cais faculty newsletter early spring 2013

Spring Edition 2012 - 2013

CALIFORNIA ASSOCIATION OF INDEPENDENT SCHOOLS — FACULTY NEWSLETTER

CAIS — FACULTY NEWSLETTER — EARLY SPRING EDITION 2012-2013

2

from the editor…

Ihave been struggling to sort out what, besides the opportunities technology has

afforded us, makes 21st century teaching learning different from 20th century teach-

LQJ�DQG�OHDUQLQJ��&DQ�ZH�GHoQH�LW� LQ�WZHQW\êoYH�ZRUGV�RU� OHVV"�:HUHQW�ZH�DOZD\V� WU\LQJ�WR�KDYH�VWXGHQWV�WKLQN�FULWLFDOO\�DQG�FRPPXQLFDWH�FOHDUO\"�*UDGXDOO\��,�WKLQN�,P�getting it and, for me, it can be characterized by a word we hear a lot these days

in many different contexts: shift. Bottom line: students today can produce knowledge.

There is an ongoing shift in the locus of learning. 20th century learning was, to a large

extent, focused on teachers, in spite of what we claimed. Knowledge was located in

the teacher: teaching and learning was the process of moving that knowledge into the

EUDLQV�RI�RXU�VWXGHQWV��:KHQ� WKH�VSRWOLJKW� LV�RQ� WHDFKHUV�� WKH�VWXGHQWV�EDVLFDOO\�DUH�YHKLFOHV� IRU�GHPRQVWUDWLQJ�KRZ�VPDUW�ZH�DUH�� ,I� WKH� ORFXV�RI� OHDUQLQJ�LV� WUXO\�RQ� WKH� VWXGHQWV�WKH\�FDQ�GHPRQVWUDWH�WR�XV�KRZ�VPDUW�WKH\�DUH��,�EHOLHYH�WZR�WKLQJV�DUH�IXHOLQJ�WKH�VKLIW��WHFKQRORJ\��RI�FRXUVH��:H�NQRZ�WKLQJV�DQG�FDQ�GR�WKLQJV�ZH�RQFH�GLGQW�DQG�FRXOGQW��$�FDVH�LQ�SRLQW�LV�WKH�CAIS Faculty Newsletter��,�KDG�QHYHU�VHHQ�DQ�LVVXH�XQWLO�,�FDPH�WR�ZRUN�DW�&$,6�WKRXJK�RQH�ZDV�EHLQJ�SXEOLVKHG�SHULRGLFDOO\��$W�WKH�WLPH��WKH�association sent one hard copy to each head of school, and asked that it be posted in

D�SURPLQHQW�SODFH��7KHVH�GD\V�HYHU\�WHDFKHU�LQ�HYHU\�VFKRRO�FDQ��DQG��,�KRSH��GRHV�receive each issue online. The fact that many more of you are reading and writing

for the Faculty Newsletter�LV�HYLGHQFHG�WR�PH�E\�WKH�pRRG�RI�FRQWULEXWLRQV�ZH�UHFHLYHG�IURP�RXU� oUVW� DQG�RQO\�&DOO� IRU�$UWLFOHV� WKLV� \HDU� �ZH�DOUHDG\� KDYH� HQRXJK� IRU� WKH�VSULQJ�LVVXH��,W�GDUHV�PH�WR�ZRQGHU�LI�WKH�ZLGHU�GLVWULEXWLRQ�KDV�VRPHWKLQJ�WR�GR�ZLWK�LW��,�ZRXOG�DGG�DV�D�IDFWRU�WKH�LQIRUPDWLRQ�ZH�QRZ�KDYH�DERXW�KRZ�WKH�EUDLQ�OHDUQV�best. Learning is inherently social. Enriched environments and connections with others

DFWXDOO\�FUHDWH�PRUH�GHQGULWHV�LQ�RXU�EUDLQV��$W�RQH�WLPH�LW�ZDV�WKRXJKW�WKDW�ZH�KDG�all the neurons we were ever going to get at birth. Pruning unused ones was the only

change happening through the course of life. Now we know the brain is incredibly

plastic and that another part of the brain can take over the functions of one that has

been damaged or destroyed. The more collaborating and learning from others we

do—the more dendrites grow at the end of our neurons. The more dendrites = more

FRQQHFWLRQV�� 0RUH� FRQQHFWLRQV� � HQKDQFHG� OHDUQLQJ� DQG� UHWHQWLRQ�� /DVW� VXPPHU� ,� H[SHULHQFHG�WKH�HIIHFW�RI�WKLV�RQ�SURIHVVLRQDO�OHDUQLQJ�ZKHQ�,�VWXGLHG�6KHU\O�1XVVEDXPê%HDFKV�ERRN��The Connected Teacher, with a group of people from around the world.

6KHU\O�GHVFULEHV�DQ�DGGLWLRQDO�PRGH�RI�SURIHVVLRQDO�OHDUQLQJ�LWV�RQOLQH��RU�ZKDWVKH�calls “connected.” Blended learning, which research says is more effective than either

online or classroom-based alone is also being used for professional learning as well as

VWXGHQW�OHDUQLQJ��,Q�IDFW��RXU�oUVW�DUWLFOH�LV�RQ�WKDW�WRSLF�ZULWWHQ�E\�0DULR�6DQWRQDVWDVR�from Campbell Hall. Finally, after a number of years of playing around with the idea

RI�ZULWLQJ�D�EORJ��EXW�QRW�ZDQWLQJ�WR�DGG�\HW�DQRWKHU�WKLQJ�IRU�WHDFKHUV�WR�GR��RU�KDYH�QR�UHDGHUV��,�DP�YHQWXULQJ�LQWR�WKH�ZRUOG�RI�FRQQHFWHG�OHDUQLQJ�E\�ZULWLQJ�D�EORJ��,�DP�KRSLQJ�LW�ZLOO�EHFRPH�LQWHUDFWLYH��,�SODQ�WR�VKDUH�UHVRXUFHV�DQG�FRQFHSWV�DQG�P\�oUVW�WRSLF�ZLOO�EH�DQ�H[SDQVLRQ�RQ�WKH�QHZ�PRGHOV�RI�SURIHVVLRQDO�GHYHORSPHQW��0RUH�information will come in the spring issue.

–Sandee Mirell

[email protected]


1

21st Century Teaching and Learning: K-12

Blended Learning in Independent Schools 3by Mario Santonastaso

Design Thinking 5by Lisa Bostwick

21st Century Teaching and Learning: K-5

Cross-Grade iPad Mentoring 7by Kirsten Woods

IRA Investment 8by Deborah Seidner

First Grade Monster Exchange 10by Angela Mackenzie

Singapore Math 12by Kathleen Jalalpour

Journey to a Flipped Classroom by 15Kyla Alexander, Elaine Wrenn & Martha Schuur

21st Century Teaching and Learning: 6-12

Confessions of a Flipping No0b 17by Annie Matthews

iPads in the Science Classroom: Can They Cope? 19by Will Duncan

Nickel and Dimed 22by Robin de la Llata Aime

INSI

DE

Published by:California Association of Independent Schools4450 Lakeside Drive, Suite 375Burbank, CA 91505818.845.0800 (Tel) | 818.845.0888 (Fax)www.caisca.orgJim McManus, Executive Director

Edited by: Sandee MirellDirector of Professional Development

Design and layout by:Christen Cutrona Graphic Designer


2

Since the spread of technology in schools in the early nineties, many new ideas about how technology will transform education have been introduced; however, classroom teaching has remained almost unchanged. New classroom technology tools like projectors, interactive whiteboards, and one to one programs have changed the classroom, but not teaching. Of all the educational ideas that have come and gone, blended learning holds the most promise to transform teaching and learning.

Online learning initiatives and organizations, like the Online School for Girls, The Sloan Consortium, the Interna-tional Association for K-12 Online Learning (iNACOL), and the Global Online Academy are doing some great work in pro-moting fully online learning, but the application of online tools that can have the most impact on education, and can reach the most students, will come from applying sound principles of blended learning in all traditional classes.

� � ?hk� hnk� inkihl^l%� p^� pbee� ]^Ûg^� [e^g]^]� e^Zkgbg`� Zl�activities and assignments that are part of a traditional class, completed online by students, prior to, during, or after their regular scheduled face-to-face (F2F) class meetings. A special ln[l^m�h_�[e^g]^]�e^Zkgbg`%�ma^�kô^kl^�hk�Übii^]�\eZllkhhf%�has received a lot of attention lately. In this article, I hope to outline the parts of a successful implementation of blended e^Zkgbg`%� bg\en]bg`� ma^� kô^kl^� !Übii^]"� \eZllkhhf'� :m� ma^�school where I work, we focus on using blended learning without reducing the F2F class time, but it is also possible to redesign a course as a hybrid, and apply to have your class meet for fewer F2F sessions.

Modern brain research has shown that the lecture and discussion approach is not equally effective for all stu-dents. The best students go on to teach themselves, while the

poorer students may get by, but have not really mastered the material. Consider a student in a traditional class, which in-volves lecture/presentation and discussion. Material is pre-l^gm^]�maZm�bl�bg�\hfi^mbmbhg�pbma�hma^k�bgÜn^g\^l�bg�ma^�^gob-ronment such as distractions from other students, wandering attention, and other sights and sounds.

Understanding the concepts being presented becomes more challenging as the class continues. Students gradually fall further behind in understanding; their notes are sketchy at best, and what is being presented or discussed is a one shot deal. Brain research has shown that working memory, the short-term mental resources a person brings to any learning situation, needs to make a connection with long-term memory for new material to be understood and mastered. Ramsey Musallam, a high school chemistry teacher (see reference below) has done research on the use of screen casts to reduce cognitive overload, and concluded in his study that there bl�Z�lb`gbÛ\Zgm�Z]oZgmZ`^�mh�m^Z\abg`�nlbg`�[e^g]^]�e^Zkgbg`�techniques.

In the diagram, extraneous load from the environment competes with intrinsic load from the classroom. Short-term working memory acts as a conduit to long-term memory, and

prior knowledge that we must bring to bear to embody new material. Cognitive overload occurs at different levels for different people, but everyone can be overloaded, preventing material from becoming part of long-term memory and achiev-ing understanding. It is in the improvement of conditions for working memory to successfully blend with long-term memory to optimize the rate and quality of mastering material, that blended learning holds the most promise.

