Remarkable Spreadsheets

Yes Spreadsheets really are remarkable. I say that because the project I reviewed could not have been done without the concept of spreadsheets and certainly the advent of spreadsheets for personal computers lends unimaginable power and numerous options to their use. The project was named “Graphing Our Throw Away Materials” and it is directed at 6th grade science classes who are studying conservation by looking at the amount of trash generated on a daily basis. The teacher had her classes do a “Throw Away Journal,” collecting data on the type and number of pieces of various materials that were being thrown away in their own homes. Once data was collected the students entered the data in spreadsheets and did an analysis of it using basic charts and statistical analysis. Finally they attempted to judge the accuracy of their conclusions relative to other classes and outside sources. The “main message was that there is a great deal we throw away.”

This 6th grade science project is a brilliant start on an 8th grade data analysis project in mathematics. The lesson would only need to be adapted in two ways. The first adjustment to be made is the actual measurement data that is being gathered. I would want to collect the data using a volume (cubic ft.) or weight measurement. Weight is probably more practical but in either case you are able to draw a broader set of statistical conclusions. By piece, as done in this project, compares equally a one pint plastic bottle with a two gallon plastic bleach bottle. Volume takes away much of that relativity (but not all).

The second change is not really a change but takes the project to another level. I would then ask the question, how can the students impact the results? We would then design an action plan for our homes and once implemented, students would go back and collect the data again. Now students can really contemplate the influence individual families can have on the big picture. From the mathematics point of view we now have volume data before and after implementation of an action plan and we can do an analysis using high level statistics such as confidence intervals, correlations, quartiles, trends and from that draw more in-depth conclusions.

Integrating math and science in this way is terrific and I applaud Ms. Wiedenfeld’s efforts. It was a job well done.

Netiquette for Our 8th Grade Classroom

http://docs.google.com/View?id=dp2f2p3_21dm6979cz

Jigsaw Your Mathematics

I have been reading a great deal recently about a collaborative learning technique called Jigsaw Classroom. Although it is not new to the classroom as such, the technique was originally developed in the early 1970’s as a tool whereby teachers in newly integrated schools could bridge the racial gap and transform negative classroom atmospheres stemming from intense competition when using traditional learning techniques. What was different about Jigsaw was the teamwork required in the learning activity that allowed individuals within assigned groups of 5 or 6 students, not to compete with one another, but rather work to research a common assigned theme or subject area with each student becoming an authority on a subtopic within the context of the larger topic and then presenting their findings as a presentation to their Jigsaw group.

The strategy as a whole has seen a great deal of success, but as so many times happens with good stuff that you would like to use effectively, there are challenges that present themselves which at the outset need to be overcome. The first rather obvious challenge for our classroom is the number of computer terminals available. We have only five computers and making use of Jigsaw Classroom will require us to develop a strategy that can successfully deal with that limitation. Secondly, there is an inherent challenge of adapting the concept of Jigsaw Classroom to the learning of mathematical topics and principles. Jigsaw Classroom has most often been used in subject areas other than mathematics.

In addressing the issue of computer resource limitations a potential solution would be to assign the use of all terminals to each of the subtopic groups for a designated period, allowing each student to contribute to the research gathering activity. A key advantage of this strategy would be the subtopic group’s ability to synergize individual research efforts and collaborate on establishing the significant aspects of their subtopic and options for effective presentation to their Jigsaw groups. Unfortunately this strategy is less advantageous if the time frame for all groups to complete the project is of insufficient length to allow for adequate research time for each subtopic group. In that case it may be necessary for one individual from each subtopic group to be assigned the online search responsibilities using a single terminal, while the remainder of the subtopic group reads and prepares analysis of the research. This would allow for each Jigsaw subtopic group to access a single terminal for research purposes.

As for implementing this technique within a math classroom, a little searching of my own rendered a number of tried and tested methods for applying the Jigsaw Classroom technique in mathematics. This included topics such as polynomial factoring, special segments of triangles and numeration systems. The methodology used in these examples to incorporate this collaborative technique could easily be applied to such topics as integer and number theory, fractional computations, statistical analysis and a variety of other mathematical learning avenues.

Next step, Jigsaw Your mathematics …

Exploring Google for Educators

Google has taken information gathering, sharing and collaboration to a new level with Google for Educators. The tools offered can be impactful in every classroom and it will be fascinating to see just where and how these applications will be used to facilitate the educational process as this first generation of user educators and students begin to flex the possibilities with creative minds looking for new opportunities.

