If you don't think you can't assess creativity, or how do you promote creativity in your classroom, here is a 4 min video to watch.
Monday, May 30, 2011
Friday, May 27, 2011
Reevaluating criticism
As I read "How To Win Friends and Influence People", I find myself guilty of many of the principles I should not be doing. Here is one that spoke to me deeply. Don't Criticize, Condemn or Complain!
Throughout history many killers or "evil" people have been jailed and caught; from "Two Gun" Crowley to Al Capone. What is mind-blowing is when these people were asked about their lives the majority would blame others, or even suggest they are men of great heart.
"Two Gun" Crowley, a man who killed many in cold blood, was caught after a 2 hour shootout with police and wrote "Under my coat is a weary heart, but a kind one - one that would do nobody any harm"
Reflecting back, when a person has criticized my own actions I would take offense and also feel as I am one “who would do nobody any harm”. Even though I have heard it is a strength, most cannot and will not admit to their own inadequacies or mistakes. Next time you are about to criticize someone I ask you to reflect on this passage:
Do you know someone you would like to change and regulate and improve? Good! That is fine. I am all in favour of it, but why not begin on yourself? From a purely selfish standpoint, that is a lot more profitable than trying to improve others – yes and a lot less dangerous. “Don’t complain about the snow on your neighbour’s roof,” said Confucius, “when your own doorstep is unclean”.
It is very easy and simple to criticize the actions of other people, but I believe it takes a stronger person to reflect on their own actions, to forgive, and be truly understanding of the shortfalls of those around them.
Another example illustrating how sometimes we focus on criticism is “Father Forgets”, which tells the story of a father who, instead of letting his son be a child, focuses on improving his actions towards adulthood.
As I go forth, I have made an oath to myself that I will keep these quotes dear to my heart and attempt to criticize, condemn or complain no more. Instead of be judicious of others we should be looking at the world through their eyes and trying to understand their actions.
Lastly, I ask youto read the following poem by Nixon Waterman
If I knew you and you knew me--
If both of us could clearly see,
And with an inner sight divine
The meaning of your heart and mine--
I'm sure that we would differ less
And clasp our hands in friendliness;
Our thoughts would pleasantly agree
If I knew you and you knew me.
If both of us could clearly see,
And with an inner sight divine
The meaning of your heart and mine--
I'm sure that we would differ less
And clasp our hands in friendliness;
Our thoughts would pleasantly agree
If I knew you and you knew me.
If I knew you and you knew me,
As each one knows his own self, we
Could look each other in the face
And see therein a truer grace.
As each one knows his own self, we
Could look each other in the face
And see therein a truer grace.
Life has so many hidden woes,
So many thorns for every rose;
The "why" of things our hearts would see,
If I knew you and you knew me.
So many thorns for every rose;
The "why" of things our hearts would see,
If I knew you and you knew me.
Thursday, May 26, 2011
Au Revoir to old ways of testing
Here is the finale and the solution to the Call of Duty Project.
Wanted to share what occurred in my math class when I challenged the definition of a "test".
Step 1: Give truly open ended questions:
Allow students to use any interest to demonstrate their knowledge
Step 3:
Ensure that the students truly have demonstrated their knowledge about the outcome.
Wanted to share what occurred in my math class when I challenged the definition of a "test".
Step 1: Give truly open ended questions:
1) Illustrate the knowledge of graphing a trigonometric function by using the function, and its first and second derivative. The function, the first derivative, and the second derivative, when combined, must use at least three different trigonometric functions.
2) Illustrate the knowledge of displacement and distance covered on a closed interval, using a trigonometric equation for distance. The function, the first derivative, and the second derivative, when combined, must use at least two different trigonometric functions.
3) Show a real life application of an angle changing with respect to time. The use of a video, appropriate measurements and illustrated work must be shown. You must solve for the exact change of the angle at a certain time.
Step 2:Allow students to use any interest to demonstrate their knowledge
Step 3:
Ensure that the students truly have demonstrated their knowledge about the outcome.
Wednesday, May 25, 2011
Leading with our linchpins
“The problem is that most schools don’t like great teachers. They’re organized to stamp them out, bore them, bureaucratize them, and make them average.” -- Seth Godin
Chris says,
How many educators do you know that try to change the system of education? How many educators do you know that just stick to the status quo? How are these two different types of people treated by school and district leaders?
As a principal, I want people who challenge the education system and take risks to benefit our kids. I want people that say the way we have always done things is not the best way. I want people who reflect on current structures and practices and say to themselves: is this what is best for kids? I cannot recall who stated this but if we continue to do what we have always done, we will get what we have always had. To me, that’s not good enough.
In the past year, I have spoken to a number of people who are trying to create change in their classrooms and in the schools but have been told to “toe the line” both by administrators and colleagues. These important educators have been told to follow their lizard brain and conform, comply and follow instructions. Does this sound familiar? Is this what many schools also teach our kids? Is this what we actually want in our education system?
It is EASY to do what has always been done. When you do this, you rarely get criticized and you rarely even get noticed; you please the resistance. What is difficult to do is to be the one to change the system - to challenge the current norms and to be what Seth Godin calls a “Linchpin”. A linchpin is someone who is indispensable; someone who fights the resistance and uses their creativity to live on the edge of the box. “The linchpin feels the fear, acknowledges it, then proceeds.”
We need to be teaching students to not just “do school” but to take risks, try new initiatives and become indispensable. What better way to teach students this than to model this as educators? Now I realize that we have laws that govern education but as leaders and teachers, how can we work WITH our passionate staff and students who are taking risks, challenging the ‘truths’ and norms, and changing the education system?
