Who Knew Rice Could Be SO Powerful?

Exponents are a fascinating topic to me.  They rank up there with probability in the category of "unexpected answers that make no sense." With exponents students are amazed at how big numbers get and how fast they get there.  I have a number of activities I do to hook them in, but the first one I do involves some rice...

I started with an ancient parable of a farmer in Ancient China.  The parable has many different origins, most commonly in India, but I chose Ancient China because the students just finished a unit on this region and I felt it would be a great way to review the vocabulary and geography of the area. 

The story goes like this...

Once upon a time a farmer found a way to vastly increase the amount of rice produced on his farm.  He shared this information with his Noble who in turn told the Emperor.  The Emperor was very happy, for growing rice was one of the ways to get wealthy in ancient times.  It wasn't like they could just go to Kroger and buy rice, you know.

The Emperor insisted on an audience from the farmer, who showed the next day.  The farmer, being only a peasant, approached his Emperor with his head bowed the entire time.  The Emperor commended his subject and said as a reward he would grant him a reward of a pound of rice a day, every day, for a year.  This was an astronomical amount of food.

We then measured what a pound of rice looked like.  I always keep tupperwares of rice in the classroom - they come in handy for many different activities.  I also got out our science beakers and digital scale.  The pound of rice we measured had just more than 500 ml of volume.  We also estimated there were between 7,000 and 10,000 grains of rice in that pound.  Looking at a serving size, we learned that this would be between 8 and 10 servings of rice by today's standards. 

Doing some more math revealed that at the end of 30 days the farmer would have about 300,000 grains of rice. 

... Then the story continued...

Being a humble peasant, the farmer refused the reward.  Instead, he said, he wished for merely one grain of rice, doubled each day for the 30 day period. 

The Emperor laughed, but was impressed by his subject's modesty.  He granted his wish.

Students then discussed if this was a good plan.  Many of them had heard this story before, and so knew that the farmer made a good choice, but the challenge was to estimate how many grains of rice he would end up with after 30 days.  Estimates ranged from "a few hundred" (from students that had never heard the story) to "about a million." 

So to emphasize the deal I got out the rice again and said, "OK, day 1... ONE grain of rice" and I put the grain of rice on a random student's desk.  "Whew... ok... day TWOOOO.... two grains of rice..." (another student) "day three... four grains! that looks SO FILLING!" (another student.)  I do this through the first 5 days getting up to 16 grains.

Students were then challenged with proving which deal was better.  To do this we decided to use chess boards and post its to help organize our thinking and planning.  Students were put in groups of two or three students to record the results. 

The numbers started small...

... but they started growing...

and kept growing...

Students were shocked at how large the final answer was (over 500 million grains of rice on day 30 alone!)  At the end we did some reflection on exponents. Here are some responses from the closing:

• The numbers start off really small, but got big REALLY fast after like day 20.
• The emperor must have been really upset!
• It didn't seem like a good deal, but on day 19 he already had more than all 30 days from the other deal. 
• That was WAY more than I thought it would be. 
• How many pounds of rice is that??? 

The last part of the assignment was for them to write how the story ends.  What happened to the farmer? Ideally they would use their knowledge of social structures to answer the question (would the Emperor kill the farmer? Honor the agreement? something else?) 

It was a very fun lesson and really emphasized the power of exponents!  

The Amazing (Review) Race

For a final review in term two I decided to host an Amazing Race activity.  This review would use the TV show as inspiration to review concepts in the major content areas.

The students walked in to a dimmed room with the opening theme to The Amazing Race playing on repeat.  We watched a quick clip to help orient students that have never seen the show before and then I explained how it was going to work today.

• Students were on teams of three or four. 
• Each team was assigned a color and symbol.
• Clues for each team were in envelopes with their symbol. 

