Math Provocations using GAFE and other tools

Math provocations are fairly new to me.  I am still getting into them, and my kids are beginning to start to ask some neat and deeper questions.  I got the idea from a team of 2/3 teachers at Irma Coulson P.S. in Milton.  I am lucky enough to be a co-facilitator on a board sponsored ICT project.  Schools team up, co-plan and implement a lesson incorporating more tech into the classroom.

Anyway, my math provocations.  The first one I did was this:



I asked the students what math questions they could come up with about this bell. I shared a spreadsheet with the whole class. This allowed me to fit a little digital citizenship lesson into the class. My main theme there was about respecting each other in a shared space (shared online space). The students were to put their name and question on the spreadsheet and problem-solve any erased names or questions.

Some examples:

1. How heavy is the bell?
2. How hold it the bell?
3. What is the capacity of the bell?
4. I wonder how long 100 bells are?
5. What is the area and perimeter of the bell?

And so forth....

We looked through the questions and discussed how they were or were not math questions. And made some estimates.

My next thought was to put the image and a request on Twitter. A few adults responded with questions about the bell. My purpose was to compare adult provocations with student provocations.
I created a quick Storify just before class to share and discuss what questions the adults asked. It was neat to see similar questions, but worded differently.

Finally I extended the idea using Google Classroom. I shared links about the bell, so students could research and maybe answer some of the questions asked. The shared spreadsheet was altered, and I put an answer tab on it. I also extended some questions, so students could see how to extend their thinking too.

Spreadsheet
Storify

This weekend for homework, I am going to challenge the students to take a picture and post it on my Padlet, with a provocation.... And extend it by asking a question about someone else's image.

Homework Padlet
Tomorrow's provocation


I love this idea.  It was a mere 10 minutes in my class, maybe 15, and the thinking and discussion was great. The next time, I may use a Google Form to pose questions.

A new perspective

I currently teach a student who is on the autism spectrum.  Recently I was discussing how solid a writer he is, and how he has done some really great stuff using GAFE, Powtoon and other sources I have found online for him to write with.

A teacher overheard and asked, in a somewhat negative tone, "Oh, but is he still just writing about cats??"  (His cats are his fixation, and I embrace it).   So I replied, "Yes, but I am focused on the process.  He is doing real well with stories, paragraphs, planning and animations.  It is really remarkable how well he has done."

When I was rehashing this dialogue with my fiancee, I was discussing how it seems to be such a negative thing that he was always writing about cats, even though his stories were unique and fun.  He shows voice, creativity and his conventions are great.  I then said to her, "I should have asked her if all of her kids were still writing about people."

And that's when it hit me.  Cats are his people.  It shouldn't matter if he writes about cats, humans or aliens all of the time.  Does he show growth?  Does he meet the achievement chart and success criteria laid out?  Does he write a variety of text types (paragraph, narratives etc).... Yes he does.  Of course the goal would be to expand his repertoire, but right now, let's just focus on the process.

This week I realized that my student, who writes about cats all of the time is NO different than your student who always writes about people.  Cats are his people, and let's embrace that right meow.

More Math Thoughts using Google

I'll make this quick.  It is my 2nd posting of the night, you can't expect too much!!!

Anyway, I was reading my Twitter feed the other day and came across a short video on digital texts.  I was intrigued by a picture of the London Bridge with clear drawings of lines on it marking angles.  It looked good, similar to Google Draw.   Did some research, these texts online cost $55 per kid....and are not for my grade level.   Pfffffttttt!!!!

Disappointed??  Not at all.  I quickly created 2 examples for my "Ideas 2015-2016" file so I don't forget them for next year.

Below is a nice grade 4 idea.  You can see how any image can work (as long as it is free, or your own) and how you can fit a lot of different geometry expectations in here.

Template

 Below is a volume example.  I put the lines in and gave them the dimensions.  Again, you can modify this in a lot of ways.

Template

Leadership, Conferencing and Tweeting

This weekend I was lucky enough to present at ETFO's ICT conference.  It was my third time presenting for them this year, and 5th or 6th overall.  I consider myself extremely lucky to be a part of such an organization that leads, and provides us opportunities to do the same.

My first session was on Coding.  I'm not a coder, don't know much language or script when it comes to computers, but I value and embrace the power that coding has.  My message is simple.  We don't need to be Coders.  We just need to find the tools and resources for students, and they will blow it up.

I met a few other presenters of Coding on Friday and Saturday, and feel completely overwhelmed at what they are providing on their websites and in their workshops.  I do keep in mind that I teach the beginners, the primary students, so my program is going to vary from theirs.  One great speaker, who has an amazing web presence is Brian Aspinall  (@mraspinall).  Spend some time checking his site out, and seeing the Coding gems he has to offer.