The reverse classroom model attempts to manage cog-nitive overload by taking lecture/presentation and discussion and moving it online. Screen casts can effectively present new material before the F2F class, and are assigned as homework. Online discussion forums can open the door for all students to participate, not just the few who may normally dominate in a F2F class. Online discussions can be centered around essential questions and, unlike in a F2F classroom setting, students are Z[e^� mh� k^Ü^\m%� k^l^Zk\a� Zg]� \hglmkn\m� fhk^� mahnàm_ne� Zg]�deeper written insights while also replying to posts from class-mates. Discussion contributions are required and graded by

The new tools available to education

due to increased Internet bandwidth

and the proliferation of

Internet-connected devices, make it

possible to transform education to

reach all types of learners.

21st Century Teaching and Learning – Grades K-12

Blended LearningTechnology and knowledge of brain science help create a 21st Century pedagogy.


3

rubrics that promote and reward deep thinking. Although screen casts off-load text/lectures from

classroom to online presentations to help with classroom \h`gbmbo^� ho^kehZ]%� ]bk^\mbg`� Z� lmn]^gm�l� Zmm^gmbhg� ]nkbg`� a screen cast, with questions in online pre-quizzes, is essential to focus attention in the blended model. Screen casts are short. The material is chunked into small segments of up to fifteen minutes. They allow for multiple pauses, playbacks and rewinds to increase retention and allow for student interactivity and personalization of learning while answering pre-quiz questions.

The pre-quiz can take multiple forms. You can ask many multiple choice or short answer questions, pause and discuss online, or you can ask students to do a simple summary of the

video. As in the constructivist model of learning-students are given tools, activities and resources to construct learning for themselves. The pre-quiz is essential in focusing attention and can be graded as part of a strategy of frequent, low stakes grading, to increase participation and commitment. Students will more fully engage in material for which they are given even a small reward. Google Forms or quiz modules in a learning management systems can easily be used to generate online pre-quizzes. Checking the pre-quiz for mastery will give ma^� m^Z\a^k� Zg� bglb`am� bgmh� paZm� fZm^kbZe� g^^]l� \eZkbÛ\Zmbhg�and who needs individual help. Individual help can more eas-ber�[^�`bo^g�bg�ma^�Übii^]�\eZllkhhf�pa^k^�ma^k^�bl�fhk^�mbf^�for practice and peer instruction.

The traditional F2F classroom generally includes some form of model and practice.

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In the blended model, the F2F component includes:�� )�)�FODVV�WLPH�PD\�RSHQ�ZLWK�4��$�IURP�

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Blended Learning Tools

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�In summary, the new tools available to education due to increased Internet bandwidth and the proliferation of Internet-connected devices make it possible to transform education to reach all types of learners. Effectively transforming a class into a fully blended class takes a great deal of time, but faculty will take advantage of opportunities to innovate if they are encouraged and supported by people in administrative roles. Colleges and universities widely support the blended learning model, and award substantial stipends for faculty who want to redesign their classes for blended learning.

References and Recommended Reading

v$�0LQG�DW�D�7LPH��E\�0HO�/HYLQHv%OHQGHG�/HDUQLQJ�LQ�*UDGHV��ê��ê/HYHUDJLQJ�WKH3RZHU�RI�7HFKQRORJ\�WR�&UHDWH�6WXGHQWê&HQWHUHG�&ODVV-rooms��E\�&DWOLQ�5��7XFNHUvBlended Learning in Higher Education-Framework,

3ULQFLSOHV��DQG�*XLGHOLQHV��E\�'��5DQG\�*DU-rison and Norman d. Vaughan

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v7KH�(IIHFWV�RI�8VLQJ�6FUHHQ�&DVWLQJ�DV�D�0XOWLPHGLD3UHWUDLQLQJ�7RRO�WR�0DQDJH�WKH�,QWULQVLF�&RJQLWLYH�/RDG�RI�&KHPLFDO�(TXLOLEULXP�,QVWUXFWLRQ�IRU�$GYDQFHG�+LJK�6FKRRO�&KHPLVWU\�6WXGHQWV��'LVVHUWDWLRQ�E\�5DPVH\�0XVDOODPv7KH�2QH�:RUOG�6FKRRO�+RXVHê(GXFDWLRQ�5HLPDJHG��E\�6DOPRQ�.KDQv&RJQLWLYH�3V\FKRORJ\�5HVHDUFK��KWWSV��docs.google

FRP�IROGHU�G��%��S�D\/W/XT5)1�F8985�K�D'4�edit

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BY MARIO SANTONASTASOAssociate Director of Academic Technology.

Campbell [email protected]

Editor’s note: Mario will be offering a free two-week online workshop this summer.

For more information: http://tinyurl.com/CAISBLW


4

Design Thinking: An IntroductionWhat used to be the domain of architects and city

planners is moving into schools as a valu-

able method for the 21st century impera-

tive of creativity and innovation.

� Ma^k^�l�gh�]hn[m� maZm� bg]î^g]^gm�school educators are often excellent design-ers. We explore the needs of our students, research best practices, call on peers and outside experts for input, come up with new ideas, experiment with new curricula, get feedback, revise, and try again. Our work as independent school educators is in many ways aligned with a process called design thinking. Three years ago I gained hands-on and theoretical exposure to design thinking Zm� Z� \hg_^k^g\^4� ô^k� lbg\^%� B�o^� e^Zkg^]�more by experimenting in my own classroom, and integrating its approaches into the way our school deals with senior projects.

When you research design thinking online, you will quickly see why some refer to the term as a kind of “meme.” Originally used in the domains of architects, city plan-ners, and designers of all stripes, it is now increasingly embraced by businesses and schools as part of what might be called the 21st century “innovation and creativity agen-da.” Pat Bassett, president of NAIS, went so _Zk� Zl� mh� bg\en]^� ]^lb`g� mabgdbg`� bg� G:BL�l�strategic visioning for 2011-2012. But what is it? Simply put, it is a problem-solving strategy that builds a “can-do” attitude. The term became popular in the 1980s at institu-tions like Stanford and MIT, but some point to the 1960s as when it began to evolve from participatory design. Participatory design, where the user of the design becomes a part of the research process informing the design, is taken further in design thinking. The user is not just used to test a product. In design

mabgdbg`%� ma^� nl^k�l� g^^]l� Zk^� Zg� bgm^`kZe�part of the design process itself, not an after-thought. In curriculum design, this shift would include students in the creation of curricula; as opposed to simply asking students for feed-back after delivering curriculum. User empathy, or putting yourself bg� ma^� nl^k�l� lah^l� mh� Ûg]� lhenmbhgl%� bl� Z�big concept distinguishing design thinking. But much of design thinking is best viewed as a creative, action-oriented mindset (think Leonardo daVinci, or cavemen experiment-bg`�pbma�Ûk^�hk�Z�iZk^gm�^qi^kbf^gmbg`�pbma�pZrl� mh� lhhma^� abl� hk� a^k� \abe]"'� Bm�l� k^Zeer�what humans do as they problem solve. There are three key themes to the design thinking process: exploration, idea generation, and prototyping. Design thinking is non-linear, so I prefer to discuss the three broad areas as themes rather than phases, which might imply a rigid order. As it turns out, there are elements of all three themes

throughout any design thinking experience. You will tend not to say, “I am exploring now, therefore, I cannot ideate!” For clar-ity, I will discuss exploration, ideation, and prototyping as semi-permeable arenas. The exploration arena values look-ing beneath the surface of things and is commonly referred to as the “deep dive.” This dive can include research, observations, and questioning to gain insights. In an archi-tecture unit I had been presenting for several years, I made two key changes after integrat-ing design thinking. Before, I had students brainstorm house ideas and do research individually, answering elaborate program-ming questionnaires. After, I had students interview each other to try to understand ^Z\a� hma^k�l� g^^]l�� Zg]� mh� `Zbg� bglbàml�into why their interview partner desired or needed certain elements in his or her house. I was blown away by how much more engaged students were because

of these interviews. Before, during the sche-matic phase, I insisted each student create lô^kZe�ehp�k^lhenmbhg�ikhmhmri^l��_hk�Ühhk�plans before tackling a longer drawing. After, I had students create these low k^lhenmbhg� ikhmhmri^� Ühhk� ieZgl� _hk� ma^bk� interview partner and then get feedback to explore which layouts were best and why. At this point the project was handed back to the student whose house it would become to take it from there. This year, I am exploring; integrating design thinking further so that students ultimately design houses for each other, rather than for themselves. It will be interesting to see how many students will miss designing their own house, and to weigh that against the potential advances in communica-tion skills, empathy, and insights gained by the new method. The idea generation arena of de-sign thinking favors divergent thinking and withholding judgment at the beginning as ways to improve potential solutions. Before my exposure to design thinking, I would hold brainstorming sessions in a rather haphazard way, taking notes at the whiteboard while students rattled off ideas. Not bad, but after discovering several design thinking “rules of engagement” for brainstorming in groups, B�aZo^�_êm�fhk^�\hgÛ]^gm�hg�fr�_^^m�bg�_khgm�of the class. In fact, I was able to quickly integrate the rules into a session that got off to a rocky start last year. We were brainstorming ideas for dichotomies and hybrids. One linear-thinking student quickly mhhd�hnm�abl� bIZ]%� b]^gmbÛ^]�]b\ahmhfr��Zl�a mathematical concept only, and proposed that is was a waste of time to go further.

Peer-sensitive teenagers began to shut down before my eyes, until I put the rules in place:

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Soon, students felt safe again and we had a whiteboard full of wild robotic and animal hybrid creatures, bioengineered foods, and many questions about false versus real dichotomies, such as natural and unnat-ural, success and failure. Looking for many ihllb[e^�lhenmbhgl�Ûklm%�[^_hk^�cn]`bg`%�bl�ahp�design thinking works. Until I understood the concrete methods to this one aspect of idea

I always tell fellow teachers that design

thinking may sound abstract and

conceptual with its emphasis on user

needs and digging beneath the surface,

but it is also very concrete and practical.


