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.

Are you feeling lucky, punk?

Hello, World!  As promised I have the second part of my protocol outlined below.  This review game is based on the one presented last week, Card Sharks. I use this version in bigger groups, usually 16 or more, though this game plays well for classes of 12 students and larger.

Title: Higher / Lower

Quick Summary: Students will review various skills and practice probability.

Materials needed: A 20-sided die

Prep: Review questions for the class

Procedure: 
see: Card sharks - The procedure is identical :)

How to "Play the Board"

Initially you need to set up a row for each group:

We will have 5 groups in this game

We talk about the die and that it has the numbers ranging from one to 20 on it.  My class is very used to this die by now, but the initial time you play every single student that hasn't seen one of these will want to play with it... And the students that are familiar with it will instantly ask you if you are a gamer.

yes... yes I am.

From there groups that earned the right to play the board get to choose if the next roll of the die will be higher or lower than a 10.  I then write in an arrow to confirm their choice.  I generally give them a few seconds to collaborate, so they all have to call the same answer.

I forgot to take that photo - so here is one with ms paint arrows instead :)

Groups that are correct get to play on; groups that are wrong lose all of their progress.  There are a few differences between this and the card version:

• I don't allow them to change their number after they freeze - I have found that this takes too much time away from the academic time in larger groups. 
• Each group plays the same roll (rather than having their own row of cards).  This means there could be different base numbers for each group.

Play continues with groups reviewing concepts, predicting higher or lower, debating the next, and freezing when they feel they should stop.

After a while the board starts filling up nicely:

In this game, group one was doing well, but went for it all and missed!

When the game continues from this point, Group 4 would be guessing higher or lower than a 9, while groups 3 and 5 would be predicting from a base of 13, group two would have a base of 2 and group 1 would start with their 10.   I put the arrows on their next space, then roll.

Remember: not every group is guaranteed a play each turn!

The groups get very into this game and start talking strategy early.  They keep each other accountable for doing the review work since they do not know which member of the group will be "randomly" checked during that phase.

I love this game because of it's versatility.  You can play it in any subject for any topic.  I've used it for science, math, and language.  Specifically, this lesson involved writing FANBOYS and aaawwubbis sentences using correct punctuation.  I'd love to hear how things go in your room when you try it out!  Comment below!

Another Review Game, 80s game show style!

I hope everyone had an amazing winter break.  Things have been crazy here in Columbus - with Ohio State winning the first National Football College Championship and all.   That story actually has been a great anchor for teaching about growth vs fixed mindsets due to all the injuries that OSU had to endure, the changes the staff and team had to make, and the success they still earned.

This week I'm presenting a highly engaging review game that my students love playing.  It is 100% based on the 1980s game show "Card Sharks" featuring Bob Eubanks.

If you never experienced the 80s, this video will answer lots of questions...

... if you did experience the 80s, this video will give you bad flashbacks.

skip to 4:50 if you just want to see how the game is played :)

In this game students work as a team to review concepts taught.  This protocol is 100% adaptable for any age group or subject, and needs minimal preparation.

I have two versions of this game: one for smaller groups of sixteen or less that uses a standard deck of cards, and one for groups of more than twelve that uses a 20 sided die (twelve to sixteen students can effectively use either version.)  I'll be outlining the card version today and the dice version next week.

Title: Higher / Lower (or card sharks)

Quick Summary: Students will review various skills and practice probability

Materials needed: A deck of cards

Prep: Review questions for the class

Procedure:
1) Divide the students into small groups

2) Students take out their notebook.

3) Teacher puts a review problem on the board.

4) Students solve the problem as a team, completing work in their own notebook.  They may, of course, help their teammates.  During this time I'm usually walking the room monitoring behavior, tone (keying in on competitive students that may not be patient with others), and giving subtle hints.  I'm also usually reminding students they can only write in their own notebook.

5) Teacher chooses a random person from each group and checks that person's work, noting which groups got a correct or incorrect answer.

6) Review the answer as a class - any group that got a correct answer gets to play the board (see below.)  All students that got an incorrect answer should copy the correct procedure, making note of their errors, even if the group got a correct answer.

It is important during the review time that all students understand that even if most of the group gets a correct answer, you are only checking on one random person per group.  This builds concurrent engagement and accountability.  I'll roll a die to 'decide' the student I'm looking at.  Naturally I'm looking at everyone's work and making notes on my clipboard, but the illusion of picking a random student is there :)

How to "Play the board"

For smaller classes I set up a row of cards for each team.  I'll put six to eight cards in a row depending on how long I want the game to last.

The game is afoot!

Groups that have correct answers get to decide if the next card is higher or lower.  It is important to establish the order of the cards.  I write the card values from low to high on the front board so students have a visual of this number line.  If they are correct they can continue and risk their gains, or 'freeze' and guarantee their safety.  An incorrect answer knocks them back to the previous freeze point or the start if there was no freeze point.

