirational teachers

I want a Dan Meyer in my life.

No, I really do.

He is an inspiration to maths teachers around the world, despite only having been teaching 'math' for six years. Dan has a fantasic blog, where you can find some great ideas for teaching maths as well as discussion and debate around 'how' best to teach.

My favourite section of his at the moment is 'Pseudocontext' whereby he picks out textbooks and questions that use a context in which to teach maths that would never be a part of anyone's life, let alone a teenagers. He also invites others to send him their own spotted pseudocontexts. You really must look it up! (Dan Meyer's Psuedocontext). There's so much more on his blog - dy/dan.

Dan has also presented a TED talk - a platform exclusively for the great thinkers and doers in their fields. I have watched his talk a few times and each time it motivates me to want to do more in my own teaching.

You can see Dan's TED talk here.

What I would really love is for Dan to come to London. I want to hear him speak for real, to give my own PD a touch of the proverbial rocket, to inspire me close up. How about one-to-one INSET? Go through my schemes of work and tell me how I can improve not only my own teaching, but how I, in turn, can inspire our maths department. Pipe dreams, eh?

To top it all, he's not an unattractive fellow!

C3B4ME (NOT DONE)

Really want to get back in to this. Will write more of course, but just wanted to add title.

Not very good at this blogging!

How do people do it? I'm on my second attempt at blogging and I can't seem to keep up!

Despite so much happening in the last month, I haven't blogged really since the 16th September 2010. That's exactly a month ago!

I've had OFSTED, a promotion, the start of my MA, the seaside trip, a new PGCE student, open evenings and days at school and more! And I've written about none of it!

So, to clarify. Several of my last posts have been cheats. They have been written retrospectively and added with a false date!

And as I say so often to my pupils - you're only cheating yourself!

(Edit - I've just added nine (make that ten!) headings which I'll need to catch up on. Blimey O'Reilly! And have put out a tweet asking how others manage to keep up with their own blogs! Shall post overview of responses, if any.)

Representing the school to prospective pupils (NOT DONE)

Summary of open days / eves

MA: Mathematics: A Human Activity Session 2 (NOT DONE)

Homework.
Prep.
The session.

Personalised ActivExpression Training (NOT DONE)

The dreaded O

We all knew is was coming, and massive hints had been dropped at school about when it was coming, but to be told that OFSTED is on it's way is still a huge jolt to the entire educational workforce of Great Britain.

It was to be high stakes for my school. We had previously been in special measures and at the last inspection we got out of that on a notice to improve. This time we were hoping to be completely out of a category, and do it with a judgement of 'GOOD'. I knew that my small part to play in this was simply to present a 'good' lesson, but after my experiences of observations so far at my school, I'd settle for a 'satisfactory'. Inadequate was not even an option.

First I got my data folder together - full of assessment data, targets, seating plans, photos of my classes, IEPs et al. Then it was on to lesson planning. Of course I already knew what I was to be teaching from the schemes of work, but what resources would I use to show my inspector my amazing capacity to educate?

My trouble is - I get so caught up in planning an amazing lesson, that it often loses its simplicity and subsequent impact.

Of course we never know when the inspector will appear, but I always hope for the start of lessons as they are generally better than the middle or the end, and definitely not during a crazy class.

Well, lucky old me had an an inspector turn up at the end of a crazy lesson with a crazy class right after a crazy set of events.

To not bore anyone too much with the fine detail, basically my lesson had been going fine right up until a set of parents walked in. (We had open morning that day too - a chance for year 6 parents and pupils to view prospective schools.) Our school operates a 'code' whereby if your door is closed, then the guides should peer through the glass, then walk right on by. For some reason, the guides ALWAYS opened my door to let parents in!

A sixth former asked the boy nearest to the door what he was doing, workwise. His response? "Nothing, because this school is crap!". Right to the eager faced 10 year olds and their parents.

My response? "Oh, I can't believe you said that. You don't mean it?"

Anyway, the offending boy was removed from my class and I was left to get on with the lesson. Unfortunately, this had really unsettled the class and a few more incidents were on their way. I did my best to put out any potential fires, but it was fair to say we were ALL unsettled by this point.

And then in walks my inspector.

It was the last ten minutes of the lesson, so I attempted my plenary as best I could. I referred back to my learning outcomes, I got children to tell me what they had learned that lesson, and I got them to answer a few 'reflective' questions in their books regarding their own learning.

When the lesson was over, the inspector had to go to her next observation, but offered me the comment on the way out that 'I could see what you were aiming for, increasing their confidence with algebra, but it would have been better if you had got to the contextualised examples as in the lesson plan'.

I thought it was a horrible lesson, and had (have) no idea how it was judged, and honestly, didn't want to find out. So I made the decision not to go for any feedback.

At the end of the inspection, the Principal told us that out of thirteen categories, nine were judged 'good' but our results meant that we could only get an overall 'satisfactory'.

He also said that no lessons were judged 'inadequate'. Hooray! That means I must have been at least a 'satisfactory', surely?

