Category: Math

Here’s an authentic use of technology to support discussion on math, language standards, and the holidays. As a summation to your discussion with students on symbols, idiomatic expressions, geography, farms, or another topic, post this on your Smartscreen. The poll includes lots of definitions for the word ‘turkey’–from objective to idiomatic. Have each student come up some time during the day (or class) and make their choice.

[polldaddy poll=7398424]

Did your students come up with other definitions I didn’t list?

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What are we as parents and teachers most worried about over the summer? That kids will lose that education sharp edge. It will be dulled by sun and sand and something else.

Worry no more. Here’s your cure: learning disguised as play (inspired by the fascinating website, Playful Learning). Kids will think they’re playing games, but they’ll actually be participating in some of the leading [mostly] free simulations available in the education field. A note: some must be downloaded and a few purchased, so the link might take you to a website that provides access rather than play:

• Bridge Builder—learn how to design and test bridges
• Dimension U–games that focus on math and literacy–fee-based
• Electrocity—how does electricity contribute to the growth of communities
• iCivics—experience what it means to be part of a democracy
• Second Life—simulates just about anything if you can find it
• West Point Bridge Building Contest–build a bridge for the right price and win a contest

Economics/Money

• Admongo–explore, discover and learn about online ads while playing a game
• Coffee Shop—run a coffee shop business
• Lemonade Stand—run a lemonade stand business

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Of all the skills students learn in school, problem solving arguably is the most valuable and the hardest to learn. It’s fraught with uncertainty–what if the student looks stupid as he tries? What if everyone’s watching and he can’t do it–isn’t it better not to try? What if it works, but not the way Everyone wants it to? When you’re a student, it’s understandable when they decide to let someone tell them what to do.

But this isn’t the type of learner we want to build. We want risk-takers, those willing to be the load-bearing pillar of the class. And truthfully, by a certain age , kids want to make up their own mind. Our job as teachers is to provide the skills necessary for them to make wise, effective decisions.

It’s not a stand-alone subject. It starts with a habit of inquiry in all classes–math, LA, history, science, any of them. I constantly ask students questions, get them to think and evaluate, provide evidence that supports process as well as product. Whether they’re writing, reading, or creating an art project, I want them thinking what they’re doing and why.

Common Core puts problem solving front and center. It comes up in ELA (“Students will be challenged and asked questions that push them to refer back to what they’ve read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life.”), but is inescapable in Math. In fact, students cannot fully meet the Math Standards without understanding how to effectively approach the unknown. Consider the Standards for Mathematical Practice that overlay all grade levels K-12:

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There is no end to the number of online tools available. I get inundated with them by friends (My child wants to use this website. What do you think?), fellow teachers (Would you check this web tool–does it work for literacy?), parents (My child loves this tool. Is it appropriate?). I am always thrilled because introductions through friends and colleagues are much more authentic than through online advertising or an ezine.

When I review a website or app, I take 15-30 minutes to test it out, try to see it through the eyes of the age group that will use it. Here’s what I look for:

• Does it have advertising? If so, it needs to be nominal and G-rated. I don’t want them to be overbearing or distracting. Worse is if they are inappropriate. I’ve seen great websites and online tools ruined by objectionable ads.
• Is it intuitive? Students want to be able to figure the program out without being taught. An intuitive website and/or app 1) has an easy-to-understand start-up screen that clearly identifies how to use the tool, 2) the process for using the tool is similar to others the students is familiar with, and 3) the student can independently launch and operate the web tool or app without requiring an adult.
• is it user-friendly? Does its design and layout make students want to accomplish the goals of the program? Are students engaged in the activity, motivated to use the web tool? Is it functional? Is it visually stimulating? Does it require only a nominal amount of reading?
• Does the web tool differentiate for types of students and their unique needs? Sure, there are lots of good web tools appropriate for a certain standard classification of student. What I want is the web tool that can adapt to varying needs.
• Is the tool challenging? Does it require sufficient critical thinking to keep the student engaged or do they get bored quickly?
• Is the web tool compatible with most browsers, most computers? I don’t want it so old it won’t play well with the type of computer commonly used by students. I also don’t want it so specialized that students must buy extra equipment to use it.
• Is the web tool free? That’s preferable. There are lots of good web tools that are free to a certain point and charge a fee after that. Depending upon what ‘point’ that kicks in, I’m OK with that
• Does the web tool encourage higher-order thinking–creativity, evaluation, critical thinking, problem solving?
• Is the web tool or app error-free? This means not only that it’s free of spelling and grammar errors, but that it doesn’t freeze, stall, shut down, or crash.
• Does the web tool have educational applications? When students are at school, I want to focus on academic endeavors, leaving those more focused on ‘play’ to the home environment. So many fun programs are also educational, this isn’t a high hurdle.

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Here’s a free lesson plan from the newest Ask a Tech Teacher book, How to Achieve Common Core with Tech–the Math Strand. This covers K-8, 114 Standards, and has 20 projects.

BTW, the lines at the front of each step are to check off the skill–track progress in case you don’t complete it in one class period. Feel free to print out for your classroom use:

Essential Question

How can I use practical and theoretical knowledge to solve a problem?

Summary

Students virtually construct a viable, affordable bridge and submit it (if age limits met) to a national competition. They use theoretical knowledge in a practical application.  When done, they reflect on importance of both theoretical and practical in problem solving.

This lesson contributes to the rigor of your school’s math program, defined by Common Core: … Use of technology differentiates for student learning styles by providing an alternative method of achieving conceptual understanding, procedural skill and fluency, and applying to authentic circumstances.

By the end of this unit, middle school students will review all eight Standards for Mathematical Procedures, 3 W and 3 RST standards, as well as embrace an authentic experience in problem solving and the practical applications of math knowledge.

Big Idea

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I have just started working with an online teacher training group called Curriculum Study Group. We offer online training to teachers via Google Hangouts, YouTube, instant feedback, and lots of collaborative learning. I am very excited to be part of this venture…

…but I must confess, before I joined, I wondered if teachers would be comfortable hanging out with like-minded professionals for an hour a week? Well, my good friend Amy over at CSG sent me this survey run by Project Tomorrow, a nonprofit group based in Irvine, Calif (my backyard). It seems they had the same question so did a poll. Here are the results:

What’s the take-away: Yes, across the board, principals and teachers are comfortable with online training.

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Every week, I share a website that inspired my students. Here’s one you may have missed. Starfall is a lot more than reading…

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Every Friday, I share a website (or app) that I’ve heard about, checked into, been excited to use. This one covers math. Since ‘math’ is by far the most popular search term of readers who seek out my blog, I know you’re going to enjoy this review.

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Dear Otto is an occasional column where I answer questions I get from readers about teaching tech. If you have a question, please complete the form below and I’ll answer it here. For your privacy, I use only first names.

I received this question from Mary.

I teach Media Production, where my year 9 students get creative with Adobe Photoshop, Audition, Premier Pro and Stop Motion Pro. They have a wonderful time, but I would love to be able to provide them with a way of keeping a digital portfolio of their work. Our school runs Blackboard, but the digital portfolio add-in is very expensive, too much for our small school.

Are there any free web-based options I should know about, or less expensive ones?

Thanks!

Hi Mary

Have you considered getting students signed up for wikispaces? You can create a free wiki, add each student as a member and let them create their own page, then they can embed each project right onto their wiki page. I did this with 5th graders last year and got some beautiful results (albeit mixed because of the age. Some got it; some glazed over).

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Every Friday, I’ll send you a wonderful website (or more) that my classes and my parents love. I think you’ll find they’ll be a favorite of your students as they are of mine.

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