The Teams

Unlike the actual amazing race, the goal wasn't necessarily to be the first team to finish. Instead it was a point-based game where you can earn points for various tasks:

• Completing a route: 20 points
• Completing a road block: 15 points + points for creativity, quality, and originality
• Bonus points: 5 points each (given at the end of the match, similar to Mario Party)

Students were also told there were ways to lose points.  I really wanted to focus on them working together and using each other as a resource:

• Getting help from an adult or other team: -5 points
• Running or unexpected hallway behavior: -5 points
• If your group is split up / not together: -10 points
• Opening the wrong envelope: -10 points

We also talked about 'sabotage' and how it wasn't allowed (for instance, seeing someone else's envelope and moving or otherwise interfering with other teams.) 

That is a great haiku about China - but you didn't talk about the government... ROAD BLOCKED

After that I put them in their groups and said their first clue was in the commons.  They left the classroom, found their clue and the game began.  

We played a total of 4 route cards and one road block.  The route cards reviewed skills from all the major subjects that my partner teacher and I presented in term two.  To add to the game I bought some programmable padlocks from amazon.  Certain route cards led you to a locker number with a lock. The clue also had the combination to that lock embedded in the clue.  A few groups came up to me for clarification, but when I used the phrase, "is this an official asking for help question?" many of them chose to figure it out as a group rather than lose the five points. 

$10 on Amazon. Great purchase.

After the game was finished, students completed a reflection / feedback survey.  The results were very positive.  Students rated their partner's helpfulness at 3.2 out of 4, Fun rated a 3.3 out of 4 and 93% of students said they'd want to do this again.  It took quite some time to create this, so I'm glad that it went so well!

I really enjoyed this activity for a number of reasons. Students were encouraged to ask each other for help rather than asking a teacher. Only two groups asked a teacher for help throughout the entire game, and that was after they realized they all were stuck.  I got to incorporate a mix of topics - science, social studies, math, and language arts were all represented.  On top of academics, the social pieces - communication, team building, and all the skills that go with that were also emphasized.  I'll be excited to try this again in term three!

Top Ten~ish Takeaways from 2014 - 2015.

1) Apparently having a passion for teaching reading and math is still considered weird.  I'm extremely proud to have both my Math classroom certification and my Academy of Orton Gillingham Practitioners and Educators Classroom Educator certification.  It is amazing how when I'm tutoring in math my OG training comes out:

• "What is this word?" 
• "Hundr... umm... I don't know that word."
• "What does 'th' say?"
• "/th/... oh hundreths..."

Most teachers I come across love one or the other.  I can't see one without the other.

2) It is amazing how much growth my students show on standardized tests when I'm just allowed to teach.  I wonder how my other placements would have gone if I wasn't as micro-managed.

3)  On that topic, I'm still amazed we live in a country where 100% of teachers need to prove that 100% of the students in their class showed over a year of growth.  No other profession is held to that standard.  No doctor has to have a 100% patient survival rate,  no police officer has to have a 100% crime free district.

4) Even after 18 years of teaching I still do not have a 'set' curriculum.  Each class is different, each year leads down a different path.  I have material that I integrate, but my lessons always change. This is not a bad thing.  It could also be because for the 9th time in 8 years I'll be changing classrooms.

5) Connecting to a Personal Learning Network  has been amazing.  Using twitter as an educational professional development tool allowed me to grow in ways that no other medium could have done. I was able to give and get feedback and ideas nearly instantly.  I went from never using twitter to hosting #MSchat discussion in less than one year.  Check out links on the right to see at all the awesome educators you should also be reading!

6)  I'm very thankful to the Association for Middle Level Educators to provide such a wonderful conference, as well as Marburn Academy for providing me the opportunity to go there!  I made so many professional connections, saw amazing presentations, and met truly passionate middle level educators!

Some #MSchat members at #AMLE2014

7) I LOVE presenting at conferences.  AMLE 2014 was my first national conference and I loved being able to share my ideas, thoughts, and techniques.  I loved getting feedback from participants and especially loved getting e-mails saying how they incorporated my ideas into their classroom.  Unfortunately it didn't work out for AMLE 2015, but this is a role I want to expand in the future. [ ADVICE ON HOW TO DO THIS IS HIGHLY REQUESTED :) ]

8) Teach a student how to solve a rubik's cube and their confidence in EVERYTHING goes up exponentially.  I have yet to find any exceptions to this rule.