Promotion (NOT DONE)

Getting my job

A day out at Chi Uni

Well despite being a very long day, this turned out to be fantastic, inspirational, enjoyable, useful and any other cliched adjective I can think of.
We set off at seven a.m., my colleague driving because I 'don't do motorways'. Yes, I know at my age that's ridiculous, but I have an irrational fear of leaving a trail of destruction behind me due to my non existent motorway driving skills. But that's an irrelevance.
After quite a pleasant drive between London and the south coast we arrived just before 9am. A little too early for the start of the session, so we grabbed some delicious breakfast in the Uni cafe.
Nice and full we headed of to meet the MA Maths Ed tutors and all of the other students from all years of the course.
For the first session, we were split by years, so all of us first years were together. It was quite a basic session - have we got Uni / NUS cards? Have we logged on to the Uni portal?
The answer to both questions for most of our particular cohort was 'no'. So first we headed of to have a pic taken and get cards. Now I'd uploaded a really nice head pic (as requested) for my card - about the only nice pic I've ever had taken! - but they didn't have it. So I had a grotty old pic taken with my hair swept right back into some sort of slick style. Not a good look. but hey, it's not like I'll need my card for anything. I'll just hide it away somewhere.
Then off to ICT. All of us had problems getting on to the portal - which kind of implies it was a problem their end!
A really nice 'IT guy' got everyone logged in by changing passwords - except me! My problem was bigger apparently. I had to wait around whilst everyone else went back to discuss the module assignment. I was to get set up then meet everyone else at the next session.

It was a fantasic session. Hosted by John Mason and Anne Watson - two hugely respected people in the field of Mathematics Education. Whilst I was on my own, waiting for everyone else to meet up, I was party to a converstion that made me realise they were husband and wife! Wow! Now I'm sure this isn't actually a secret, but nobody else seemed to know that.

(Until I find my session notes, I can't remember the actual title of the session - will add later)

We were then treated to a lovely lunch - all that sea air had made me quite hungry. I had fish and chips, of course, and a huge chunk of carrot cake which I actually couldn't manage until later in the day. Our group all sat together and chatted. It was 'nice'.

We reconvened to talk about accessing research material and professional journals. This session made me rather worried about the task we were to undertake. I'm actually worried that a) I'm not good enough for this and b) how will I cope?

The final session that I had elected to attend was cancelled. Only three of us had chosen it, so we were placed in another session by Anne Watson: Trigonometry (full title?).

Panic set in. I can remember basic trig of course, but what if it goes higher? I can't remember a damn thing because I haven't had to teach it in 15 years! I even got a little refresher on trig graphs by one of my classmates, just to be sure I had it right! How embarrassing!

In fact, it was the most inspirational session of the day. It was about how we teach trig, the barriers faced by children when accessing trig, and how we, as teachers, can pre-empt some of these barriers for greater understanding.

I left the room feeling elated. I had contributed successfully to discussions and received a copy of some of the (limited) research available on teaching trigonometry. Anne Watson. My

(to be continued)

MA: Mathematics: A Human Activity Session 1 (NOT DONE)

First Ma session

ActivExpression

I attended the twilight meeting titled "ICT in Mathematics Network" tonight (which I presume means I'm part of the network) which I greatly enjoyed.

We were shown the capabilities of the ActivExpression handsets by a representative from Promethean. They look amazing and I just can't wait to try them out. However, like the klutz that I am, I tried to be helpful and hand out the handsets, but I spilt my coffee all over the table whilst doing it!

I assumed that you would need to do lots of prep slides to use them, but you really don't! You could just call up impromptu questions and get the students to input their answers.

They take so many different kinds of responses, not just multiple choice as I thought. You can do multiple choice, but you can also input text, you can order a list, you can answer on a scale (which I've learnt has the name likert scale) and more!

Our borough had bid for funds for a project so as a school we were given them as long as we use and evaluate along the way, whilst producing resources for the whole borough to share. They're worth nearly £2000 and I was to carry the big (and heavy!) box to my car without falling or tripping! The box contains 32 handsets and a USB hub to connect the handsets to the computer.

I left the meeting brimming with ideas, the hard part will be putting them in to practice. Oh, and sharing them will be tough too! I want to keep them all for myself and my own classroom, but of course this is neither appropriate nor feasible!

I'm just going to have to bite the bullet and accept that they are a department resource and that I can't keep my greedy mitts on them forever!

Although I have considered, just maybe, that the school could buy a new hub and we could split the handsets into two sets. Would it still be considered AFL if two pupils are sharing the responses?

An extra something to get involved in

Throughout my career I have always been a bit of a 'yes' person. Not because I am weak, but because I've always wanted to be at the forefront of anything that was going on! I've wanted to learn, to deliver, to attend. So I've got myself involved in anything and everything I could.

I also have a huge interest in ICT as a tool not only for teaching maths, but also for life! I regularly use Twitter and I have a personal account (for the fun and mundane) but I also have an account where I have a huge PLN (Personal Learning Network) based around maths and teaching from which I learn so much (and hopefully give a little back). I practically live online!

I'm sure that's a whole blog post for the future.