5

LISA BOSTWICKDrew SchoolArt Teacher

[email protected]

generation, I was selling my students short. Students then selected three ideas to work Zg]� k^Ü^\m� hg� [^_hk^� _h\nlbg`� hg� hg^� ÛgZe�graphic design. In the prototyping arena, openness toward both positive and negative feedback, and willingness to revise are emphasized. One huge take away from my hands-on de-sign thinking experience is the importance of taking all feedback as information. With the design mindset, there is really no positive or negative feedback. Rather, all feedback is seen as helping the designer better meet the needs of the user.

When my conference partner let me know that she did not like pink for a wallet I was designing for her, this was a prototype “fail-nk^�� maZm� a^ei^]� f^� Ûg^&mng^� ma^� ]^lb`g� mh�meet her needs. Also, the idea of creating “low resolution prototypes” as a way to get feedback quickly before developing more elaborate versions is something that I use in

almost every assignment through mandatory manf[gZbe�ld^m\abg`�Zg]�k^Ü^\mbhg'�Hg^�^Zlr�take away from a design thinking philosophy is to explore your options and put conditions in place such as valuing negative feedback and failure as the route to future success. Most importantly, it is necessary to build in the time for these discoveries. For the past two years I have enjoyed bringing design thinking to our l\ahhe�l�phkd�hg�l^gbhk�ikhc^\ml'�Lbg\^�[kbg`-

ing the mindset to the process, we have initi-ated a “three-two-one” approach to helping lmn]^gml� Û`nk^� hnm� ma^bk� ikhc^\ml'� Bglm^Z]� h_�casually assuming they will explore several ideas before settling on one, we make it man-datory through a two-tiered interview pro-cess that they come up with three potential projects. They discuss three potential ideas with a peer, get feedback, narrow list to two, and explore these in an interview with their advisors. The job of the peer and advisor in-terviewers is to ask why, and to try to look beneath the surface to help students design the best, most meaningful project. My favor-

ite example of a success is a time a student proposed a project doing extreme sports, but after several interviews discovered he was re-ally interested in the culture of risk taking and the drive to escape boredom. A senior proj-ect that may have ended in broken bones, or worse was pitched as a more scholarly one. In the end, this student chose an internship at a local magazine to explore investigative journalism. Another design thinking integration occurred last year when we helped seniors become extremely concrete about “action items” by using lots of verbs from a design mabgdbg`� mhhedbm� inm� hnm� [r� Z� \hglnembg`� Ûkf�called IDEO (http://ideo.com). With the cues, prompts, and articu-eZmbhgl�_khf�B=>H�l�]^lb`g�mabgdbg`�mhhedbm�_hk�educators, we were able to pull eighteen cat-egories for sticky notes on a twenty-four foot butcher paper chart for seniors struggling to organize their thinking around self-directed three-week projects. The process allowed se-niors to survey a tremendous range of next lm^il%�Zg]�mh�ib\d�Ûo^�mh�m^g�mh�Z\mnZeer�]h'�B�always tell fellow teachers that design think-

ing may sound abstract and conceptual with its emphasis on user needs and digging be-neath the surface, but it is also very concrete and practical. It has been my goal to share how I have integrated design thinking into my m^Z\abg`%�Zg]�B�]�ebd^�mh�laZk^�Ûo^�b]^Zl�_hk�how a teacher might use the design thinking approach.

1. Have students pitch three ideas for an English paper addressing a key theme in a novel. Then, have them interview each other to de-termine which idea is most likely to engage the writer and reader most and why.

2. Allow students to make three rapid (five minutes or less each) prototypes of a contraption for an egg drop challenge, rather than building one larger solution. Use small prototypes to begin a conver-sation about which models would be candidates for larger, more refined versions.

3. Have calculus students design a lesson plan to teach and demon-strate their understanding of the uses of calculus (not how to do calculus) to fifth-grade students. Then have students get feedback from fifth graders about their understanding based on the lesson.

4. Have any students working in teams or collaborating routinely reflect on the group dynamics of the team by addressing leadership and ability to motivate and inspire others, as well as aspects of the dynamics that may be counter- productive (without judgment).

5. Require all science and technol-ogy students to research the term "deep user empathy" and design a short PowerPoint on Temple Grand-in’s contribution to slaughterhouses.

Design thinking provides strate-gies for building problem-solving con-Û]^g\^� bg� mahl^� pah� ^qi^kbf^gm� pbma�it. As we face a world increasingly Ûee^]� pbma� \hfie^q� Zg]� hi^g&^g]^]�challenges, the incorporation of de-sign thinking into curriculum is timely. Lmn]^gml� [^g^Ûm� _khf� aZobg`� mbf^� mh�explore, ideate, experiment, and re-vise across disciplines, while becoming attuned to needs below the surface. Design thinking seems like a great way mh�_hkmb_r�mhfhkkhp�l�e^Z]^kl'

?

DESIGN THINKING @ THE NUEVA SCHOOLBy asking What do we need next? and using the stages on this chart, design thinkers craft a unique process for each particular project. As students become more mindful of the process they have used on previous projects, they build confidence in their ability to successfully navigate open-ended challenges.

Copyright 2008 Kim Saxe | Innovation Lab | The Nueva School | [email protected]

Monitor Team Dynamics (SEL)

Building upon Nueva’s long history in teaching Social Emotional Learning (SEL), we have made team check-ins an explicit aspect of our Design Thinking process. Students have the opportunity to verbalize their concerns and brainstorm solutions collectively.

Motivate & Inspire

Monitoring the motivation of a team and learning how to inspire a team are important qualities of an effective design thinker. If the various stages of the Design Thinking process are visited without an inherent enthusiasm or heightened motivation, the results are likely to be less than innovative. We help build the leadership skills and initiative of our students through out emphasis on this step.

Project Management

Using classic techniques of project planning and time management, students practice how to monitor their progress and meet deadlines.

Incorporate Feedback

Students evaluate all of the feedback they have obtained about their prototypes. Combining this information with additional research and brainstorming, they decide how best to proceed. Should we change our prototype? Have we answered the key questions? Do we need more information? Do we need more ideas? Should we scrap this and start over?

Seek Feedback

Soliciting feedback from users is a key aspect of the Design Thinking process. There are many factors that go into a person’s response to an item or an experience. Designers bring an open mind and a beginner’s mindset of “not knowing” in order to gather both positive and negative feedback to improve their solutions. Experimentation as well as failures are valued for their information and because they contribute to future successes.

Create Prototypes

The Design Thinking process embodies a “bias towards action.” By making representa-tions of ideas, problems can be identified and resolved early in the design cycle. Tangible objects or simulated experiences allow students to obtain more informed feedback from users before committing the time and resources to a final version.

Observe

Through observation, much can be learned. Often people will say one thing, but when a keen observer looks, they will find that actually the behavior is different.

Ask & Listen

Active listening and curiosity are practiced and enhanced as a critical skill of Design Thinking. Through direct lessons and extensive practice, students become proficient interviewers who recognize the power of beginning questions with the word, “Why”.

Research

Identifying experts, locating extreme users, and performing on-line research are all key aspects of the Design Thinking process. Students use this stage to understand and learn new information as well as to answer questions or locate resources throughout the process.

Develop Empathy & “Look Beneath the Surface”

After collecting information, students then strive to infer the underlying thoughts and feelings of a user. By immersing themselves in the experiences of users and developing “deep empathy,” they are able to develop a deeper understanding that can lead to key insights.

Synthesize & Define

Many design challenges are complex and multi-faceted. Grappling with them can be daunting and cause some people to give up hope of solving them. By focusing on particular user types and their needs, along with the insights gathered during the “Deep Dive,” students define an area that it is large enough to allow for innovation, yet bounded enough to allow for success. Solving even a small part of a large issue is worthy of effort. We foster an attitude of optimism that is supported by the tools of the Design Thinking process.

Analyze & Choose

Students benefit from exposure to different methods of analyzing and making decisions. Beginning with simple pros and cons and moving to weighted ratings of various criteria, students will build a repertoire of techniques to use in the future.

Brainstorm

Brainstorming is a set of skills as well as a mindset. By adhering to a few Brainstorming Rules, teams and individuals learn to “turn off their judging brains” in order to increase the fluency of their ideas. At Nueva, we encourage students to use “Sketch Brainstorming” to allow them to rapidly capture their ideas.

What Next

Focus

Research/ “Deep Dive”

Collaborate

Prototyping Cycle

Make Informed Decisions

GenerateIdeas

The Prototype and Feedback stages are linked together in an iterative cycle that is done many times to converge on a better solution.

Resources:

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v'HVLJQ�7KLQNLQJ�k0DSy�E\�.LP�6D[H��KWWS��QXHYDVFKRRORUJ�SURJUDPV�LêODE.

v)UHH�PLQLêFRXUVHV�IURP�6WDQIRUGV�'ê6FKRRO��KWWS��GVFKRROVWDQIRUG�HGX.


