Ma & Pa Kettle and other mathematical dilemmas

This week’s #edublogsclub prompt 12 asks us to embed something into a post.

No problems!

One of my favourite videos that I use in many of my workshops to do with differentiation and non-funded special needs is Ma & Pa Kettle’s most convincing lesson in mathematics.

The problem: How many times does 5 go into 25?

I bet you said 5 …

Can you think of any other numbers that can be manipulated to do the same?

No?

How about

13×7=?

Watch the video below. Costello (Albert and Costello fame) is pretty convincing…

Why are they so convincing?

I’ve used the Ma & Pa video in the past and asked students to convince me otherwise.

I would also imagine an open ended problem solving session where students explore the possibility that there may be other numbers for which we can present a similar argument.

How could you use these videos in your classes?

Feel free to share your ideas below.

Thanks for reading 🙂

7 boys, a mum & 28 pre-service teachers: A narrative of challenges

This post also addresses prompt number 6 in the #edublogsclub challenge – Challenging situations.

Once upon a time….

No, sorry…

This semester sees me working with 2nd-year pre-service teachers. The unit is the same as the one from 2016 and once again we get to go out to a school in Week 3 and ‘teach’ a couple of Year 7 students on campus. This is usually done during our tutorial time, however, this year proved to be a little challenging in that our tutorial time is 4-6 pm!! Um, schools don’t usually have students ready to go at that time – but alas – the time slot couldn’t be changed regardless of how important this ‘teach’ visit is to my students’ first assignment, (that’s another story!).

Anyhow, let’s not get side-tracked. I wanted to share once again the wonderful adventure we had that afternoon and how we managed to pull it off considering we went from 28 Year 7 boys willing to participate, all the way down to 6. With pizza and choc mud cake on the menu, the boys signed up to remain after school and participate in the activity. Until…

The bribe

They realised it was actually parent/teacher/student (P/T/S) interview evening and they finished school at 2 pm! The numbers dwindled down to 10 boys, and with only a couple of days before the activity, we went to Plan B – there is always a Plan B!

The hour we had with the students would need to be split into two. We have 10 boys participating in two sessions. This would be okay, as the teaching was only for 30 minutes, so my own pre-service teachers would be prepared and it would not impact on their lesson plan. Emails were sent to all and preparations made. I would pick up the food and make my way to the school, arriving in time to feed the students and set up the space. A half dozen of my students, who didn’t have a class before the tutorial would meet me to help with preparations. And then the phone rang…

It’s the day of the activity.

“Hi Jo. How are you going?”

It’s my contact from the school.

The conversation goes something like this….’Everything is okay. We are all set to go except we are now holding the activity in the library and not in the performing arts centre (where I told my students to meet me). No problem we’ll send the boys down to direct them. See you later in the afternoon.’

All good.

And then the phone rang…again…

“Hi Jo. How are you going?”

It’s my contact from the school.

“I’ve got some bad news.”

We are now down to 6 students.

Time for Plan C. Hang on. I don’t really have a Plan C. I have 11 groups (28 students in 2s and 3s) and 6 students. Each group except for 2 are expecting to be teaching 2 Year 7s for 30 mins. I get in my car to pick up the food and head on over to the school. Plan C, if I had one, won’t work, at least not without disppointing my students.

Later, at the school, I’m so happy to see my students who have arrived early as promised. We make our way to the library space, Plan C still isn’t coming.

“Hi Miss!” exclaim 2 little Year 7 boys awaiting our arrival.

I already feel better.

“Here boys, have some pizza. Now while we set up why not go find a friend to join us?”

“Ok,” they reply enthusiastically.

They soon return with another student willing to join in. That’s 7. Is Plan C on it’s way?

Slowly my other pre-service teachers begin to arrive while a few get caught in traffic and message to say they are running late. No problem. Plan C is slowly appearing. We have 3 groups already here and we’re 30 mins early – let’s start the first session and instead of 2 rotations we’ll do 3, plenty of time till 5 pm! H-E-L-L-O … Plan C!

And so the sessions begin.

In no time at all we have paper planes flying, gold coins appearing and science experiments taking shapes.

Planes, coins & science

My pre-service students keep arriving and another student arrives after finishing with P/T/S interviews in tow with mum and dad ready to join in the learning. “Please join us, mum and dad, you’re most welcome!” Mum is keen. So now we have 7 boys (yes I know that should be 8 but one has to leave to attend the interviews so really it’s still 7). The boys grab another piece of pizza and make their way to join another group ready to go again. In this session we’re doing kinetics, working probability and travelling to the land of ancient Egypt. There is also evidence of more science experiments to do with chocolate. I also spot one young man exploring through a paper telescope – I can’t wait to read about that one!

I spy…

Ancient emoji?