With a brief exploration of this toolbox my first thoughts were just how can these tools effect a mathematics classroom? I mean we are not talking English literature, research papers and reflective journals, we are working in the realm of equations and problem solving … oh, that’s right, problem solving; now there is a possibility. Taking a little different mindset it became apparent that I could use at least three of the applications as we entered the new school year and over time, and with help from my students, we could discover a number of effective uses and opportunities in mathematics for Google for Educators.

The first of these tools is the Calendar, whereby using the public option I can share homework assignments, testing events, project deadlines and manage out of class interaction with students and parents alike. It also struck me that it was a great learning tool for students to begin to manage their own life in a moderately structured way. A second tool that caught my eye was Google Docs. The spreadsheet was of particular interest because of the ability to use it as an interactive tool integrated with the classroom SMART Board as well as the opportunity for collaboration on individual terminals at school or from home. But it was Google Sites that really enticed my imagination, not that I had some immediate brain child, but that with some thought we could really come up with a collaborative web site that has enormous possibilities for developing ideas and gaining knowledge about the role of mathematics in providing solutions for business, science, design, technology, medicine and a world of other applications. The possibility for collaboration on a web site goes beyond teacher, student and includes parents and community contributors. Now where could that lead us …

Mathematics Works for Us All

Dear Parents and Students

As the summer progresses I will take the opportunity to use my blog to share a variety of information with you that will, I hope, be helpful and informative. It seems the start of a new school year always comes around just when we thought the summer had only begun, so I always assume that I better get started before things sneak up on me. As you are likely aware there is a great deal of excitement brewing with the opening of our new middle school and new stuff can be exhilarating but there is always a little apprehension to go along with it. Part of what I want to do with my blogs is eliminate as much of that apprehension as possible before the big day.

In the world of mathematics (need I remind you that is what I teach) it works the same for us all. Math favors no one and will challenge everyone at one time or another. With that in mind I wanted to make you aware of the importance equality of educational opportunities for all students holds for me. There are three major pieces of congressional legislation (laws) that I think are critical in having my classroom, any classroom for that matter, meet the standards of fairness required. I wanted all of you to have some insight into their purpose and know that I fully support their application in my classroom.

The first of these is the Americans with Disabilities Act (ADA). This is the bases on which the other two pieces of legislation are grounded and ADA simply defines a disability as "a physical or mental impairment that substantially limits one or more major life activities." One of our fellow teachers best summarized this act by saying; “Put simply, the ADA prohibits discrimination against individuals with disabilities by: employers (both in the private and public sectors); local and state governmental entities (including with respect to public transportation); public facilities (such as hotels, restaurants, and retailers); and telecommunications companies (such as the cable or telephone company).” The following link to Mr. Wardwell’s blog can provide further insight into this landmark piece of legislation: http://willwardwell.blogspot.com/

The Individuals with Disabilities Education Act (IDEA) is the second piece of legislative action. The purpose of IDEA as enacted was not only to provide federal funding to support states activities in this realm but to also regulate instruction through the use of programs that are uniquely designed to meet the individual needs of a disabled student and provide other associated services. The act incorporates a student’s IEP (Individualized Educational Program) as an integral element of service and obtains input on individual goals and methodologies from parents and school professionals alike.

Lastly is the Assistive Technology Act (ACT). Fawn Caveney, the schools eighth grade English teacher, in her recent blog defined the purpose ATA as “assisting states in continuing to support and help meet the needs of individuals and their families with disabilities. This act grants moneys to states for three key areas:”
· To support and increase the accessibility of assistive technology.
· To invest in assistive technology for federal agencies and departments to serve individuals and families with disabilities.
· To offer micro-loans to individuals wishing to purchase assistive technology

Ms. Caneney has provided additional information and relevant links on her bog at http://fawncaveney.blogspot.com/

I have linked a number of references to these laws below and would be happy to assist in directing you to any other resources I am aware of at your request.

I hope all of you are having a great summer you continue to do so. When you have a moment throughout the summer give my blog a quick peak and I’ll try to keep the latest and greatest coming your way.

Warmest regards … Kip DeShazo


Americans with disabilities Act (ADA)
ADA Full Text

Individuals with Disabilities Education Act (IDEA)
http://idea.ed.gov/

Assistive Technology Act (ACT)
http://www.disabilityrightsca.org/Pubs/532101.htm
http://www.msprojectstart.org/techact.html

IDEA

IDEA is the acronym for “The Individuals with Disabilities Education Act” and its origin was the 1975 “Education for All Handicapped Children Act” (EAHCA). The inception of EAHCA was a result of what was seen as serious limitations in educational opportunities for children with disabilities. Statistics from the 1970’s indicated that the number of children with disabilities who actually received educational services was about 20% while the remainder of nearly 5 million disabled children either received no educational services or received what was termed “inappropriate” services. The lack of availability of these services fostered tremendous burdens on families who were forced to try and fill the gap through other avenues if location and cost were not prohibitive. The purpose of EAHCA was to assist states in providing special education “unique” to the needs of each qualifying child through an Individualized Education Program (IEP) and provide this at public expense from preschool through secondary school.