6

21ST CENTURY TEACHING AND LEARNING - GRADES 1-5

Cross-Grade iPad MentoringWant to integrate technology into you curriculum, EXW�\RX�GRQ·W�UHDOO\�NQRZ�KRZ�WR�XVH�LW�\RXU�VHOI"�7KDW·V�HDV\��DVN�WKH�VWXGHQWV�

“They’re here, they’re here! The iPads are here!” The excitement was palpable, Zemahnà�bm�]b]g�m�jnbm^�fZld�Zg�ng]^k\nkk^gm�h_�mkîb]Zmbhg'�Bm�pZl�ma^�l^\hg]�p^^d�h_�l\ahhe%�Zg]�ma^�bIZ]l�aZ]�cnlm�[^^g�]êbo^k^]�mh�ma^�_hnkma�`kZ]^�\eZllkhhfl'�Ma^�lmn]^gml�\hne]g�m�pZbm�mh�`^m�their hands on the new technology, some had never even touched an iPad before. We teachers were thrilled to see our students so motivated, but we were iPad novices ourselves and unsure ahp�ln\\^ll_neer�p^�]�[^�Z[e^�mh�jnb\der�bgm^`kZm^�mabl�eZm^lm�m^Z\abg`�mhhe�bgmh�hnk�\nkkb\nenf'�P^�p^k^�Zek^Z]r�Z�p^^d�[âbg]�bg�lmZkmbg`�hnk�Ûklm�pkbmbg`�ikhc^\m�[^\Znl^�h_�ma^�bIZ]�l^m&ni�]êZr'�The added challenge of bringing everyone up to speed while still meeting the demands of our kb`hkhnl�Z\Z]^fb\�l\a^]ne^�pZl�]Zngmbg`'�Hnk�l\ahhe�l�m^\agheh`r�m^Zf�pZl�ho^kpaêf^]�pbma�endeavoring to facilitate the laptop to iPad transition across the school, so expecting them to train our students within the next few days was unrealistic. How were we going to solve our dilemma?� :_m^k�]bl\nllbg`�ma^� blln^�pbma�hnk�Û_ma�`kZ]^�\hee^Z`n^l%�p^�k^Zebs^]�ma^�Zglp^k�pZl�kbàm�bg�_khgm�h_�nl3�ma^�lmn]^gml�ma^flêo^l��Ma^�Û_ma�`kZ]^�m^Z\a^kl%�pah�aZ]�ma^�[^g^Ûm�h_�nlbg`�bIZ]l�bg�ma^bk�\eZllkhhfl�ma^�ikôbhnl�r^Zk%�aZ]�Zek^Z]r�[^`ng�mh�m^Z\a�mabl�r^Zk�l�\khi�h_�lmn]^gml�how to use the Pages�phk]�ikh\^llbg`�Ziieb\Zmbhg'�P^�]^\b]^]�mh�aZo^�ma^�Û_ma�`kZ]^kl�f^gmhk�ma^�fourth graders to bring them up to speed with Pages. � Mph�]Zrl�eZm^k%�^Z\a�Û_ma�`kZ]^k�pZl�iZbk^]�ni�pbma�hg^%�hk�bg�lhf^�\Zl^l�mph%�_hnkma�graders depending on the numbers within each class. They brought their iPads to our rooms, and an outline of what skills to teach their fourth grade partners before letting them create a document on their own:

1. Name your document so you won’t forget what information is in it.2. Double-space the document.3. Create a heading with the student’s name and date

(use the ruler to move to the right).4. Center a title.5. Make title bold.6. Insert a tab at the beginning of the paragraph.7. Write three sentences. Then change the font style and size.8. Insert a picture from the Internet.9. Insert a picture from your photos.10. Print your document.11. Email your document to your teacher.

The mentoring project surpassed our expectations. In addition to the fourth graders successfully e^Zkgbg`�ma^�[Zlb\l�h_�IZ`^l%�ma^k^�p^k^�ma^�Z]]^]�[^g^Ûml�h_�bg\k^Zlbg`�lmn]^gml��lê_&^lm^^f�Zg]�[nbe]bg`�Z�lmkhg`^k�lmn]^gm�\hffngbmr'�?b_ma�`kZ]^kl�pah�p^k^g�m�ma^�lmkhg`^lm�Z\Z]^fb\Zeer�aZ]�the opportunity to shine as technology mentors who could provide an introduction to the applica-tion as well as implement problem-solving strategies to troubleshoot various technical problems that arose. Students who normally struggled with staying focused in class were motivated to remain on task as they guided their younger partners through the different objectives of the checklist. The fourth graders received one-on-one attention and encouragement in learning a critical skill at their own pace.

All of these powerful aspects of the cross-grade mentoring program were extended when the fourth graders took on the role of iPad mentors for the third graders several weeks later. They were further motivated with the incentive that they would have the chance to mentor the third graders in the same way. Before heading to the third grade classrooms, the fourth graders spent an hour prepar-bg`�_hk�mabl�g^qm�lmî�[r�^qZfbgbg`�paZm�p^gm�pêe�pbma�ma^�Û_ma�`kZ]^�f^gmhkl%�]bl\nllbg`�paZm�was challenging and how we could address those challenges, and reviewing the basic skills need-ed for using Pages. We decided that using the ruler to position the heading created formatting

problems for the paragraph, so we opted for using the tab instead to position text in the upper right corner of the document. We also fh]bÛ^]� ma^� hkb`bgZe� \a^\deblm� mh� Z\\hffh-]Zm^�ma^�mabk]�`kZ]^kl��ikhc^\m�h_�mribg`�ÛgZe�copies of their rough draft paragraphs, tak-ing out the insertion of pictures and emailing h_�ma^�ÛgZe�]h\nf^gm'�

Once again, the second phase of our plan ikho^]� Zl� k^pZk]bg`� Zl� ma^� Ûklm'� Pbma� _hnkma�grade having one more student than third grade, we used our extra fourth grader as the roving technology supervisor to provide addi-tional support for any team that ran into a snag. The third graders beamed with delight as the older students helped them grasp the basics h_�IZ`^l'�Ma^�mbf^�Ü^p�[r%�Zg]�ô^krhg^�pZl�disappointed when we came to the end of the period. Feedback from students who were be-ing mentored emphasized how much easier it was to learn the skills through this method than with whole group instruction. Mentors reported that the reinforcement of teaching the skills to lhf^hg^�êl^�aêi^]�ma^f�_^ê�ô^g�fhk^�ikhÛ-cient with the application. Overall, our cross-

grade mentoring program turned out to be a resounding success. We are inspired and eager to coordinate additional opportunities for devel-oping iPad skills by capitalizing on this highly effective student-centered cross-grade model!

KIRSTEN WOODSFourth Grade Teacher The Seven Hills School

[email protected]

Fifth graders mentoring fourth graders

Fourth graders mentoring third gradersWe teachers were thrilled to see our students so motivated, but we were iPad novices ourselves and unsure how

successfully we’d be able to quickly integrate this latest teaching tool into our curriculum.


7

INVESTMENT

The guiding principles of an IRA are:�Al�ak�fgl�bmkl�j]Y\af_�Ydgm\��L]Y[`]jk�eg\]d�l`]�mk]�g^�[gehj

hension strategies in a variety

of genres.

�Al�afngdn]k�l`]�o`gd]�[dYkk&�Al�ak�j]Y\af_�oal`�l`]�hmjhgk]�g^

making thinking transparent to

the students - to model how a

“strong reader” thinks during

reading activities.

First graders teach their teachers as

they learn to do literary analysis,

and talk with peers about books

There are so many things that happen during the day inside a classroom that are intended to convey much more than meets the eye (or ear!) One of those things is the Interactive Read Aloud (IRA.) PaZm�l�maZm8�@hh]�mabg`�rhn�Zld^]�� An IRA (another good invest-ment!) is a time for teachers to model the use of comprehension strategies while reading a variety of texts to an entire class. One of the great things about it is that it lowers stress on the students because they are freed from the task of decoding - all they have to do is listen. Ma^�\hgm^gm�bl�lniihkm^]�[r�ma^�k^Z]^k�l�lmhkrmêebg`%�lh�bm�aêil�mh�bg\k^Zl^�Ün^g\r�and phrasing, too. During an IRA, a teacher “thinks aloud” so as to improve comprehension by demonstrating various strategies that “strong readers” use when reading a book. In other words, students get to see an “expert” at work. Part of the interactiv-ity is that the teacher exposes her thinking while reading (pausing approximately 3-5 times throughout the text.) She then gives her students the opportunity to do the same, both during the reading of that particular text and later on their own, when they can stretch their new learn-ing into another context (one of the most bfihkmZgm�ihbgml�"�Lmn]^gml��ldbeel�`khp�through multiple attempts to employ these new strategies. The integration of new comprehension strategy-skills with those ikôbhnler�e^Zkg^]�bl�obmZe�mh�lmn]^gml��reading success.


8

ComprehensionIRA taps into a child’s prior knowledge and develops the ability on a reader’s behalf

to ask question regarding what s/he is reading. It also provides practice with sum-

marizing and distinguishing real from make-believe. It focuses on strategies that help

learners negotiate the meaning of texts. During “comprehension” conversations, we

will use familiar terms such as main idea, cause and effect, analyze, and evaluate.

Story ElementsThis includes identifying events in a plot sequence, discerning author’s purpose,

tracking character development, developing a statement of theme for a text, and

so on. We may also examine structural elements such as climax, setting, problem/

solution, and the role of the narrator.

Vocabulary/Literary LanguageThese conversations encourage learners to observe the power of precise vocabulary;

to identify and appreciate rhythm, rhyme, onomatopoeia, alliteration and literary

language; and to discern the meanings of unfamiliar words through context clues.

Transition words and words with multiple meanings are also discussed.

Literary Elements and DevicesThis includes things such as point of view, foreshadowing, repetition, and exaggera-

tion, and discussing and analyzing way an author structures a text to effectively tell a

story. Here, we engage readers in more complex story structures and more sophisti-

FDWHG�ODQJXDJH�GHYLFHV�VXFK�DV�VLPLOH��PHWDSKRU��DQG�SHUVRQLoFDWLRQ�

Genre7KLV�LQFOXGHV�oFWLRQ��QRQoFWLRQ��IDLU\�WDOH��GUDPD��DQG�VR�RQ�HDFK�KDYH�D�SDUWLFXODU�kind of content or structure. Students begin to understand the distinguishing features

of various genres and learn what to expect from each.

Writing TraitsThese are important because engaging, well-written texts provide outstanding models

for beginning writers. We explore ideas, organization, voice, conventions etc, so

learners can begin to emulate that writer’s work and incorporate those traits into

their own writing.

BY DEBORAH SEIDNERGrade 1

Curtis [email protected]

They engage in carefully

designed, teacher-prompted

conversations with each

other (called “Turn and

Talk”) throughout the

reading of the story. That

encourages them to share

and connect their prior

knowledge and experiences

to the text, practice the new

strategies, and develop

their comprehension and

expressive language.

All teachers need is a solid collection of illustrated texts representing a variety of topics, genres, characters, settings, and plots. The selected texts are usually a bit above the reading-comprehension level of the students. The content of the reading should be engaging and tap into ma^�k^Z]^kl��Zk^Zl�h_�bgm^k^lm' The students engage in carefully designed, teacher-prompted conversations with each other (called “Turn and Talk”) throughout the reading of the story. That encourages them to share and connect their prior knowledge and experiences to the text, practice the new strategies, and develop their comprehension and expressive language. When they “turn and talk,” they literally turn and talk to their neighbor, sitting knee-to-knee. This way, the students have immediate oppor-tunities use the content vocabulary of the story.