I turn the card sideways to signify 'freeze'

The other groups then gets an opportunity to play (assuming that they had the correct answer to the review problem.)  In this version I play classic "card shark game show" style in the sense that players can choose to keep the frozen card or change it for the top card in the deck.  

I find this game provides lots of excitement, is a great review of probability (there was so much discussion on whether you should 'go for it' with a nine showing), and gets students imbedded into the review lesson.  

And of course it leads to situations that you couldn't really predict...

The 9 changes ... to a QUEEN!

"LOWER!"

Lower than a queen - A FOUR!

"HIGHER!" 

Higher than a four... another four... 

"Is ... that.. wait... NOOOOO!!!!!!"

Next week I will include how I've use this game with classes as big as forty-plus students!  I'll also be back later this week with a bonus blog (to make up for the one that I missed!)

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!

It's not break yet, but this protocol will get you one day closer!

I hope everyone is doing well!  I have about a week until winter break and am guessing many of you are trying to stay focused on lessons and gradi... oh squirrel!

This week I'm presenting a definition review game.  For those familar with it, this is a kinestetic activity based on a Frayer model. This protocol get students moving about and has them critically thinking about vocabulary while interacting with each other.

Title: Definition Match Up

Quick Summary: Students will get in groups as they review vocabulary concepts.

Materials needed: Index cards (with pre-made sets)

Prep: Before you do this protocol, you will need to create sets of vocabulary cards. The cards will be grouped into sets of three as noted below:

• One card will have the word or key phrase (for example, "primary color")
• One card will have the definition (for example, "A color that can't be made from other colors")
• One card will have an example (for example, "Red") 

Make a separate set of three cards for each term you would like to review.

Procedure:

1) Give one card to each student.  In typical #tlap form, I rarely just 'hand them' a card.  There is something a bit more to it.  "I have a secret message on this card. DON'T LOOK!"

2) On the go signal, have students look at the card.

3) Students have to then find their missing group members.  Eventually they will form groups of three and read each card ensuring they have one word or phrase, one definition, and one example.

4) While groups are moving I put a question up on the board such as, "What big plans do you have this weekend? Don't be shy - I need something to do!"  When groups find each other and are sure they are in their group of three, they discuss this question while other people settle in.  This allows there to be a minimal amount of behavioral issues and helps continue to build community!

I'm blogging between grading... and it is almost tomorrow...

Here is part of a set that I used for a biome unit:

biotic - a living part of a biome - trees
producers - species that creates its own food - flowers
carnivore - a species that eats other animals - tiger
resource - a substance required by all living creatures - water
interdependent - living things that rely on each other for survival - bees and flowers

Initially groups will make mistakes - that's good! Sit back, review the requirements (word-definition-example), but don't 'help' students out.  My group originally got into "flowers, bees and flowers, water," but when they asked "Which one of us is the word", they had trouble getting the other two into definition and example, and realized they needed new partners.

Processing:

After groups are satisfied, and I know where the big party is on Saturday night,  we circle up while still staying in our groups of three.  Students read their cards in order: word - definition - example.  I might have students give a thumbs up or down (agree / disagree) or a scale to see how familiar they were with that term (1 finger for I didn't know it, 2 for I remember hearing it, and 3 for I remembered that term and definition.)  We also discuss if there are definitions or examples that could have been in different places.  For instance, in my example above students discussed how 'trees' and 'flowers' could have changed groups, but tigers could not have since there were no other carnivores.

Carnivore is such a misnomer!

I have used many variations of this activity.  You can reduce the difficulty by color coding the index cards (definitions on red, words on green, examples on blue) to allow students to visually see each part.  I've increased the difficulty by removing a few cards so that some people are only in a group of two.  Depending on how hard I want to make it, I may or may not tell students which terms have groups of 2 or 3.

I'd love to hear other variations that you come up with as you try out this protocol!  Have an amazing holiday break!

Food drive - Hunger Games Style.

If you are a fan of authentic student engagement, you'll really enjoy this blog.  If you happen to know anyone that doubts as to how authentic student engagement leads to better participation and results, please encourage that person to read this blog.

As most schools do this time of the year, our school held a three day food drive to benefit a local food charity.  Typically this drive raises between 50 and 100 items per classroom.  Students are encouraged to bring in two items, and get a dress down day if they do that (our students wear school uniforms daily.)  This incentive is the usual buy in for the students.

This year, my amazing teaching partner found an activity which turned the food drive into "The Hunger Games."  (Hunger Games, get it? Food dri... oh nevermind, read on.)

