Delta X

I’ve been mulling about what to do with my year 11 software (SDD) students for their 2nd project/assessment task. Apart from the syllabus outcomes, I wanted one of the outcomes to be an appreciation of how technology can be transformative and that they themselves can create such technology.

Enter CS + X, except I inverted it to X + CS. While this may be irrelevant from a maths perspective (commutative property of addition), it captures better my pitch of “what is a problem (X) that can be ameliorated with the addition of computer science (CS) ?” In other words:

X + CS = Δ X

Another outcome I wanted is to highlight the importance of understanding the problem as a premise for designing solutions….way before coding/programming comes into the picture. This gave birth to the focus question for the next project, i.e.

Is your software design worth developing?

When planning out the details of this project-based learning unit, I found the book “Setting the Standard for PBL” invaluable.  In particular, Figure 5.3 (pp  118-119) Project Design: Student Learning Guide (Sample) was incredibly helpful. In a nutshell, here were my steps:

  1. List the outcomes for assessment (based on planned Assessment Grid)
  2. Outline the syllabus content (based on planned Scope & Sequence)
  3. Define the Final Products and marking/weighting
  4. Identify instructional strategies

Here’s what I’ve got (PDF)

Here’s a student-friendly version

2016 11SDD Project2

I also created a Project Calendar which will be the basis of my students’ Gannt charts for their own projects.

From here, creating the Assessment notification was fairly straightforward with only the rubric for the Final Products left to define.

As luck would have it, I scored us free entry (thank you Google) into The Sunrise Alpha conference. It will feature successful Australian startup founders. I’m hoping this excursion on Monday will inspire my students to see that they too can be part of this.

I’m also negotiating to have mentors from UNSW School of IT. (I am very lucky!)

Finally, I got several staff members to be part of the panel to whom my students will pitch their ideas. The panel will judge whether or not the problem is worth solving and if the recommended solution is indeed viable and worth developing….fodder for next project :)

Of course, this is just the beginning of the story.

Tomorrow, we start in earnest. I’ve told my students about the project and we’ve already started brainstorming about ideas on problems to solve. This will have to be bedded down more when I they meet their teams…tomorrow.

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Dare to be wise

I fell in love with this phrase after reading Ellie Rennie’s post: The Amanda Palmer effect. The post is worth a read and the link to Amanda Palmer’s talk is worth (re)visiting.

As I start a new school year, I’ve been reflecting on some ‘rules’ or ‘wishes’ I have for my classes. One of these was ‘choose to learn‘ – something I’ve been using for a few years now. It’s served me well, I must add.

Yet Rennie’s post and the phrase itself – ‘Dare to be wise’ – have compelled me to re-think and quite likely re-phrase my rule.

I find the phrase more exciting and engaging and I daresay, challenging.While choice can sometimes (often?) necessitate a sense of daring, I think the verb ‘dare’ is more direct and implies risks to be overcome to gain something worthwhile. Wisdom as the goal is also more specific and positive than ‘learn’ (aside: is all learning good? I’).

Implicit in the phrase is the possibility of making mistakes which I struggle to communicate across. I find “It’s okay to make mistakes” a tad trite. Besides, it’s rare for people to set out to fail. Surely, those who expect failure persevere in the hope of eventual success. The act of dare-ing is rendered more significant!

I also love that Rennie highlighted the power or social networking along with the daring of asking (the Amanda Palmer effect). Rennie did not go into vulnerability, what I think is the flipside of daring which, in my experience, opens up possibilities for learning and wisdom.

Perhaps it’s ultimately mere semantics but I do marvel at the effect of words. I don’t know if the phrase will be more effective but I’ll give it a go this year. Marvel and then Dare to be wise.

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Marvel

Marvel is my one word this year.

I don’t usually do this thing. However, as the new year ticked over and the Aussie summer school hols was coming to a close, I thought it would be good to have one to help me re-focus back into teaching. So, I picked one!

Marvel as a noun and verb seemed apt as I start not just a new school year but at a new school.

To be filled with wonder or astonishment.

To discover a wonderful or astonishing person, place, thing, etc.

Marvel, I think, is what brings joy in learning… and, truth be told, in teaching as well. 

May the year ahead be full of marvels!

Happy 2016!

Disclaimer: The link above shows an official site for ‘my one word’. I didn’t use the process documented there as I’ve derived my word before I saw the site. Still, I’m sharing for those of you who may find this process helpful.

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We write our own reports?

Ever had an idea you just had to act on?

Today with my year 10s, we had 15 minutes to ‘spare’ after we de-briefed their yearly exam paper. Just then, I had a thought to get them to write their own report comment. I figured ‘why not?’

So, I asked my students to spend the next 15 minutes drafting a 500-character report comment for IST. I mentioned that I have already drafted their reports – which was true – and that I wanted to make sure I did not miss anything – which was also true – and that I would use their input – which was more or less true.

One of the more astute ones asked, “Does that mean we write our own reports?”

Boom!

I replied yes, of course. I write the words but in fact, what they do (or not) throughout the year is what is written in the report comment. So technically,  students do write their own reports. Right?

Awesome as they are, they humoured me and actually did the activity.