The law required that the Act be reauthorized every four years thus allowing for amendments each time it was reauthorized. In the 1990 reauthorization the name of the law was changed to IDEA (I did note that the most recent reauthorization of IDEA available from the U.S. Department of Education’s web site was 2004). The purpose of IDEA as enacted was not only to provide federal funding to support states activities in this realm but to also regulate instruction through the use of programs that are uniquely designed to meet the individual needs of a disabled student and other associated services. Provision of these services as a whole is termed FAPE in the act and incorporates the students IEP (Individualized Educational Program) as an integral element that incorporates input on individual goals and methodologies from parents and professional alike.

There are four main sections in IDEA. Part A refers to congressional findings of fact that support the rational for initiation of such a program and outline the specific purpose of the statute. These purposes are limited to four and in general terms include the provision of individualized special education at no cost to the recipient and protections for the rights of the child and their parents, support for establishing and conducting early childhood services, ensuring related concurrent efforts are in place for such things as research and technical assistance and lastly provide assessment that helps determine programming effectiveness. Part B outlines funding policies and procedures, guidelines for programming development, eligibility, evaluations and technical assistance. Part C refers to the infants and toddlers to age two and Part D covers the funding, administration, and distribution of “National Activities” that provide concomitant programs that can help supplement the educational experience. Examples would include such services as “parent resource centers, parent training and information centers,” or opportunities drawn from the latest research in the relevant sciences.

Sources:

Katsiyannis, Antonis, Mitchell Yell and Renee Bradley. “Reflections on the 25th Anniversary of the Individuals with Disabilities Education Act”. Remedial and Special Education 22.6 (2001): 324-34. Sagepub. Boise State University. 17 June 2009 <http://rse.sagepub.com/cgi/content/abstract/22/6/324>

Public Law 108-446, 108th Congress. U.S. Department of Education, Office of Special Education Programs’ IDEA website. 17 June 2009 <http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2C>

“The New IDEA: CEC’s summary of Significant Issues.” Council for Exceptional Children. 2004. 17 June 2009 <http://www.cec.sped.org/AM/Template.cfm?Section=Advanced_Search&section=Policy_and_Advocacy1&template=/CM/ContentDisplay.cfm&ContentFileID=723>

You Asked ...

I grew up in small town America, mostly liked school and loved sports. My war was Vietnam. I have been fortunate in life.

Until recently I worked in a cube at Micron Technology. I was a manufacturing planner in research and development. I guess one could be curious about such a job but be assured, in the world of cubes you are just one of many and the day your cube is empty, it is as though you were never there. Don’t get me wrong, I am grateful for those seven years; they allowed my family and I too pursue and accomplish important goals. Those years no doubt gave me a perspective that I have learned to appreciate and they added to my world experience and insight.

But it was not always the world of cubes for me. Once upon a time I lived in a very big world. A world of teaming cities and night life, real jungles and white sand beaches: cities like Beijing, Seoul, Tokyo, Macau, Bangkok, Fukuoka, Jakarta, Hong Kong, Manila, Johor Bahru, and the jungles and beaches of Desaru, Boracay, Bali, and Grand Bahama. You see, I lived and worked in the Far East and Caribbean for more than twenty five years. I lived and worked in these places and with the people who called them home. These are the places where my own family was born and raised and these are the places where I took my world view and where I became more like the me I am now.

My life perspective is somewhat unique and I see a degree of value in bringing that perspective to the classroom and sharing it with young people. I want to be a supportive influence, a role model of sorts; to find that connection and teach them some of what the world has taught me. I want to be an advocate for the value of education and the doors that it can open for each child regardless of their inherent abilities.

Funny enough, I am not only studying elementary education but my focus is further defined with mathematics. My intention is to teach math to upper elementary and middle school students. My rational comes from being one who could not appreciate its value as a young person myself but as it turned out I found tremendous value in the things it taught me and support it gave me in the practical and business side of life. Much in life comes unexpected and I want young people to see the hidden value in mathematics that I did not. I think I can make that happen.