Here were the rules:

Our three classroom middle division was split into six districts.  Students supported their district by bringing in food items.  Items were counted and at the end of each day we had an elimination ceremony.  The district with the fewest items was eliminated from the competition.  Then, the item count for each district would reset to zero for the next day.

At first we were worried about eliminated districts no longer bringing in food (after all the end game was to support the local food bank, and this action could be detrimental towards that.)  To work around this, all districts that were eliminated could become sponsors and support districts that were still in the competition.  Basically, you didn't win, but you can keep your friend safe from elimination.

It's good to be the king.

On Wednesday our food drive began. Students came in and piled food into their self-decorated district boxes.   The initial results were encouraging as each classroom brought in an average of 65 items.  Remember, this food drive typically brought in a total of 50-100 items per classroom over the three days, so we were really excited to see that we'd already come close to our expected total.

At the end of the day we all went to a common room for the elimination ceremony.  As students walked in they saw the Panem flag projected and listened to the Panem Anthem playing.

We reviewed the rules - and how the district with the fewest items would be eliminated from the competition.  However, they can help their friend's survive by sponsoring them the rest of the week.

Then the students heard cannons go off... a total of eight cannons were shot and the losing district was displayed on the screen.  Eight students faces were shown to the middle division.

The cheering was enormous.  Students were genuinely excited to still be in the competition.  At first students started taunting the losing district, but quickly realized that those students were now their allies.  The buttering up and praise starting flying.

One district down, five to go.

Thursday came along... Our school starts with morning gathering - lower, intermediate, and middle school all gather in the gym for morning announcements.  That Thursday, there was an electrical buzz in the middle division section. Students were saying how many items they brought in,  showing swagger towards other districts, trying to get District One to sponsor them - they were fully engaged in the activity, and it wasn't even 8:00 am yet.

Little did they know that the Capitol had a special announcement that day.

Students brought in their items to their district leaders.  Students kept trying to find out how many items their district brought in and what place they were.  Teachers didn't budge - all results would not be made public until the elimination ceremony.  When we met as a division, we were shocked and thrilled with our day two results.  On Thursday alone each classroom brought in an average of 110 items.  Each. Classroom.  Again, this is a food drive that never brought more than 300 items over three days, yet here we were at 526 items after just two days.

District Four's Day Two Offering

The Hunger Game fever was so engaging that our middle division head of school as well as the school counselor decided to participate as well.  They announced that they would sponsor students that they observed following the rights and responsibilities (code of conduct) of the school.

Our Intermediate division was the group running the school food drive.  They were getting the typical 20-30 items per classroom.  Then they came to the middle division rooms.  It was wonderful watching the intermediate students' jaws drop when they entered our classroom.  They were not prepared to carry all of those items.

At the end of the day, students were again called together for the ceremony.  They heard the anthem, saw the flag... and students started saluting.

This was totally spontaneous. And a bit exciting.

(I do have authentic photos of this, but school policy prohibits me from posting student images.)  

It made the Capitol's announcement all the better.  Students heard the cannons go off, and started counting... but got confused.  Despite the largest district being eight students, 14 cannons went off.

District Five and District Six were shocked to see both of their teams on the screen... eliminated.

The shock on students' faces was replaced by smirks as their friends quickly started negotiations for their sponsorship.

Day three literally began with students bringing in bags full of items. The teachers were staggered as to the amount of food that we saw at morning gathering.  Again, district leaders took counts and recorded them on the google sheet.  Students petitioned adults to sponsor them throughout the day.

I also learned a valuable lesson.  Never try to petition a Manchester United Fan when you represent Chelsea.  Good student relationship moment, though :)

The final elimination ceremony came with another announcement from the Capitol.. and this one was much more kind.

You see - throughout this whole activity - throughout the announcement of the districts, the challenge, the eliminations, not once did we mention a winning prize for the final surviving district.  When we were occasionally asked about a prize, we just told them 'bragging rights' or 'a feast beyond your wildest dreams.'  Behind the scenes we had talked about buying cupcakes or other small treat for the winning district.  However, after seeing the amount of food and the positive engagement,  our division head had another idea.  She asked the middle division staff if a pizza party would be an appropriate reward for all the districts, even the eliminated ones.  We unanimously said yes.

Still, there had to be a winner of the games.

Fifteen cannons were fired and District Three and Four saw their faces on the board.  District Two was the winners of the Hunger Games.

However, the real winner was Homeless Families Foundation of Columbus.  In a typical food drive our classrooms raised a total of about 300 items over the three days. This year our three classrooms raised 1056 items in three days - three times the typical amount.

The amount of student engagement in this activity blew me away.  I have never seen so much excitement about a food drive (or any other charitible event such as penny drives or clothing drives.) The students excitement spread to other grades as well as other adults in the building.   So again I contend anyone that says authentic student engagement does not increase participation to  please contact me.  I have a special seat in the Capitol waiting just for them.