IRA lessons usually touch on com-prehension, story elements, vocabulary/liter-ary language, literary elements and devices, genre, and writing traits. Here is a bit more detail on each:� Lh�ma^k^�rhn�aZo^�bm'�Blg�m�bm�lh�fn\a�fhk^�maZg�rhn�]�bfZ`bg^8�Pê\hf^�mh�ma^�world of teaching…this type of thing happens all day long, and it is incredibly exciting to engage in these conversations with elementary school students and hear what they have to say. They make very profound, charming and surprising comments and many times, through their thoughts or observations, ask that we, the m^Z\a^kl%�\hglb]^k�mabg`l�p^�o^�gô^k�mahnàm�of - that is the best part! Well, that and the “Ah Ha!” moment…that is pretty exciting, too. Every book is rich with possibilities for instruc-tion. The trick is to target one idea per lesson so it becomes transparent for the children, and which paves the way for them to practice on their own.


9

to an online gallery where viewers can read the detailed descriptions and view both the original and re-drawn monsters. The delight and enthusiasm expressed by the students when they receive the re-drawn monsters is always a reminder of how important it is to provide personal and meaningful connections when it comes to our curriculum and lessons. Once the monster descriptions have been sent to Turkey we have the opportunity to participate in several extension activities while we are waiting for the re-drawn monsters. An important component of this project is introduc-bg`�hnk�iZkmg^k�l\ahhe�l�lmn]^gml'�;hma�schools exchange information through pictures, videos, scrapbooks, and cultural artifacts via postal mail and the Internet. SEV students create a wonder-ful book about Izmir. Village School students create a “Postcards from the Palisades” video, and printed postcards mh�l^g]'�:kmb_Z\ml�bg\en]bg`�ÜZ`l�Zk^�also included. This cultural exchange facilitates meaningful connections for the students and helps the students see the many similarities we share with our friends in Turkey despite their being so far away! � Hg^�h_�ma^�lmn]^gm�l�_Zohkbm^�lessons is a Google Maps comparison of the SEV School community in Izmir Zg]�hnk�\hffngbmr�bg�IZ\bÛ\�IZeblZ]^l'�We pull both maps up and point out the similarities and differences between the two. Students then create a Venn Diagram using Pixie. They can draw, type, or drag “stickers” into the diagram to identify the things that are unique for ^Z\a�l\ahhe�l�\hffngbmr�Zl�pêe�Zl�paZm�they have in common. Have you ever seen a monster fZ\abg^8�Gh8�Pêe�hnk�Ûklm�`kZ]^kl�have and it was a huge hit! Students vis-ited the website of Even Monsters Need

Haircuts by Matt McElligott. They eah pulled the various levers and pushed the right buttons to create a unique monster. No two were alike and the children enjoyed comparing their monsters with their peers. Please visit http://matthewm-celligott.com/monsters/monster-machine.php for more information or to create a monster of your very own. Next we read the book Monster

First Grade Monster

ExchangeEnglish language learners in Turkey draw monsters created

in California without being able to see them.

First graders at Village School are currently participating in an exciting student-centered project called Monster Exchange. The project is designed to encour-age the development of reading and writing skills while integrating technology and global collaboration into the curriculum. Through the online Monster Exchange project, each class is paired with a partner class in another part of the world. The project begins with students, in teams of two, drawing a monster. Pairs then write descriptions of how to draw these monsters. The descriptions, without the pictures, will be exchanged with our friends Zm�LZèbd�o^�>`bmbf�OZdÛ�!A^Zema�Zg]�>]n\Zmbhg�?hng]Zmbhg"�>e^f^gmZkr�L\ahhe�bg�Izmir, Turkey. These English language-learning students use reading comprehension skills to read the descriptions, and translate them into a monster picture. The biggest challenge involves creating a re-drawn monster as close to the original picture as possible without being able to look at the original! Finished monsters are uploaded


10

Finished monsters are uploaded into an

online gallery where viewers can read the

detailed descriptions and view both the

original and re-drawn monsters.

Trap by Dean Morrissey. The story is about a young boy named Paddy who is staying with his grandfather, Pop, for the weekend. He is scared to go to sleep because he hears monsters in the house. As a result Pop does what any grand-father would do—he builds a monster mkZi��Ma^�Ûklm�`kZ]^kl�p^k^�]êbàm^]� to see that the monsters turned out to be friendly and playful creatures that delighted in playing with the monster trap. Students then designed and cre-ated their own monster traps in Pixie. :_m^k�ma^r�Ûgbla^]�ma^bk�fhglm^k�mkZi�p^�helped them copy their monster for the monster exchange project and paste it into their monster trap. � Ma^�g^qm�Zg]�ÛgZe�lmî�h_�hnk�extension activity is to upload all of our work into Voicethread. Once the lmn]^gm�l�hkb`bgZe�fhglm^kl�Zg]�]^l\kbi-tions, their Venn diagrams, and their monster traps are in Voicethread, stu-dents will have the opportunity to com-ment on both their own work as well as ma^bk�\eZllfZm^�l'�P^�ieZg�mh�laZk^�ma^�Voicethread with our partners in Turkey, so that they can comment on it as well.� EZlm�r^Zk�hnk�Ûklm�`kZ]^kl�ik^-sented their Monster Exchange project to thousands of educators at the ISTE 2012 conference in San Diego. It was a proud moment for everyone and we hope to present again at ISTE 2013 in San Antonio. All in all we are now crazy for anything monster and we have nur-tured an important and special relation-ship with our friends in Turkey!

Editor’s Note:

6HH�H[DPSOHV�RI�WKH�PRQVWHUV�DW��KWWS��PRQVWHUH[FKDQJH�RUJ�VFULSWV�PV�VKRZFDUG.

DVS"LG ��Learn more about the Monster Exchange project:

KWWS��ZZZ�PRQVWHUH[FKDQJH�RUJ��VHH�SLFWXUHV�

BY ANGELA MACKENZIETechnology InstructorTK-6

Village [email protected]

P


11

7KH�9DOXH�RI�0XOWLSOH�5HSUHVHQWDWLRQV�LQ�7HDFKLQJ�&RPSXWDWLRQ�ZLWK�6LQJDSRUH�0DWK

For decades, most American stu-dents have learned math by memorizing algorithms. Although this can be the fastest method to learn computation in the short run, it has the enormous disadvantage of fragility of recall. Many students feel they have mastered a given procedure, only to Ûg]�ma^r�o^� _hk`hmm^g�hk�\hg_nl^]� bm�pa^g�they need it later. For example, consider the pos-sible answers seventh and eighth graders might give for this problem:

Students might use the traditional algorithm and calculate an initial answer of 126, but then are often unsure of where to put the decimal point. If they have for-gotten the “rule”, they become confused. Is the decimal point lined up with the decimals in the problem, like in addition, thereby giving an answer of 12.6? Or is the answer 1.26 or 0.126? - although this seems wrong, since students will ask, “Mul-mbieb\Zmbhg�lahne]g�m�fZd^�gnf[^kl�smaller, should it?”

Few students will be able to use several strategies to answer this question.

Examples of such responses might include: ��Ma^�ikh[e^f�Zldl�_hk�gbg^�m^gmal�h_�*'-'

One tenth of 1.4 is 0.14, so nine tenths is 0.14 less than the total of 1.4, making 1.26.

��Ma^�ikh[e^f�bl�)'2�mbf^l�*�Zg]�-�m^gmal'�0.9 times 1 is 0.9, and 0.9 times 0.4 is 0.36. So 0.9 plus 0.36 = 1.26.

��Bm�bl�Z�k^\mZg`e^�pbma�lb]^l�h_�)'2�Zg]�*'-%so the area is 9 tenths and 36 hun-dredths: (count them in Figure 1 below.)

��:g�^lmbfZm^�bl�^Zlr'�Lbg\^�)'2�bl�Z�ebmme^less than one, the answer will be a little less than 1.4.

��Ma^�ikh[e^f�bl�Zldbg`�_hk�*'-�`khnil�h_nine tenths. 1.4 is the same as 14 tenths, lh�Ûg]�hg^�m^gma�h_�)'2�!)')2"�Zg]�fne-tiply it by 14.

The time spent building a variety of approaches to any problem is time well spent. Students develop true understanding best when they can unite the visual, picto-rial and abstract representations of con-cepts. Students can always fall back on at least one of these strategies, even if they forget the standard algorithmic rule. � Mabl�ZiikhZ\a�bl�ghm�Zl�]b_Û\nem�Zl�it seems—students with a strong Singapore Math background are able to list these mri^l� h_� lhenmbhgl� Zg]� ^gchr� Ûg]bg`� fhk^�creative ones if pressed. The origins of this remarkable number sense lie earlier, in the elementary school years.

Kindergarten and First Grade The vast majority of all math work bg� ma^� Ûklm� mph� r^Zkl� h_� l\ahhe� lahne]� [^�done at the concrete and pictorial stages. Addition and subtraction facts (like 6 + 4)

0.9 x

Singapore Math has been promoted as a strong problem-solving program because of

its model-building approach to word problems. More and more, however, teachers are

realizing that much of the strength of this curriculum lies in its use of multiple

representations to learn calculation skills.


12

are best learned when students can attach real meaning to the facts. Ten frames, bun-]ebg`� lmkZpl� bgmh� m^gl%� NgbÛq� \n[^l%� [nm-ton sorting—all of these reinforce number sense. After extensive experience with con-crete objects, students are able to complete workbooks at the pictorial level, which helps them transfer their tactile understand-ing to visual understanding. Even division bl� Z\\^llb[e^� mh� Ûklm� `kZ]^kl� b_� bm� k^fZbgl�pictorial: ��<Zg�rhn�]kZp�*+�Ziie^l�hg�ma^l^��

4 plates so that each plate has the many same number of apples?

��B_�B�aZo^�*+�[hg^l%�Zg]�B�`bo^�^Z\a�]h`4 bones how many dogs can I feed? Circle the bones.

The number fact 12 ÷ 4 (in its sym-bolic form, with the division sign) does not need to be presented until well into 2nd grade. Even then, it should not be taught as a fact to memorize, but rather as an af-terthought; a shorthand representation of a number relationship that students already know. They have bundled 12 straws into 3 groups, and 12 pennies into 4 groups. They have drawn 4 circles and put 3 tick marks into each. They understand the idea of division.