9) Apparently I have a knack for coming up with a game for any topic and any grade level.  I seem to be the go-to person when someone needs a 'fun way' to do this topic.   What can I say, I like games!

10) I'm still incredibly proud of our division's Hunger Games Food Drive. Arguably one of my best memories as a classroom teacher.

Positive use of competition

11) Lessons are better when you teach like a pirate.  Get the students wondering about what is going on instead of 'what are we going to learn' :play some music, come in costume, rearrange the room, make up stories... use mystery and intrigue.  The learning occurs naturally from there.

12) After a dozen and a half years I'm still as passionate about teaching as I was when I started. I'm already reading PD books and planning big picture ideas for 2015-2016.  It's like it never turns off!

Thank you all for reading my blog this year - it has been quite an experiment for me.  I'm not the type that usually publishes my writing, but I hope you have gotten something out of it.  I really loved getting the comments, e-mails, and tweets about how my ideas helped you in your class.   I'll be posting a bit over the summer and will be back full time in the fall!

Michael :)

Meet My New Baby, Neon!

I have a new baby!  I adopted one of the elements last night!

Confused? Want to know more?  So did so many of my students - and that is the beauty of using hooks when you teach.  Students want more information - they crave it.  It's torture to NOT give them knowledge.

Here is how a typical science lesson can go:

Teacher - "OK, we've been studying about elements.  We know how to arrange the electrons in the first twenty elements pretty well, and I'm pretty sure you know how to calculate the number of protons, neutrons, and electrons, so now you will all become an expert on one element.  You'll have to pick an element and do research on it.  You need to find out the key components of that element - the ones we have been talking about: melting and boiling points, period, group, as well as some interesting facts about the element.  Be sure to also include a Bohr's model.  You'll put everything on a poster and present it on Monday. I'll give you some class time today to get started."

The teacher is giving the information, telling the students what they know, and letting them know what the expectations are.  Picture what the students are doing while this information is being disseminated.  Are they focused? Are they interested? Are they engaged?  Are they looking interesting  facts up before you even tell them to do so?

Would you want to be in this classroom?

Most students in this classroom tuned out by the word "research."  Nobody is engaged, unless they have a strong internal desire to learn about the properties of elements.  The teacher is assuming knowledge that may or may not be there.  And the poor elements are literally all around them - in the air, the paper, the drool on the desk from the student that fell asleep -  thinking, "Is this what we've become? How drab!"

(Drab is elemental for "boring and non-pirate-esque")

In the book Teach Like A Pirate by Dave Burgess, you get dozens of great hook ideas, ways to transform lessons, and a chance to reflect on your pedagogy within the classroom.  I always felt I was a pirate-type teacher, but his presentation at The Association for Middle Level Educators really tied it together for me.

Here is how my science lesson looked:

First, as the students came into the classroom they saw me in the back of the room around a small doll bed.  I look down at the bed, smile, say I've gotta go teach now, cover up something in the bed, and head to the front of the room.

Props - one of the keys to teaching like a pirate!

I load up Kahoot and we review concepts presented in the past  couple of weeks.  I get some great formative feedback, including the fact that my students need more practice calculating the number of neutrons in an element, but I'm really happy with how well students have internalized the learning objectives.

A girl named Lauren was the winner, pulling ahead on the final question, and got to do her victory lap dance around the classroom as we applauded.

This was the final question that gave her the win. There were massive protests.

The students - now fully engaged in the class - are told a bit about my evening.  I got approval to adopt a new baby.  His name is Neon and he's gorgeous - a beautiful orange red baby!  I show them the adoption papers and explain that the adoption agency allowed me to let students also adopt elements that weigh between 3 and 20 AMUs.  

Students are directed to their notebooks.  They look at what elements this might include.  They connect that these are the first 20 elements except for Hydrogen and Helium.  My class is only 16 students, so I tell them that each baby element can only be adopted once.  I also told them I'm not giving up my baby, so Neon is also out!