I try to incorporate ICT into my lessons as much as possible, but feel somewhat held back by policy on handheld devices in schools.

At the induction day for the University we have been asked to choose a workshop session for the afternoon - I've chosen "Using Technology in secondary mathematics classrooms - embracing the hiccups".

ICT in mathematics education is definitely my bag!

When the opportunity to attend an INSET on ActivExpression came up, I initially jumped at the chance. It was to involve a series of twilight meetings over this academic year, a 'gift' of 32 devices and participation in a school-based project using the devices.
When reality set in, I was a little more reticent. My timetable was to be unreasonable and I wasn't sure if I could do the project justice. I decided to say 'No' to this one.

However, events have unfolded that means I've changed my mind. That is to say, my timetable has not been as bad as initially thought and the person due to attend (my HOD) has so much on his plate that he was grateful for the offer of me taking his place. I don't mean to come across as bullish - it was more a case of "Are you going, or would you prefer me to go....?"

I'm quite excited. I've looked at the web demo and it looks amazing. I'm already formulating ideas in my head and I haven't even attended the first session yet!

That's tomorrow evening. When I find out a little more, I'll write about it.

Induction Invitation

I spoke to my colleagues this week who were to be joining me on the course. One has decided not to go forward with the MA - I can't help wondering if she's the sensible one!

The remaining two of us were concerned that we still hadn't heard from Admissions. That same night a letter had arrived from Uni. Not Admissions however, so still a concern.

It was to invite us to an induction day at the university campus itself. Now we won't be attending the actual university - we are a 'breakaway' group who will be meeting somewhat closer to

 home. I didn't know if the day was relevant to us. It might be a day by the seaside - but that's quite a trek on a Saturday morning after a full week teaching.

I emailed our contact to see what she thought. Her view is that it will be a very inspirational day - with some very respected mathematics educators speaking. I decided that was good enough recommendation for me. If my colleague doesn't mind driving, then a day out on the 25th September it is!

First Contact!

Yesterday I received my first 'pack' from the University regarding the MA. My initial thoughts were 'Yay. I'm on the course. I'm doing an MA!'

(Second thoughts 'What have I done?')

So what's included? A letter detailing how to prepare for the first session and a copy of the 1985 document 'Mathematics from 5 to 16'. I'm assuming that this is the response to the 1982 Cockcroft report - which I have have only learnt about many moons ago whilst on PGCE.

Our task before the first session (which is Wed 22nd Sept 2010 - must remember to put in for cover) is to read the document and make notes "with respect to similarities and differences between the mathematics espoused in the document and your own experiences and observations".

The notes are to be brought to the first session.

We are also asked to bring in something that encapsulates OUR OWN view of mathematics. It can be an object, a picture, an artefact, a document, anything we want...but we must be prepared to justify our choice.

What to take? What is mathematics to me? It's everything. It's puzzles, tasks, problems, times-tables, I'm finding it hard to pinpoint one object.

My initial thought is to find someone with a globe that I can borrow. Maths to me is about making sense of the world, explaining why and how things work in the way they do. Or a Rubik's cube? To show that maths is about the solving of problems. How about a model of the solar system? To expand the idea of explaining the way the world works into explaining the way things work in our entire universe. Other initial thoughts include a Newton's cradle, a model of the Great Pyramids, a Soma cube, a wheel, my favourite Galileo quote.  I know I'll be thinking about this for some time yet!

I'm a little concerned about a paragraph that says I should have heard from Admissions to confirm my place and complete a pre-registration process. Maybe this will come through in the next week.

So I have 17 days to do my homework - and I'm the type to leave it all to the night before! If I get a sec I might try to take a look today and make a few notes.

But first, to plan my lessons for next week!

Full time teacher AND part time student may be a tough job me-thinks!

No news yet!

Returned to school today for a new term of a new year and I still haven't heard back from the University. Am I on the course? Will I be MA-less in two years? Please, some sort of contact would be good (especially as the first session is later this month).

The return itself has not been so great. My timetable is horrendous (all but one free occur in week A of a two-week timetable), nearly all of my sets are shared with at least one other teacher (definitely not good) and my tutor group is an 'Intervention' group about 50% bigger than lots of the other tutor groups and currently destined for D grades. The thinking here is that we work on their maths during tutor time to try to get them up to the magic 'C'. So that's 2.5 extra hours teaching per week!

Still, I'm going to stay positive and try to manage the timetable by being really organised with my planning. I might try to do something I haven't managed in 15 years and that's plan the whole week on a Sunday!

Good luck to everyone starting a new term tomorrow.

What will I be learning?

The flyer I was sent gives a very clear indication of what will be studied on the MA (Maths Ed). There are six modules and a dissertation. These cover things like AFL, ICT, leadership and management, and the evolution of mathematical thinking. It all sounds very exciting!


I went to the website and created a wordle of the MA (Maths ED) page. I was interested to see if anything stood out.

WORDLE created from the course page on the University website

Here's the results:




You can clearly see the strongest words are 'mathematics' and 'education'.


For me, that sounds perfect!