Second and Third Grades Figure 2 at top right shows four possible responses to the second grade problem 63 – 27. Methods (a) and (b) are similar, since “unbundling” ten from the original 63 gives “50… 13”. Strategies (c) and (d) are substantially different, and each was de-vised by second graders, using insights they had while using base-10 blocks.

Different students will prefer dif-ferent strategies. After they have gained \hgÛ]^g\^�pbma� ma^l^�lmkZm^`b^l%� ma^� mkZ]b-tional algorithm is introduced. Since the algorithm is similar to strategies (a) and (b), it makes sense to children, and they use it whenever it is more convenient than mental strategies.

Figure 3 (above) shows four possible re-sponses to the third grade problem 33 x 4. Again, when the traditional algorithm is introduced at the end of this unit, it eas-ily makes sense to students, since it is a shorthand notation for method (a) in this example.

Fourth and Fifth Grades

� ?kZ\mbhgl� Zk^� ghmhkbhnler� ]b_Û\nem�for some students. In fact, many adults can-not do fractions without a pencil, even to make an estimate. Students are often de-pendent on a traditional algorithm that

makes little sense to them. For example, the addition of is taught as in

Figure 4 below.

There are several disadvantages of using this method as the ONLY approach taught:

��<abe]k^g�m^g]�mh�\hg_nl^�mabl�Ze`hkbmafas soon as fraction multiplication and di-vision are taught. Middle school teach-ers often hear students ask “Is this the one where the bottoms have to be the lZf^%�hk�]h�rhn�aZo^�mh�Übi�ma^�mhi�Zg]�bottom?”

��Mabl�ZiikhZ\a�e^Z]l�mh�p^Zd�^lmbfZmbhgskills. Students often arrive at an answer like

or without realizing that the answer cannot possibly be less than 1.

��Lmn]^gml�Zk^�ghm�Z[e^�mh�mkZgl_^k�ma^bkunderstanding of simple fractions to algebra.

is not fundamentally different from the problem above. If students better under-stand the earlier problem, then the alge-braic solution (see sample below)should present little confusion.

� P^�aZo^�_hng]�bm�[^g^Û\bZe�mh�bg-troduce fractions at the concrete level (rods and circles), move on quickly to the picto-rial level, and then to STAY at the pictorial level for a long time. For example, most of our fourth grade curriculum is purely picto-rial in its study of fractions. This works for several reasons. The transfer from the pictorial (see Figure 5 next page) to the abstract (Figure -"�bl�o^kr�]b_Û\nem'� Time spent at the concrete/pictori-al level is wasted if it is too short. If students only spend a few days at the concrete/pictorial level, and then move on to the

��

�

��

� � ��Figure 2

Figure 3

Figure 4


13

Teachers can enjoy the same “aha” moments as their students as they adopt

this thoughtful approach to mathematics.

algorithm in Figure 4, they will just have to memorize the algorithm, since it bears little resemblance to the actual addition picture in Figure 2. On the other hand, if students are required to draw their fraction problems for Z�i^kbh]�h_�lô^kZe�p^^dl%�ma^r�pbee�Ûg]�ma^�transfer much easier.

equals because we can see

(and therefore prove) that they are equal. Students will gradually come to realize that

equals because both the whole

( ) and the part ( ) have been divided

into four times as many pieces (x in the algorithm). Figure 6 below shows methods Û_ma� `kZ]^kl� fbàm� nl^� mh� lheo^� Z� _kZ\mbhg�subtraction problem. Students become so ikhÛ\b^gm�Zm�mabl�oblnZebsZmbhg�maZm�ma^r�\Zg�usually do problems like this mentally. In addition, Singapore Math books provide plenty of practice at the pictorial level through hundreds of fraction word problems, which are solved with the same bar model approach as in Figure 5.

��

�

The use of multiple representations in the teaching of elementary school math-ematics allows struggling students much more access to success, by virtue of its visual nature. At the other end of the spectrum, it provides a more solid conceptual base in arithmetic for students who learn math quickly. These students build a stronger math foundation when they are encouraged to draw, explain and prove their understanding. These strong visualization skills lead to strengths in problem-solving, geometry, mental math and the transfer to algebra. Most importantly, students enjoy�ma^�\k^Zmbo^�ikh\^ll�h_�Ûg]bg`�fnembie^�lmkZm^-`b^l� Zg]� kîk^l^gmZmbhgl'� Mabl� ikh\^ll� [nbe]l� i^klô^kZg\^%� \hgÛ]^g\^� Zg]� fZlm^kr'�Teachers can enjoy the same “aha” moments as their students as they adopt this thoughtful approach to mathematics.

These problems provide increasing levels of difficulty and challenge, allowing for differentiation in the classroom. There are several guidelines in using this strong concrete/pictorial approach to arithmetic.

KATHLEEN JALALPOURMiddle School Math,

Singapore Math Trainer, the Pi ProjectKeys School

[email protected]

Figure 5

�

Figure 6

1. These problems take time. Instead of twenty problems for homework, students might have two problems similar to Figures 2 , 3, and 6 above.

2. Students need to continue showing their work pictorially fora long period of time.If a teacher spends 6 days on 1-digit by 2- digit multiplication, for example, then one day could be concrete, (with base-10 blocks—see photo below) four days pic-torially (as in Figures 2, 3 and 6), and then the transfer to the traditional algorithm which takes only one day.

3. Students should continue to review this skill intermittently (both at the pictorial andma^� eôê� Zg]� Z[lmkZ\m� eôêl"� Zl� ma^r� fho^� hg� mh� ma^� g^qm� mhib\l'� >Z\a� p^^d�l�work should include a few review problems. Two or three review problems a day increase speed and mastery, without creating automaticity – the kind of rote learn-ing susceptible to recall weakness.

4. Enough time must be given in class for students to work out multiple strategies themselves, or in small groups. Instruction in strategies will just lead to rote memorization again.

.'�:ee�lmkZm^`b^l�lahne]�[^�Z\\îm^]�Zm�Ûklm'�Lmn]^gml�pbee�ikng^�hnm�ma^�bg^_Û\b^gmones on their own.


14

Flip and blend. This has been the k^\bi^� maZm� >\ah� Ahkbshg� L\ahhe�l� Û_ma�and sixth grade math teacher, Kyla Alex-ander, has used to best meet the learning goals for each individual student. Working in collaboration with Martha Schuur, As-sistant Head of School, and Elaine Wrenn, Director of Technology and Apple Distin-guished Educator, Ms. Alexander decided to redesign her math class in order to pro-vide more opportunities for differentiation and student-teacher interaction. The team reached out to Julie Garcia, an Apple Dis-mbg`nbla^]�>]n\Zmhk�pah�aZ]�Übii^]�Zg]�blended her class. In a four person video chat via Google Hangout they gleaned best practices from a math teacher who aZ]� Ûklm� aZg]� ^qi^kb^g\^l� pbma� a^k� hpg�math class.

The new class design would mean that content would be introduced at night Zl�ahf^phkd'�Mabl�bl�ma^�Übiibg`�\hg\îm'�Doing this would then allow classroom time to be better spent working with the concepts in small groups. The blending component consisted of working with math concepts in a variety of formats through ma^�nl^�h_�DreZ�l�l\k^^g\Zlml%�DaZg�:\Z]-emy videos, and practice at a multitude of levels, practice on iPad and iPod Touch devices, and problem-solving in small groups. The plan was clear in their com-bined heads, but execution would be the next step.

Kyla introduced students to the new format, and they were excited to get started. For homework, the students view a combination of screencasts produced by their teacher and by Khan Academy. The videos produced by Khan Academy are previewed and selected as she determines the best alignment with her class curricu-enf'�Bg�ma^bk�Ûklm�p^^d%� ma^�lmn]^gml�p^k^�

excited to be able to work at their own pace at night, replaying videos that they needed to review and earning badges by mastering the practice problems.

In the classroom, the students rotate between stations. Some days the stations involve iPad or iPod Touch apps that reinforce the concepts that they are currently learn-ing, or work within a group solving a problem. This allows Kyla time to rotate around the `khnil%�^g`Z`^�pbma�ma^f�bg]bob]nZeer%�Zg]�ôZenZm^�ma^�lmn]^gml��dghpe^]`^�Zl�pêe�Zl�their ability to use the concepts in multiple ways.

� :_m^k�Z[hnm�Z�fhgma�l�mbf^%�Z�lmn]^gm�lnko^r�pZl�\k^Zm^]�mh�f^Zlnk^�ma^�lmn-]^gml�� \hf_hkm� eôê� pbma� fZma'� AZ]� bm� \aZg`^]� hk� lmZr^]� ma^� lZf^8� =b]� ma^r� ^gchr�math better now than with a teacher-directed whole class lesson style? The survey was Zghgrfhnl%�\hglblm^]�h_�fnembie^&\ahb\^�jn^lmbhgl�kZmbg`�ma^�lmn]^gml��eôêl�h_�\hf_hkm�and happiness as well as free response questions allowing them to report exactly what they liked and disliked.

D]kkgfk�Yj]�lYm_`l�Zq�na\]g�klm\]flk�oYl[`�Yl�`ge]&�@ge]ogjc��ak�\gf]�Yl�k[`ggd&�Kà^ l�

Journey Flipped Classroom

��:KDW�LV�\RXU�FRPIRUW�OHYHO�ZLWK�PDWK�VLQFH�0V�$OH[DQGHUstarted teaching math through the use of videos, small groups, and station days?

��6LQFH�0V�$OH[DQGHU�VWDUWHG�XVLQJ�YLGHRV��VPDOO�JURXSV�and station days, how quickly do you feel you are learning new math concepts?


15

Flipping a classroom is a challenging

shift in mindset for a teacher.

� Hnk� Ûg]bg`l� p^k^� maZm� Zg� ho^k-whelming majority of the students were more comfortable with math since blend-bg`�Zg]�Übiibg`�ma^�\eZll'�Ma^r�Zmmkb[nm^]�this change in comfort level to their access to videos and new content at home, the small groups in the classroom, and use of the iPads and iPod Touch devices. They also noted that they felt that they were currently learning math concepts more quickly, again attributing this change to the same three components listed above. In addition, Kyla feels that she has a better understanding of each of her students as her interactions with them have increased.