We then use instant classroom to hold a 'draft' as to which element they get to adopt.  After a student makes a selection, I give them their new 'baby' - with artwork designed by Kacie D.  

From there I shared both my example adoption paper as well as a template for them to create their own paper.  Students already had links to resources to complete the assignment.  I explained that adoption papers were due by Monday.  It didn't matter - many of the students wanted to get started right then.  

Now, this lesson wasn't without issues.  Upon reflection, I didn't do as well as I could have during the 'draft' portion.  Students were choosing elements that they knew other students wanted, and at times were laughing at how some of the elements looked.  I did address this the next day, but  I could have done a much better job of community building by addressing these issues immediately. 

However, this lesson got every student EXCITED to have a deeper understanding of one specific element.   Students were asking if there was a limit to how many fun facts they could research - can they do their own art work - could you make a bigger poster?   Teaching like a pirate changes student engagement WITHOUT changing content.  In fact the content tends to go deeper and becomes more intrinsic because of the thrill that comes with the learning.

Teaching like a pirate transforms your classroom - what pirate stories do you have?  How do you hook your students?

Time to put a round fish through a square triangle.

Here we are yet again!  It's February, which of course means a month of "Get ready for that oh-so-important-standardized-test!"  Classrooms all across the nation are sending home 'test prep' and adjusting schedules to help 'bubble students' succeed.  Here in Ohio we have the honor of breaking out a brand new version of this ritual: the PARCC Assessment.

PARCC, for those that don't know, stands for the Partnership for Assessment of Readiness for College and Careers.

Wait - a test that assesses readiness for college and careers?  Finally something that will decide if my students will have a successful life!

This week I was part of a fantastic twitter chat on #tlap which revolved around the topic "What is Smart."  How do you define smart?  What is intelligence?  Are there smarts besides 'book smart?'  So many fantastic ideas were shared and I really got to focus on my own thinking on this word "smart."

Go ahead and google search the images for smart kids.  See anything?  What about smart student? Notice any patterns? Not that google is the expert in 'smart' but you sure better know higher level calculus to qualify as a smart person.

Ironically "smart teacher" put you at elementary school math.

Like Google, I'm hardly an end-all expert on the topic either, but I really feel the word "smart" is an antiquated term.  There are so many aspects of "smart" in today's world.

Being a College and Career focus test, I assumed this is the type of thing that employers would want to see students ace.  After all, employers want smart students to build their smart work force, and this test is designed on college and career readiness.

But what do employers mean by smart?  Ask around.  Generally employers want people that have the ability to come up with a proposal, organize it, and then execute the plan.  They want people that can solve problems with the resources available to them, or think "outside the box" to make more options feasible.  They want people that can make common sense decisions and persevere through the day-to-day challenges that any work place encounters.  And they want people that can ask intelligent questions.  Questions that help the company or organization move forward and stay at the forefront of their sector.  

On top of intelligence, they are looking for people with integrity.  People that can be trusted to handle large sums of money, be left alone with someone that may be vulnerable, or to close a sale.  

Looking over those skills, how many are measured on a typical standardized test?  Of course the PARCC isn't a typical test - it's a college and career readiness test!   And to see how ready your child is for college it comes complete with questions such as:

The average distance from Earth to the Moon is approximately 384,400,000 meters. What is the average distance, in kilometers, from Earth to the Moon written in scientific notation? 

(actual practice test question available from The PARCC resource page)

That is a real practice multiple choice question from the real practice 8th grade math exam.  Look at the skills it involves:  First - can you write in scientific notation (a clear math skill), but also can you figure the TRICK of "hey we changed units in the middle of a problem just because we could - AND we put the change in a small prepositional phrase in the middle of the sentence, even though no math person in their right mind would EVER change units in the middle of a problem let alone in the middle of a sentence!"  

Unless, that is, your future profession is proofreading.

Also, what's up with all the cat memes this week?

As teachers want innovative, creative, dynamic, curious children. We want courageous students that are able to take risks. We want children that help each other and use all the resources available to them. We want them to have skills such as communication and a growth mindset. We tell them that these are the skills needed to succeed in today's world.