It was an authentic context to reflect on the year that was, how they were as learners in my classroom and even how they could improve. No scaffold. No prompts. No advice from me….just the time and space to do it…and a bit of ‘rah rah’.

I was so pleased by their honesty and accuracy of self-assessment. I was also pleased that my report comments got validated by theirs which, for my part, means I do know my students and that my data collection (via formative and summative assessments) and feedback systems work.

Writing reports can be onerous, often due to sheer volume and tight deadlines. This has been a ray of sunshine.

I would do this again as a win-win activity. That is, students reflect meaningfully on their learning – content and process and I, their teacher, gets validation and more importantly, personalised insights about them.

 

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I do and I understand

Confucius says (oh my, I’ve been wanting to do that for ages…haha):

I hear and I forget. I see and I remember. I do and I understand.

In my random clicking on the internet disguised as professional development (or maybe it’s the reverse), I found a couple of strategies interesting enough to try.

Fishbowl

The first came from an Edutopia video, How to teach maths as a social activity. I’m a big fan of cooperative and collaborative learning and this video has good strategies. What I wanted to try immediately was called Fishbowl (video link). Basically, it’s having a small group sit and discuss while the rest of the class observe. I’ve heard of it before but this is the first time I intended to give it a go.

With my year 10s going into their exam block next week, and coming in from a 2-week school holidays, I thought that Fishbowl would be an interesting way to do some revision. So I set up 3 groups to discuss (1) Bias in algorithm, (2) Use of cookies, and (3) Robotics in employment.

These topics are directly related to the topics we did this year (1) Software Design and Programming, (2) Internet, and (3) Robotics.

I gave them 5-10 minutes to do a quick revision using our class notes or to look up on the web. This had to be done individually, i.e. no discussions. Then, the group took turns to be in the Fishbowl.

While I set this out as a revision exercise, what I found was Fishbowl is also an effective assessment activity. I doubt I’ll use it for summative assessments but as formative assessment, it was really good to see what the small group, and whole class, knew…or did not know…or got confused on. It also contextualised my assessment tips such as – give specific details, use technical terms and make sure you know their definitions, think of positives and negatives when discussing issues, you can link topics we studied,  use Asimov’s Laws on Robotics when discussing issues, and the like.

Tic Tac Toe + Jeopardy

Our current unit of work in 9IST is game design, a culmination of the Digital Media and Software Design and Programming topics we studied this year. They also have a yearly exam coming soon and I thought what better way to do revision than to play games. We will unpack the following experience next lesson and use that to feed into the work they yet have to do.

I found my inspiration in a recently discovered (read: yesterday) differentiation site, daretodifferentiate (link to Choice boards or tic tac toe, though the wiki site warrant more exploration). I wanted to try it straight away but all mu units are already designed so I figured I might as well use it for revision….and as a game!

The plan was to have a choice board with easy, medium and hard questions – that’s the tic tac toe part. Assigning points to the questions was the Jeopardy part.

I’m not going to include all the questions here but here’s a small sample so you get the idea: easy – JPEG is a lossy format (True or False?), medium – Define algorithm, hard – Explain one way that text can be digitised. For points, I gave 100 for easy, 150 for medium and 200 for hard.

Using the simple definition of games = goal + rules, I discussed the rules of tic tac toe and Jeopardy. They work in groups, nominate a speaker (and there can be no repeat speakers) to provide the answer. I also added a rule of ‘stealing’, i.e. if a group can answer a question better then they “steal (the chance to earn)” the points. This was actually good to ensure they all tried their best and that they listened to other groups. Revision and learning were happening at individual, small group and whole class level. Granted, still at different levels but even the quietest student could learn from others at least. I dropped the ‘tic tac toe’ all in a line across three columns because I had 3 groups…but that would be fun to design to get some blocking strategy happening as well.

Speaking of designing the thing, I wanted to implement this in Scratch, or with more time and effort – JavaScript or Python perhaps. But, given that I thought of this on the eve of using it, I resorted to a table in PowerPoint and using animated blocks to hide/reveal the questions. It’s been a while since I used the ‘click on object’ as trigger (default is just click anywhere) that I’ve forgotten about it. On the whole, it worked quite well actually….yep, a PowerPoint hack :)

Even with a short activity, I can see the power of differentiation through choice….and of course, I’m convinced about cooperative and collaborative learning anyway.

9IST groups in a huddle, discussing strategies and answers

9IST groups in a huddle, discussing strategies and answers

Back to Confucius

There are so many teaching and learning resources out there and seriously, there are many good ones. Finding ones to try and then actually making it happen help cement them in my mind because I don’t only know of, I also understand.

Also, because I mostly teach via Project-Based Learning, my students have done the ‘do’ bit and yet, as I’ve uncovered in these revision activities today, they don’t always remember or understand. And so then, back to Confucius:

By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest.

Revision (look at again) – as an example of reflection (look deeper perhaps over-and-over from different perspectives) – has shown a path for remembering and understanding. In writing this blog post, tired as I am after an all-period teaching day on the first day back at school in 35C heat, I have forced myself to revise and reflect on these strategies.

Ah, I feel wiser now…haha

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