25 Oct 2010

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!"

23 Oct 2010

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. 

Tower of Hanoi

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. 


Rope around the earth puzzle

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
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.


Fifteen Puzzle

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. 



Rubik's Cube

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. 



Barber Paradox

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

22 Oct 2010

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!

20 Oct 2010

#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?

17 Oct 2010

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.)

9 Oct 2010

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?