And then we sit them in rows and columns and give them a standardized test because... yeah...

So, to my students and my own two children... I am sorry.  You will see these test questions and you may cry.  Literally cry.  Other teachers reading this probably are thinking of students that will as well.  You aren't alone.  Just remember, this test doesn't define how "smart" you are.  You have plenty of ways to show that off.  We see them. We brag about them.  Hopefully we're letting you know this every day.

Good luck on your exams. Your teachers are preparing you as well as they can.   Go into the tests with an attitude.  Send THEM home screaming and crying.  Then, when they are done, continue being the amazing human you truly are.  Our future is counting on it.

Today I will read your future minds...

A few weeks ago my math class started algebra concepts.   I have a fantastic lesson that I spiced up thanks from some advice from Dave Burgess and his excellent seminar on how to Teach Like a Pirate.    Students sit down, get out their notebook, look up and read the board.  However, instead of the usual warm up or friendly message, they see :  "Today I will read your future mind!"

They giggle as usual, and taunt my talents.  I play along - "Oh, doubters... just wait.  You don't even know what you are thinking yet... but I do...."

With that I take out an index card and turn my back to the class.  I look over my shoulder a few times, making sure to have direct eye contact with a few of them.   As I'm turned I write a message on the index card.  I put this index card into an envelope, seal it, walk up to one student very deliberately, and put it into the student's binder, folder, or book, warning all of them not to even touch the envelope.  I then explain how soon they will all write what I have just written on this card.

Hook?  Check.

I then lead them through the typical pick-a-number scheme where you add, multiply, and do all this magic to the number.   I encourage them to choose a lower number as there is some arithmetic to do to this number, but really any number will work.  No calculators are allowed and students must show their work for each step.

Here is the algorithm I lead them through.  I haven't tried reading minds over the realm of the internet, but I'm willing to have a go.  All of you readers, math geeks and non, should play along.  I'm curious if I can use my psychic powers through wifi.  Here are the steps I give my students:

• No talking from here out - it disrupts the psychic energy.
  
• pick a number 
• double that number
• add 4 to the result
• triple that result 
• subtract 6 
• divide by 6 
• add 4 
• subtract the original number from this result (this step usually takes some clarifying)
• circle this final answer

Now I want you to look at this chart.  Find the letter that corresponds to the final answer circled on your paper and write that letter on your paper.

For instance, if you got a 8, you'd choose 'h'

I always make sure to walk around the room to see what number is circled and to clarify this step.  I also help students that may have made a mistake in arithmetic.

Once everyone has their letter I stop and build the drama a bit more.  I close my eyes - pretend to meditate... whatever. Get a good psychic vibe in that room!

When I continue I ask them to think of an animal that starts with the letter they have written down and have them write this animal in their notebook (telling them specifically that spelling doesn't count.)  For example, a student that gets an 8 could write 'hyena'.

I then ask them to think of a color that animal can be, and to write that as well.  For instance, if they got an 8 they might choose a brown hyena, but can't pick a pink hyena.

At this point I walk back to the student that has the envelope.  I look at the answer in their notebook and smile.  I ask them if they think I have the same thing written on the card in the envelope.  They always hesitate.  The anticipation is thrilling.  I ask that student to open the envelope and to read out loud what is written.

Most of the time they don't even read it out loud.  Most of the time they shout out "NO WAY!"  Generally what happens from there is the rest of the class reacts with shock and awe with a hint of fear.  Eventually the card gets read.  Students are in disbelief.  How is this possible?  Will you teach me?  PLEASE? TELL ME YOUR SECRET (seriously - students begging to be taught?)  Nobody can believe that I have done the impossible.  Same color. Same animal... well, 95% of the time.

If you are playing along you might wonder what is on in that envelope and if I've read your mind through the world of cyberspace.

You may wonder, if in fact, I will end this post with the words grey elephant.  

I think I will.

Next time I'm using one of these as a prop.

An Attitude of Gratitude.