30 minutes later … A-N-D … TIME! Last cycle: the 7 boys and the mum rotate one last time. In this session I find more science experiments, this one has balloons and looks very interesting. In another corner, Japanese is being taught, while yet another group is deep into the medieval world and a third is working on area and perimeter – looks and feels nothing like when I went to school. Much laughter and engagement prevail and it looks like Plan C worked!

‘konnichiwa’

More pizza and mud cake, lots of thank yous and satisfaction prevails. We did it!

Time for reflection….

Reflecting on our teaching

Many thanks once again to De La Salle Malvern and especially their Year 7 coordinator who supported us all throughout this process, including entertaining the idea of having students stay after school to accommodate our tutorial time. Hopefully next year common sense will prevail and the tutorials will all be scheduled during the school day when students are actually in school!

Thanks for reading 🙂

How many words does a selfie say?

Here we go, prompt number 4 in the #edublogsclub challenge. I’m chuffed to be able to keep up so far!

This week’s prompt asks us to write a post that includes an image.

Arena di Verona, July 2016

As soon as I read it this above image came to mind. I’m going to keep this simple so you won’t be reading anything about photo etiquette or copyright law. If I use someone else’s photo I always state my source if I can find it, or at least credit where I got it.

This above photo was taken as part of our ‘selfie’ collection from our European trip in 2016 with the edition of a prisma transformation. Taking a selfie every now and again makes us laugh so hard and keeps our two daughters back home entertained. You can see we aren’t very good at it – well at least I’m not. I just don’t get it but it makes for quite interesting and always hilarious attempts. I keep most of them and this happens to be one of my very favourites.

It captures everything about the moment my husband and I were standing outside the Arena in Verona, Italy. We had just purchased tickets to see Aida that night in the Arena. It was a beautiful hot day, reflected with my fiery red hair and in the yellow flame-like images under the arches. The purchase made us very happy and was a welcome distraction from having arrived from Rome the night before without our luggage! (A good thing I had a lipstick in my handbag – that was about it, given we were only flying from Rome. Who thought to pack some knickers just in case! I always do for other inter-Europe flights).

It doesn’t matter now because the luggage did arrive an hour or so before the opera so we got to dress up and off we went! It turned out to be one of the highlights of the 4-week adventure.

This photo for me says it all, and together with my travel diaries always makes for wonderful memories. From an art teacher’s perspective, it is also quite interesting in design elements and principles, colour, shape, texture and composition, all because I’m not so great at taking selfies. Funny.

Aida -travel diary

Thanks for reading 🙂

 

A toothpick slowly scraping at the mortar between the bricks

When first organising my thoughts for the third prompt in the #edublogsclubs challenge – Leadership, I quickly jotted down some ideas I was toying with while waiting for my dad at a medical appointment.

notes on my iPhone

Reflecting back to my Masters in Educational Leadership, I was happy to recall quite a number of researchers, whose papers we were reading and writing about a decade ago. What did leadership mean in the years prior to my completing the masters 10 years ago?

There were a number of areas we explored including change, context, quality learning, leading authentic learning, but one area that stayed with me was that of authentic leadership.

Contemporary approaches to leadership are defined within the context of the authenticity of a leader. “Authentic leadership implies a genuine kind of leadership: a hopeful, open-ended, visionary and creative response to social circumstances, as opposed to more short-sighted, precedent-focussed and context-constrained practices typical of management” (Begley, 2003 p. 101).

My own reflections on leadership at the time were such that I have almost been catapulted back to 2006. Could these same thoughts still to be here in 2017?

In my own leadership at this school, I found it very difficult at first trying to get others to move with me, especially those who had been there a very long time. Sinclair’s (1998) comment that quotes a company CEO who says that the same old people sitting around talking equates to no change at all is reflective of the practices I found at this place. I have run up against such brick walls many times in my own leadership roles where this attitude is prevalent. I like to use the metaphor of a toothpick slowly scraping at the mortar between the bricks. It has taken a long time to get to this point already, where people acknowledge your passion for change, and begin to see it as non-threatening but as a means to improving the current practices in order to align ourselves with our ever changing environment in which our students are expected to survive.

It reminded me of this:

Twitter feed from Research Ed 2016

and sadly even this:

“instead of risking…” via https://marketoonist.com

To some degree, no I won’t colour it with ‘fancy’ talk – THIS IS the reason I moved out of full-time positions in schools. I became very frustrated and torn at what was happening and just how hard it was to break through that mortar with a toothpick. I left in search of a wrecking ball! Don’t gasp! I’m better now. I have my sights set on this tool called a mortar rake which speeds things up a little!

much more practical than a toothpick!