The next steps are already be-ing planned. Some of the students will be

ma^f� mh� f^gmhk� rhn'� Bg� ma^� Übii^]� \eZll-room, the teacher becomes coach—equal-ly as busy during class time, but more ef-fectively utilized by virtue of meeting with the students in small groups, meeting them where they are with the questions that they have, and challenging them to the next task, to think more deeply as new permu-tations to the content are introduced.

creating their own screen casts where they will teach their classmates how they go about solving certain problems. This will increase the conversation about different ways to think about any given math prob-lem as well as moving the student closer to content mastery as they become the teacher during the screen cast.

Flipping a classroom is a chal-lenging shift in mindset for a teacher. For many teachers who have become comfort-able with being the central focus of class time, this design might leave that teacher wondering, “What then am I doing dur-ing class?” This is where a leap of faith is needed. You need to believe in those who have gone before and reach out to allow

KYLA ALEXANDERMath Teacher

Fifth and Sixth [email protected]

ELAINE WRENNDirector of Technology

[email protected]

MARTHA SCHUURAssistant Headof School

Echo Horizon [email protected]


16

21ST CENTURY TEACHING AND LEARNING – GRADES 6-12

My name is Annie, and I am D�ÀLSSLQJ�QR�E��

(This is where you all chant, in

unison: “Hi, An-nie.”)

In Internet-speak, a no0b is someone who is, simply put, new at something. It’s another way of calling someone a “newbie,” only with hip, and purposefully ironic abbreviation and typographical errors. I recently SXUSRVHIXOO\��DQG�KRSHIXOO\�QRW�LURQLFDOO\��GHFLGHG�WR�³ÀLS´�P\� KLJK� VFKRRO� (QJOLVK� FODVVHV�� ,Q� D� ÀLSSHG� FODVVURRP�students engage in passive activities, like listening to OHFWXUHV�DW�KRPH�ZLWK�WKH�XVH�RI� WHFKQRORJ\��VSHFL¿FDOO\��videos, and all “homework” is done in the classroom with the teacher as a learning guide.

1. I thought I invented it. The following is the gist of a conversation I had

pbma�Z�\hee^Z`n^�Z[hnm�lmn]^gml��\akhgb\�m^g]^g\r�mh�either neglect or copy homework. Students who en-counter problems while doing homework at home will often just give up, or copy the work of a friend with seemingly little regard for the quality, or accuracy of paZm�ma^r�k^�\hirbg`'�Ma^�hger�pZr�p^�dghp�lmn]^gml�are actually doing their own work is if they are doing it in the classroom, right in front of us.

Doing work in the classroom is great, but there bl�\hgm^gm�mh�\ho^k%�Zg]�m^Z\a^kl�]hg�m�h_m^g�aZo^�ma^�extra time needed to allow students to complete work. Thus, work gets sent home. This is where the prover-[bZe�ebàm�[ne[�Zii^Zk^]�Z[ho^�fr�a^Z]'�Phne]g�m�bm�be great if we could save class time for actual work, while delivering the content outside the classroom with recorded video lectures? The kids could watch them at home, pausing and taking notes as necessary, and then the “homework” could be done at school where teachers are present to

keep an eye on them, and help the ones who need help! Fist pump! I went home and told my mom about it, and needless to say, she thought me a brilliant genius who was about to change the face of education as we know it. Of course, after a couple of emails to colleagues and a bit of Googling, I quickly discovered that the idea, though indeed brilliant, was not my brainchild. � B�ee� Z]fbm%� B� pZl� Z� ebmme^� ^f[ZkkZll^]� Zm� fr� b`-norance. At this time, I was in a Learning Technologies graduate program at Pepperdine; I should have heard of DaZg�:\Z]^fr4�B�lahne]�aZo^�Übiibg`�dghpg�Z[hnm�Übi-ping classrooms. At least I felt validated. It was nice to know that my instincts were in sync with this recent trend bg�^]n\Zmbhg%�ô^g�b_�B�pZlg�m�ma^�Ûklm�hg^�mh�mabgd�h_�bm'�� B�e^Zkg^]�_khf�mabl'�B�ghp�dghp�maZm�B�]hg�m�aZo^� mh� dghp� ô^krmabg`'� Cnlm� [^\Znl^� B� ]bl\ho^k^]� ma^� Übi-ibg`�[Zg]pZ`hg�kêZmboêr�eZm^%�]h^lg�m�f^Zg�B�lahne]g�m�jump hg�Zg]�̀ bo^�bm�Z�mkr'�:g]�Fhf�lmbee�mabgdl�B�f�[kbeebZgm'

,�DP�D�ÀLSSLQJ�QR�E��7KHVH�DUH�P\�FRQIHVVLRQV�


17

ANNIE MATTHEWSEnglish Grades 9 and 12Providence High School

[email protected]

The only way we know

students are actually doing

their own work is if they are

doing it in the classroom, right

in front of us.

*&�A�^]]d�dac]�A�e�fgl�\gaf_�Yfqlàf_& Lecturing is tiring. If you have to do it more than

once a day, while controlling a room full of teenagers, unfairly expecting them to stay awake in a darkened khhf�ebm�hger�[r�ma^�ikhc^\mbhg�h_�Z�]kr�Ihp^kIhbgm%�bm�l�ebd^� ]hbg`� Ûo^� hg^&phfZg� lahpl� Z� ]Zr� mh� ma^� phklm�audiences on the planet.

Now, I record the lecture once, with the help of screen and voice recording programs like Snag-It, and my students watch them at home at their own pace. Lhf^mbf^l� ma^� e^\mnk^l� Zk^g�m� ô^g� fbg^� !l^^� �,"'� Bg�class, the kids work on their assignments, and I help pa^g� ma^r� g^^]� bm'� BgbmbZeer%� bm� _êm� ebd^� B� pZlg�m� ]hbg`�anything.

� � Lh%�paZm�:F�B�]hbg`8�B�f�`^mmbg`�mh�dghp�fr�lmn-dents, and giving the “just in time” instruction that is so oZenZ[e^�mh�Zgr�e^Zkg^k'�PaZm�Zf�B�GHM�]hbg`8�B�f�ghm�i^k_hkfbg`�mh�Z�le^îr�Zn]b^g\^'�:g]�maZm�l�hdZr'�Bm�l�not like they were throwing roses on the stage, anyway.

� +&�A�e�fg�E]jqd�Klj]]h& Wait, no, not Meryl Streep. Half of my students

phne]g�m�dghp�pah�la^�bl'�B�f�gh'''paZm�l�ma^�gZf^�h_�the girl from the Disney Channel who used to date that Bieber kid? Selena Something. Selena Gomez.

� +9&�A�e�fg�K]d]fY�?ge]r& Not only is the pressure of live performance al-

leviated by the video lectures, but there is some relief bg� dghpbg`� maZm� B� ]hg�m� aZo^� mh� pkbm^%� ]bk^\m� Zg]� lmZk�in every video my students see. There are hundreds of other teachers in cyberspace who have already made ob]^hl'�Lê^gZ�@hf^s�]h^lg�m�aZo^�Zgr�e^\mnk^l�maZm�I know of, but there are some great performances out there.

� � @k^Zm� m^Z\a^kl� Zk^� `k^Zm� mabô^l'� B� ]b]g�m� fZd^�that up, I stole it. I believe that teachers post their vid-eos on the Internet because they want me to steal them, and my students are grateful to see and hear someone êl^�[^lb]^l�f^'�Lh%�Lê^gZ%�b_�rhn�k^�k^Z]bg`%�B�o^�`hm�a script for a lecture on the Elements of Medieval Ro-fZg\^�maZm�B�mabgd�rhn�]�[^�i^k_^\m�_hk'�:g]�F^kre%�b_�rhn�k^�k^Z]bg`%�B�f�Z�[b`�_Zg�Zg]�eho^�rhnk�phkd%�[nm�my audience skews a bit younger.

4. I have a short attention span. B� ]hg�m� \Zk^� ahp� fZgr� EHEl� fr� pêe&f^Zgbg`�

_kb^g]� bg\en]^l� bg� ma^� ln[c^\m� ebg^%� B�f� ikh[Z[er� ghm� `hbg`�mh�pZm\a�maZm�ob]^h�la^�_hkpZk]^]�f^�b_�bm�l�Zgr�longer than 3 minutes. It would be unrealistic not to

expect the same abbreviated attention span from my students. I stole this too: “Brevity is the soul of wit.” I try to keep video lectures to 10 minutes or less. Done.

� � :lb]^� _khf� ma^� _nggr� iZkm%� mahnà� maZm�l� ]^[Zm-Z[e^%� B� \hne]� nl^� lhf^� aêi%� Zg]� B� bgm^g]� mh� Ûg]� bm'�One of the best parts of being a teacher, is the “reset button” of summer, when we can recalibrate, prepare Zg]�_k^la^g�ni�_hk�ma^�g^qm�_Zee'�B�f�Zek^Z]r�ieZggbg`�fr�lnff^k�fhgmal%�[^\Znl^�maZm�l�paZm�m^Z\a^kl�]h�bg�November, and in addition to the tropical paradise va-\Zmbhg�B�ee�[^�Z[e^�mh�mZd^�[^\Znl^�h_�ma^�ehmm^kr�cZ\dihm�B�f�ieZggbg`�hg�pbggbg`�Zkhng]�FZk\a%� B�Zelh� bgm^g]�to spend my summer building my PLN (oops, my grad-school is showing!) - my Personal Learning Network - pab\a�bl�cnlm�Z�_Zg\r�pZr�h_�lZrbg`�B�f�̀ hbg`�mh�\hgg^\m�frlê_�pbma�Zl�fZgr�hma^k�Übiibg`�m^Z\a^kl�Zl�ihllb[e^�so I can steal their stuff.

Let’s sum up. I’ve admitted:

B�]hg�m�dghp�ô^krmabg`'B�_^ê�ebd^�B�f�ghm�]hbg`�Zgrmabg`'B�lm^Ze�hma^k�m^Z\a^k�l�ob]^hl'I have a short attention span.B�f�_nggr'�!Ahp�fh]^lm'"


18

iPad gets mixed reviews as a tool for science class.

A few more apps are needed.