One of the wonderful things about being a teacher is that I get two times during the year (December and the end of school) to truly look back and reflect.  It is almost like a mid-year do-over twice a year where I can see if I need to adjust my heading.

Today, though, is not about changing course. As I was on my run today (one of my two resolutions that I kept this year) I was thinking about my end-of-year blog.  As I was composing these words in my mind (or thinking about my chocolate milk and pumpkin cookie that I promised myself for finishing all 10k) I noticed most of my thoughts were about how grateful I was for everything this year.   Being a more educational-themed blog, I am going to really stay focused on reflecting about my professional life over the past year.  That being said, I do want to take a moment just to say how thankful I am for everything in my personal life as well - a wonderful wife, two amazing children, incredible friends of all genres (hockey, gaming, professional, parents) - you each could get a post of your own and I'm thankful for each of you.

Professionally I have so much to be thankful for.  I am at an amazing school with a brilliant middle division team as well as fantastic leadership.  I have worked at schools where I got observed twice a year (maybe) for twenty(ish) minutes and was expected to put on the classic dog-and-pony show to ensure that all the little boxes on the clip board got marked off. Now I work at a school that encourages me to push my limits - to remember that we are here for the education of the whole student - to remember that teaching 'safe' lessons does not equate to good education - to remember that if I'm bored giving the lesson, the students will be spiritless in receiving it.  My administration encourages me to try new ideas, be creative, and challenge the students.  I'm not allowed to give formulas, can't provide reference sheets, or just hand out extra credit.  They back that encouragement with weekly planning time, development time, and collaboration time as well as financially supporting the staff to attend professional development workshops and conferences that apply to our individual professional growth goals.

That leads me to my second topic of thankfulness - The AMLE2014 conference.  I had the amazing experience and honor to both attend and present at this year's Association of Middle Level Educators national conference in Nashville. It kicked off with some great footwork from Dru (@DruTomlin_AMLE) and a live twitter feed.  During the three days I attended more sessions than was physically possible (I didn't bother eating lunch as the lines were crazy long) and learned so many new ideas and techniques that it would take me another decade of teaching to implement them all.  But just as important as the learning that occurred were all of the professional connections that I made.  I was so grateful that I attended a twitter session hosted by #mschat guru Todd B (@blocht574).  His session really showed me how to build a professional growth network through twitter.  Before his session I had a dozen followers and about as many tweets.  Now I'm in two to three twitter chats per week and have made more professional connections than I ever could have without this amazing resource.

Todd was not the only amazing educator I met while I was at #AMLE2014.   I attended Jackie H's (@jbhanlon) speed session on "Literacy Gone Wild" and was enamored by her energy and ferver.  I also got to be her plus-one at the #mschat meet up that evening where I met even more devoted teachers.  I am now a weekly regular at this chat for many reasons.  On top of the brilliant ideas that get shared on #mschat, the spirit and energy from the educators that post refocus me on my passion for teaching.  I'm also thankful for my other weekly chats: #ecet2, #edchat, #txeduchat, and of course Teach Like A Pirate #tlap - designed around the fantastic book written by Dave Burgess (@burgessdave).  Dave was one of the keynote speakers and amazed the crowd with his energy, magic, and math.  I attended his Teach Like A Pirate session as well and have implemented many of his concepts in my lessons.  I'm really thankful for his immense list of questions to help me truly cook my lessons perfectly.

I'm going to brag about my teaching partner for a bit for I'm really thankful for her as well.  She is one of the hardest working teachers I've ever seen.  Her lessons are creative, well planned, scaffolded, and thoughtful.  They are engaging and play to each students' strength while challenging the students at a perfect level.  She recently completed a "Survivor Island - Explorers" simulation that I will be blogging about next week which could be used as the template for getting students hooked and engaged for any social studies activity.  If you are having issues with student engagement, this is a post you'll really want to read.

There can be but one winner of Survivor Island

I really have so much more to say - but I'll just finish with this... Thank you to all that have made such a positive impact on my 2014.  Those that read the blog, please let me know how your year has gone.  I'd love to know what have been your highlights of 2014.   Have a save and happy new year!