Some beginner resources are:
Code.org
Blockly
Botlogic
Scratch


ETFO offered a wonderful chance to network after the first day by hosting a great end of day event.  I spent a couple of hours chatting with teachers from all across the board and picked up some great ideas.  One such idea came from around student presentations and using Youtube clips in their presentation.  One teacher stated that for some topics, he encourages his students to find videos that help prove their point, or provide information, and then use it for inspiration.  He encourages them to make their own videos for the presentations.  Brilliant and now added to my repertoire.

Saturday - Day 2.  I didn't make it to the event when I wanted.  My family from Windsor was in town, so an unscheduled breakfast kept me away.  I missed a couple of sessions I wanted to see.  None the less, I arrived in plenty of time to have a great discussion with Diana Maliszewski (@MzMollyTL ), of GamingEdus.  We had a great chat about teaching, tech and of course, Minecraft in the classroom.  The discussion led to my use of Minecraft (not a crafter), but we shared a video of a previous student using Minecraft partnered with Google Presentations to complete his 20% project.   That led to the decision to co-write a little piece with my former student on the benefits of Minecraft in the classroom.

Finally, I got around to my 2 workshops on Weebly in the classroom.  They went well, and the learning was that for a half day workshop crammed into an hour and a bit, I need to have a little takeaway for the educators attending.  That's ok.  It is going to be my homework this week.

I returned home amped, rejuvenated and excited about so many possibilities.  I love that our union puts on these events, not only to allow us to grow as leaders, but to provide learning opportunities for those that are seeking ways to improve their classroom practice.

At the end of the day, those that win are the students.  If you went into the classrooms of those attendees today, you would have sensed  a level of excitement, confidence and all around positivity that can only improve student engagement.  Students in Ontario are so lucky to have so many educators that care.



Special shout outs to Ruth Dawson @Ruth_Daws and her team for such an amazing event.


Oh and the Tweeting.   I just wanted to quickly state that Twitter is my new PD.  Well it has been for over a year now, but Sunday night I sat at home.   Terrible movie on in the background and tweeted with a few teachers across the province.  We discussed the pros and cons of gamification in the class, how to implement tech, and ideas on Google usage.   Twitter.  Get on it, follow like minded individuals and educational groups and watch your practice improve. 

Implementing GAFE and Technology across your Math Curriculum

Many new tools arrive on the internet scene, and we, as teachers, become overwhelmed with the, "Oh crud, this is awesome, but when and where am I going to implement it?"   I mean, many of us already have a list of 4 or 5 new things we want to show/teach.

And if you are primary/junior like myself, your implementation curve is different than those in the older grades.

So many of us are guilty of focusing on using the tools in our literacy class.  It is easy to teach planning using Google Draw, or writing using Documents.  Want to create a written report?  Use Presentations.

But what people don't realize is that we need to start implementing our technology into ALL of our subject areas.  But today, let's focus on MATH.

I recently stumbled across an idea from @alicekeeler that spoke about using a transparent protractor image in Google Draw.  Wait a minute...my students aren't using protractors.... BUT, we are doing measurement.  So what did I do?   Applied the same idea, but to transparent rulers.  Now my students can do measurement online.  So easy.  Find a copy here

Today I reintroduced the relationship between multiplication and division.  The kids then had to find an image, make the groups, and write the related division and multiplication statements.  One student went so far as to ScreenCastoMatic it (record and send it to me).  This little guy is a grade 3.  Amazing.  Here are some screen grabs.

I am just listing a couple of ideas here.  Using the GAFE tools, as well as combining them with other tools (ScreenCastoMatic), and Google Classroom, the sky is the limit and engagement is HUGE!!!!

I know I only really focused on the math piece here.  I will touch upon the Sciences and Social Science later....hopefully  :)

Have fun.  Read Alice's blogs below.  Lots of great advice and finally, enjoy my grade 3 student's video below.

Alice Keeler Blogs to read:
Transparent Protractor   
Things to Do in Math Using Google Classroom

Time to start bloggin'.

Hello.

And welcome.  I have been exploring uses of technology in the classroom for the past 6-7 years or so.  I mean really exploring it.  I started out by taking P.D. courses that my board offered.  I volunteered for pilot projects, or to help out at beginner workshops, and now I co-create and present workshops on how I integrate technology into my classroom.

But you know what....  I still feel like a "noob".  I have actively been following a large selection of techy people involved in the education world, and I find that I am learning so much from reading their blogs, looking at their images, or reading articles that they suggest.  My Twitter feed has become my main source of P.D.   

No, really!   It is an untapped resource.  Well, I shouldn't say untapped, after all it is Twitter, and it is the internet.... My point is that daily, no hourly, you can literally learn a few cool tricks, apps, or programs that will enrich your classroom in a second.  From tips on using forms, to introducing Powtoon, to how to use Google Draw in your math program, Twitter has it all.

So my first lesson for my first blog is this:

1. Open a Twitter account if you haven't already got one.
2. Follow me @Teacherparker   (I'll follow you back)
3. Find 3-5 great teachers, educational groups, or interesting people to follow

I'll even give you some suggestions:

@alicekeeler

@classcollect

@edutopia

@mentalmathkids

@make

@codeorg

I look forward to hearing from you.