But seriously, my experience of leadership has been both positive and negative. I have worked with many wonderful leaders who gave me plenty of opportunities, who trusted me and let me shine and who I will never forget. Sadly, I have also worked with those who seemed threatened and unhappy no matter how hard we tried. Each experience assisted me in forming my own skills in leadership which I will continue to develop for the rest of my life. You see, I believe leadership is like learning – it never ends.

I often wonder whether there is such a thing as ‘born leaders’ and while I can name a few I think may be, I can’t help but think – really? They were born with leadership skills? Dr Jan-Emmanuel De Neve and his associates found that it may indeed be in your genes!

But for me…I say…No… A leader ‘learns’ the skills… from other leaders, who in turn learned them from others and so it goes… .

Giancola and Hutchinson (2005) emphasise that the transformed leader’s primary focus is “to build a team of leaders who are going in the same direction based on the similar belief that a leader’s main focus is to serve and support the growth of others” (p. 74).

To be a leader

This is a little closer to what I think leadership may be… an opportunity to empower others, only it may also be fruitful if some are going in a different direction just so to add a bit of spice to the journey. I like to be challenged – but not to the point where I feel I cannot go on. I felt that sometimes throughout my career.

I moved on eventually but it did eat me up for a while.

I like what I do now.

For many years I imagined I could do more as a Deputy Principal and sometimes I even considered Principalship but I’m glad I came to my senses even though it did take 20 years! As an education consultant, I get to lead but more importantly, I get to serve and collaborate. I like that better. My passion and vision for better learning continue to spur me, to speak out, to help others, to serve, to learn, to collaborate. I don’t think I’ll ever give this up.

Thanks for reading 🙂

References (from my paper ‘Dimensions which shape contemporary approaches to leadership.’ (2006)

Begley, P.T. (2003). Authentic Leadership and Collaborative Process: Foundations of School Community. Leading & Managing, Vol. 9. No 2, pp. 100-105

Giancola, J. & Hutchinson, J. (2005). Elements of transformed leadership culture. In Transforming the culture of school leadership. (pp. 78-98). Thousand Oaks: Corwin Press.

Sinclair, A. (1998). The traditional path: Heroic masculinity. In Doing leadership differently: Gender, power and sexuality in a changing business culture (pp. 37-53). Melbourne: Melbourne University Press.

My learning spaces – everything, in every place

Prompt 2 of my newest challenge, a blog a week for the #edublogsclubs is all about our work environments. Since I am not in any one school and juggle quite a number of ‘different’ work, my learning spaces vary dramatically depending on the tasks at hand.

In any one week, I can go from a secondary school classroom, a boardroom, a meeting room, a conference centre, my dining room table, my home office space, a favourite coffee shop, university grounds, and even in my spa! I love the freedom of moving around for different learning activities. You see, as I mentioned in my first challenge post, there is learning in everything and I’ll add now – in every place.

Coffee shop treat while reading on critical pedagogy

In my final year of high school, many, many years ago, each of my subjects was allotted to a different study area in the house (much to my mum’s disgust!). It was almost like a switch on, switch off ritual while I was studying and as each exam was completed so the books and study guides disappeared from each place (to my mum’s relief!).

As an Education Consultant, my learning spaces vary from staffrooms to auditoriums, from conference centres to classrooms and school libraries. My audience numbers vary dramatically for 4-5 and up to 300 at national conferences so my learning space has to work accordingly. I like to do a lot of hands-on and movement activities with my participants, but I also need them to sit quietly and reflect, or to work more collaboratively on certain tasks.

Developing coaching relationships

The learning spaces for workshops with teachers may vary but there is nothing like a nice round table where teachers and learning support staff can collaborate to make learning for students with special needs and indeed all students, more accessible.

Collaborating

When teaching and learning with students the spaces outside of the classrooms are just as enticing and so again the learning spaces change. Last year I really loved how my tutorial room had whiteboard walls!! Visual Art spaces are also enticing and prompt creativity even in everyday manual tools which are an artform in themselves.

Paintbrushes

As a part-time PhD student, I do much of my study and writing at home – and this is where I still tend to move around depending on what I’m attempting to do on the day. We have a very large dining room table and even swapping chairs along and around it help me to focus within the space. It is also a good excuse when my desk cannot be seen for the papers, books and stationery it sometimes holds.

My desk area

Dining room table

And of course, there’s also that learning space inside our heads – thinking! As an A grade procrastinator, I actually do much of my thinking while cleaning, cooking, driving and, yes, even while enjoying the spa -though this presents a problem when trying to write things down in my notebooks!

Ahhhhh…spa!

Finally, I’d like to also add that for me learning spaces are not only the physical places one inhabits but they can also be found within the pages of a lovely notebook or scrappy bits of paper, on a computer screen or in a painting.

Travel diary

There is learning in everything; in every place.

Thanks for reading 🙂