Godin asks the question: “Would your organization be more successful if your employees were more obedient? Or, consider for a second: would you be more successful if your employees were more artistic, motivated, connected, aware, passionate, and genuine?”.
What kind of school culture do you want? How are you providing your staff with the autonomy to fight their lizard brain and challenge the status quo? Do you silence or encourage the voices of change?
How do you lead with your Linchpins?
Chris says,
How many educators do you know that try to change the system of education? How many educators do you know that just stick to the status quo? How are these two different types of people treated by school and district leaders?
As a principal, I want people who challenge the education system and take risks to benefit our kids. I want people that say the way we have always done things is not the best way. I want people who reflect on current structures and practices and say to themselves: is this what is best for kids? I cannot recall who stated this but if we continue to do what we have always done, we will get what we have always had. To me, that’s not good enough.
In the past year, I have spoken to a number of people who are trying to create change in their classrooms and in the schools but have been told to “toe the line” both by administrators and colleagues. These important educators have been told to follow their lizard brain and conform, comply and follow instructions. Does this sound familiar? Is this what many schools also teach our kids? Is this what we actually want in our education system?
It is EASY to do what has always been done. When you do this, you rarely get criticized and you rarely even get noticed; you please the resistance. What is difficult to do is to be the one to change the system - to challenge the current norms and to be what Seth Godin calls a “Linchpin”. A linchpin is someone who is indispensable; someone who fights the resistance and uses their creativity to live on the edge of the box. “The linchpin feels the fear, acknowledges it, then proceeds.”
We need to be teaching students to not just “do school” but to take risks, try new initiatives and become indispensable. What better way to teach students this than to model this as educators? Now I realize that we have laws that govern education but as leaders and teachers, how can we work WITH our passionate staff and students who are taking risks, challenging the ‘truths’ and norms, and changing the education system?
Godin asks the question: “Would your organization be more successful if your employees were more obedient? Or, consider for a second: would you be more successful if your employees were more artistic, motivated, connected, aware, passionate, and genuine?”.
What kind of school culture do you want? How are you providing your staff with the autonomy to fight their lizard brain and challenge the status quo? Do you silence or encourage the voices of change?
How do you lead with your Linchpins?
Tuesday, May 24, 2011
Vectors In Math class
Engaging Lessons on Vectors:
1) I have created a glog with an embedded YouTube clip illustrating the power of cross winds on planes. We then discussed the solutions of the two problems, also embedded in the glog.
2) Next, we talked about heading and bearings with GeoCaching. I created a scavenger hunt around my school, using the actual blueprints of the school. The assignment is below. Each group received a different set of instructions.
“Find the Apple”.
Get Notre Dame Map draw in the following (Start on the outside left door)
a. [030o] for 7 cm.
b. S10oE for 5 cm.
c. [210o] for 15 cm.
d. E5oS 10. 5 cm.
e. Take the stairs up.
f. [330o] for 10 cm.
g. N60oE for 9 cm.
h. [220o] for 20 cm.
i. E40oN for 4 cm.
j. Take the stairs down.
k. [020o] for 8 cm.
l. [025o] for 8.5 cm.
m. Go find the apple with a number 1 on it.
3) My students researched and worked on a real life application of vectors, by measuring the distance across the lake of their choosing. The project is below.
Math 30 Applied Vector Project
Objective – Students will use vectors to determine the length of an object which can be measured directly.
1. Using maps.google.ca find a lake for which you will measure the distance across.
2. Take a screen shot of the lake and enough surrounding area to create two connecting vectors to the opposite side of the lake.
3. Open Paint and paste the screenshot. Print off the picture as well as save it to your H: Drive.
4. On the paper copy, draw two vectors for which the resultant vector will be a vector across the lake.
5. Determine the magnitude and direction of the resultant vector. You may not take any measurements across water. In practicality, your survey equipment would be in one central location, therefore, you may only measure the angles where the two vectors begin; all other angles must be calculated mathematically.
6. Create a scenario to represent the resultant vector.
7. Using Prezi, PowerPoint, or any other multimedia tool, illustrate your work. Show your screenshot, your vectors used, and all work associated.
Here is an example of a student’s work. **Super cool part… I had students completing short stories in math class on step 6!!!**
Friday, May 20, 2011
Twitter for Math Nerds
I took a video from Josh Sundquist, and edited out some information. This should allow math teachers to use it in their classrooms as they see fit. FEEL FREE TO TAKE AND USE!
Here is the video:
Here are some questions you can use:
Also, here is a link to the real video
Here is the video:
Here are some questions you can use:
Twitter for Math Nerds:
1. Determine the amount of whale fails in one year.
2. Determine:
a. The amount of followers Lady GaGa will have in 5 years.
b. Which year the entire world will be following Lady GAGA.
3. As of May 19th, 2011, here is a list of certain people and the number of followers
Celebrity | Followers |
Lady Gaga | 10,183,767 |
Eminem | 4,306,504 |
Johnny Depp | 79,232 |
Rihanna | 5,145,555 |
Justin Bieber | 9,755,964 |
Determine the mean and standard deviation of people following the celebrities.
4. Determine:
a. The standard deviation of the normal curve in the video
b. Determine the z-score of a tweet reply which is “creepy”.
c. Determine the probability of a person replying longer than 19 hours.
d. Mr. Martin, on average, sends out 300 tweets a month. Determine the number of tweets he would receive a reply to in under 6 hours.
e. Determine the 95% confidence interval for the twitter curve.
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