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 5Ā …

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 šŸ™‚

My learning spaces – everything, in every place

Prompt 2 of my newest challenge, a blog a week for the #edublogsclubs is all about ourĀ 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, aĀ 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 lotĀ of hands-on and movementĀ 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 šŸ™‚

My Blog Story

I’ve just joined a new little family #Edublogsclub and set myself yet another challenge of writing a weekly blog based on a prompt (just don’t tell my PhD supervisor!).

I began blogging about 4 years ago as part of my new adventure out in the big wide world. I wanted to try my hand as an education consultant after 30 years in schools. Consulting wasn’t new to me. I had been representing my schools at conferences and through a number of professional learning education agencies for years. I just felt I could do more as a free agent. So along with other social media platforms including twitter (@JoPrestia) I started thisĀ blog.

My twitter page

I like to think out loud through writing so thought this could be a great way to do it. I blog about everything educational including adventures in the classroom, relief teaching, conferences, coaching, consulting work in schools and with teachers, teaching and learning with pre-service teachers, my PhDĀ &Ā family and friends.

There is learning in everything.

I’m proud to say I have a little following and every now and then I get feedback. However, I don’t write to get comments or praise (though it is nice!). I just write because I like it. It helps me think – in writing.

I also love reading other blogs, mainly educational, including fellow PhDs and a myriad of great teachers who provoke my thinking. I love the Thesis Whisperer and Pat ThomsonĀ for my PhD advice, and others I enjoy reading, includingĀ @debsnet, Chris Munroe, Mark Weston, Jon HarperĀ to name but just a few. I don’t always read posts immediately. Instead, I have long binge sessions regularly where I try to catch up. I also stumble on many great blog posts via twitter and my facebook page.

Bed chat

I try to use my time wisely though I am an A grade procrastinator! Sometimes I’m even shocked at how I get everything done! Even now I’m sitting in a nail salon waiting… so taking the opportunity to begin composing this blog on my iPhone. When it rains…

So that’s my blog story… never ending…

(What you have just read was finalised in the comfort of my own work space at home and my trusty mac!).

Thanks for reading šŸ™‚

So what if the beach was a whiteboard?

In today’s classrooms on at least one wall, there exists a whiteboard – used to be a blackboard but those days are long gone. I’m wondering then if maybe it’s almost time to sign off on whiteboards. Yes, I know we have those interactive numbers in many schools but even so…I’m not convinced they are being used to capacity.

Since it’s supposed to be summer in Melbourne – I say ‘supposed to be’, cause I’m currently at the beach in a lovely new house on holiday, just a few minutes walk from the beach, and it’s freezing… aside from that… what if the beach was a whiteboard? What might this look like?

This post was initiallyĀ prompted and began swirling in my head by a couple of photosĀ sent to me in November when most kids were busy studying for upcoming exams. It was cemented in me last night when walking along the beach here and happening upon some wonderful sand drawings.

sand drawing

What prompts children (and adults) to write and draw in wet sand? Have you ever thought about it?

I bet you’ve done it.

Thomas was prompted to write in the sand while studying for his English exam. Yes, really. He scraped out quotes from his novel as a way to remember them. Funny. No one encouraged him to do it, in fact, he was on his own down at the beach and then…he picked up a stick.

He tells me he actually planned to walk down to the beach so he could write them in the sand.

Thomas’ sand quotes

Why?

“I didn’t have a whiteboard. I usually write them on a whiteboard, rub them out and write them again.” At the beach, he didn’t need to rub them out. It was expansive enough to just move on to another space and repeat.

Really?

Thomas purposefully adapted his preferenceĀ for learning and used his immediate access to the sand in order to learn.

As he stands back to admire his writing, passers-by are curious.

“It’s okay,” says Thomas, “I’m just revising for my English exam.”

Clever.

Really?

Is that what it is?

Clever?

Thomas doesn’t think so – for him, he was just studying, thinking, adapting to his environment, taking advantage of what he had – a stick, a voglia, (desire) to explore learning, sand, prior knowledge and experience.

So what if the beach was a whiteboard?

How might you use it for learning?

Thanks for reading šŸ™‚

Do more than ‘know your students’: Learn them

I’d like to propose a leveling up from ‘knowing’ your students to ‘learning your students’.

So how’s it different?

It is similar to holistic education where the student has the possibility to be developed in all aspects of humanism. It develops their physical, academic, spiritual, social and emotional being. In ‘learning’ students then, it becomes an ability to really know them beyond what they like to do, how they learn and what they got on their last test result. It’s about being open, allowing them to develop, take risks and all the while the teacher is watching, listening and learning. Only after this can one act accordingly. In learning students, one is compelled to take action.

What are the steps in such a proposal?

  1. When greeting them at the door go one step further beyond asking how they are going. Watch their body language, listen to the tone in their voice and distinguish if it was any different last time you asked. Then act.

    Watch, listen & learn

    Watch, listen & learn

  2. Reflect on the last class you taught. Who are the students that made an impact -that is- asked the questions, interacted with the teaching and learning, those you had to remind to get back on task. Now, picture those who did not. Why not? Have they interacted more effectively in previous classes? What was different this time? How can that changeĀ for next time without making them feel exposed? Now act.

    Classroom interactions

    Classroom interactions

  3. Do you know what your students like doing outside of class? Do you make efforts sometimes to include aspects of these things in the teaching and learning? Let me give you an example: You asked your class and this particular one has quite a few that enjoy sports -don’t roll your eyes – I’m not keen on it either but just bear with me. Keep in mind while you do plan that there are undoubtedly some students who do not like sport – but maybe they like games… what aspects of sport and games could be included in your class? I encourage you to think outside the box here, include ideas about skills- dependent on what year level they are: Might you includeĀ some healthy competition, or adding by goal points, even creating open-ended problems related to sport but reflective of the skills you require? Is there a story about sport/competition/achievement/training/teams you could use instead? Just becauseĀ students like footy, doesn’t mean you have to ‘do’ and ‘talk’ footy. Perhaps you can cover their love of sport via other related means. Now act.

    talents

    Students’ talents

  4. Are you comfortable sharing something of yourself? Of course, I would expect that it be relative to theĀ content matter being presented. This is a great way to reveal your own humanism and might move your students into telling some of their own narratives. Your role here is to model respect and trust when and if they do, to listen intently and thank them when they finish. Everyone needs to know they have a voice in your class when they want to use it and will be respected accordingly. One last point – the students don’t have to ‘talk’ their narratives, there are plenty of other ways to ‘show’ them. There might be an opportunity sometimeĀ during the semester to ask them to complete … ‘I wish my teacher knew …’Ā Now act.

    Lacking confidence

    Lacking confidence

  5. Stop teaching the content and start learning students. We are always talking about how we don’t have enough time…but time spent learning your students is much more valuable than always thinking you don’t have time because there’s so much content to get through. Content will happen, as will learning (which is the whole point of education) if we do more to ‘learn’ our students. Have open discussions about learning – discuss with them how they learn, talk about the brain and how clever it is and notice how, when, where and what students do in your class when you set learning tasks. I encourage you to change the language used – instead of asking them to get on with their work… try “let’s get on with our learning”. It just seems to be more inclusive and lessĀ burdensome somehow.

 

Matthys, 2016

Matthys, 2016

Now act. Let me know how it goes. Why not share your ideas below so others may also learn.

 

Thanks for reading šŸ™‚