I love technology. Despite being a “non-native,” growing up in the age of the Sinclair ZX81, I embrace new technology for the science classroom with open arms. As head of faculty in my previous school, my Ûklm�Z\mbhg�pZl�mh�ink\aZl^�Zkf_nel�h_�]ZmZ�eh``^kl�Zg]�ikh[^l'�Gh�+*lm�century science teacher can live without this stuff! Over the last few years, my “tools of the trade” have become MacBooks and Vernier Labpros, and they have served my classes and me very nicely; they continue to l^ko^�fr�cngbhkl�Zg]�l^gbhkl�p^ee''''[^\Znl^�ma^r�]hg�m�aZo^�bIZ]l�

Figure 1: Laptops and Labpros

Last year, the French American International School (FAIS) in San Francisco made a decision to issue iPads to freshmen and sopho-mores for this academic year. The buzz of excitement was tangible in all but the upcoming juniors and seniors; famously the last students at FAIS not to be issued with this exciting, capable, fun, all-rounder substitute for the more expensive (and less exciting) laptop. Faced with the prospect of classes comprising eager students armed with their new toy, I was also excited as to how the iPad could be integrated into our science curricu-lum, but also concerned about whether it (and the apps available) would “cut it.” To set the scene, I would like to highlight two key features of my grade nine classes. First, being a keen experimental scientist, I include lots of lab work in my curriculum, as I want my students to experience the joy of discovery. Students gather primary experimental data to investigate

the relationship between variables. Subsequently, they report on their work in a variety of ways that normally include graphing the data they have collected. � L^\hg]%� B� nl^� Z� �Übii^]�� \eZllkhhf� ZiikhZ\a'� :l� Z� m^Z\a^k�lmkZii^]�_hk�mbf^%�l^^bg`�fr�gbgma�`kZ]^�lmn]^gml�_hk�hger�mph�Û_mr&fbgnm^�periods per week, I decided last year to deliver the majority of the course content through regular, short videos or podcasts, focusing my class time on more typical homework tasks, and lab work. Would the iPad support fr�`hZel�mh�\hgmbgn^�]^ebo^kbg`�Z�kb\a%�^qi^kbf^gmZe&[Zl^]%�Übii^]��^q-perience? Tables and graphs are an integral part of clearly presented data, and with my preferred software (MS Excel) unavailable as an iPad app, the hunt was on for an effective replacement. I especially like Excel for graph presentation as it is easy to customize the graph, add a trend line and error bars.

Figure 2: A graph plotted using MS Excel

You would be forgiven for assuming that the logical tool for the job on the iPad would be the iOS version of Numbers. Numbers for Mac does a pretty good job (falling short a little with error bars) but Numbers on the iPad is currently not capable of producing co-ordinate graphs even to middle school level.

Figure 3: Graph plotted using Numbers iOS

iPads in the Science Classroom:

Can They Cope?


19

There is no function that allows a trend line to be drawn, hence gh�pZr�mh�Ûg]�ma^�lehi^�hk�bgm^k\îm�hma^k�maZg�[r�fZgnZeer�]kZpbg`�Z�line. Until this feature appears, for me, Numbers iOS is useless for graph-ing. That said, it still does a nice job at allowing students to manually collect, organize, and process their data into tables that can be used in a ÛgZe�eZ[�kîhkm'

Figure 4: A table prepared using Numbers iOS

� Fr� l\ahhe�l� ]^\blbhg� mh� Z]him� bIZ]l� \hgo^gb^gmer� \hbg\b]^]�pbma� O^kgb^k�l� kê^Zl^� h_� ma^bk� EZ[Jn^lm� +� ]ZmZ� eh``^k� Zg]� Zllh\bZm^]�iPad app, Graphical. With promises of wireless data transfer to iPads and some degree of data processing within the app, would this be the solution to the graphing issue?

?b`nk^�.3�EZ[Jn^lm�Zg]�bIZ]�bg�\eZll

As well as allowing the iPad user to collect data wirelessly from Z�EZ[Jn^lm�+%� ma^�Zii� bl�Zelh�]^lb`g^]� mh�lniihkm�fZgnZe�]ZmZ�^gmkr'�The straightforward interface allows students to enter any number of data columns and plot x-y coordinate graphs in any combination.

Figure 6: Graphical manual data entry (below)

A good scientist always repeats his/her measurements: I sug-`^lm�mh�fr�lmn]^gml�maZm�ma^r�mZd^�ma^bk�ÛgZe�]ZmZ�_khf�Zg�Zo^kZ`^�h_�mak^^�sets of data. LoggerPro, the big brother of Graphical, allows the user to add calculated data columns, hence calculate averages and any number of more complex data processing steps. Graphical, however, does not! The “work around” that I suggest students use is to record their data directly into a Numbers iOS spreadsheet, performing any process-bg`�_ng\mbhgl�maZm�Zk^�g^^]^]%�Zg]�ma^g�\hir�Zg]�iZlm^�ÛgZe�]ZmZ�bgmh�ma^�Graphical Zii�_hk�`kZiabg`'�Bm�bl�mkn^�maZm�]ZmZ�\hee^\m^]�[r�ma^�EZ[Jn^lm�2 using sensors can be processed within the device and the calculated column feature is available. However, I insist that any kind of data pro-cessing is done individually, so for a group of students gathering data nlbg`�hg^�EZ[Jn^lm%�mabl�_^Zmnk^�bl�ghm�nl^_ne�mh�f^'�Ma^�`kZia�ikh]n\^]�by Graphical is adequate for grades six through ten, allowing a trend line and associated data to be displayed, but the lack of an error bar feature means that currently, external processing would be essential for grades eleven and twelve.

Figure 7: Graph produced using Graphical iOS


20

So my current solution is a non-ideal cobbling together of two apps. With new apps and updates occurring very regularly, however, there must surely be something better on the horizon. Delivering curriculum content through short video, or podcasts is becoming more popular and I hoped that the iPad would allow students easier access to podcasts that I produce. iPads are great tools to watch video media, especially through You Tube, so with this in mind I produced a channel especially for my podcasts. But how do you know that students have actively watched the podcast? My pre-iPad solution was a web-based social learning tool called Grockit Answers where students watch podcasts and whilst doing so, post questions.

Figure 8: Grockit Answers screenshot

These questions can be viewed and answered by me or other students in the grade level. I found this to be a great tool that enabled me to see who was watching and more importantly, thinking about the podcast. Enter the iPad: unfortunately, Grockit Answers uses something called Popcorn.js which uses JavaScript which as most of us know, will not run on an iPad. It seems that currently, a similar solution does not exist for the iPad but a relatively new organization called Knowmia is working onlhf^mabg`�maZm�lhng]l�ebd^�bm�fbàm�Ûee�ma^�ohb]'�Ma^r�\nkk^gmer�kng�Z�p^[-site that hosts thousands of educational podcast-length videos that teach-ers can freely add to. They have also produced an iPad app that helps educators produce podcasts (Knowmia Teach http://www.knowmia.com/m^Z\a^kl�dghpfbZ&m^Z\a&biZ].)

Their next step is the home assignment tool.

Figure 9: Knowmia home assignment toolhttp://www.knowmia.com/teachers - home-assignment-tool

This will allow teachers to group podcasts, questions and other documents and assign them to students as homework. Best of all, iteventually will allow the teacher to keep track of podcast viewing, and student responses to questions. It does not include the facility forstudents to ask questions but until Grockit Answers is enabled for iOS I will have to do without this feature. An iPad issued to a student should be a do-all device that is Ü^qb[e^�^ghnà�mh�i^k_hkf�pêe�Z\khll�ma^�li^\mknf�h_�ln[c^\ml�maZm�ma^�student studies. As a device for communicating, browsing or researching it is second to none. But am I compromising when I expect the students to carry out all of their science related work on the iPad? The answer is B�]hg�m� mabgd�lh'�Ma^k^�Zk^�Z�_^p��phkd�Zkhng]l�� maZm�g^^]�mh�[^�]hg^�for best results but as new apps and solutions appear, I hope these will become fewer. For this to happen of course, we as educators must be sure to let those app-builders know what we want!

I was also excited as to how

the iPad could be integrated

into our science curriculum, but

also concerned as to whether

it (and the apps available)

would “cut it.”

BY WILL DUNCANScience Ninth Grade

French American International [email protected]

Notes

�Grockit Answers (beta) is a product of Grockit: Grockit.com

�EZ[Ikh%�EZ[Jn^lm�+�Zg]�ma^�Graphical app are productsof Vernier: www.vernier.com

�Knowmia Teach and the “home assignment tool” areproducts of Knomia: www.knowmia.com


21

Nickeledand Dimed:

A Cost-of-Living Study

The assignment:

You will be asked to write a single-page essay that includes the following components:

��:�fhgmaer�fhg^mZkr�[n]`^m�[Zl^]�hg�k^Ze�\hlm&h_&ebobgèxpenses;

��H[l^koZmbhgl�Zg]�\hg\enlbhgl�Z[hnm�ebobg`�hg�fbgbfnfwage based on online research;

��:�lnffZkr�h_�paZm�rhn�e^Zkg^]�Zg]�paZm�g^p�bglbàmlyou gained through this assignment.

Each of these components need to be presented on a single 8.5x11 page. Consider including relevant graphic images. Make every aspect of the page dynamic and engaging. Every element should be considered as part of your presentation, a de-eb[^kZm^�iZkm�h_�rhnk�k^Z]^k�l�^qi^kb^g\^'�B_�rhn�pZgm�mh�bg\en]^�graphs or charts, they need to be based on your own research rather than pasted directly from the web. Students were told they may not “take” any job for pab\a�ma^r�]b]g�m�ik^l^gmer�jnZeb_r4�ma^r�\hne]�ghm�Zllnf^�li^-cial training or advanced degrees. The intent was to keep their budget absolutely realistic. To that end, at least twenty hours of their work week (one part-time job) needed to be paid at state minimum wage. I also told them they could only work up to 45 hours per week and must deduct state and federal taxes from wages (10% for state and 25% for federal tax). Though they did ghm�aZo^�mh�_Z\mhk�bg�Ûklm%�eZlm%�Zg]�]îhlbm�_hk�ahnlbg`%�ma^r�]b]�have to factor in car insurance if they planned to drive. In this way, I shaped their budgets to focus on actual month-to-month expenses rather than one-time expenses. However, I made no requirement for health insurance or savings. Consider what items should be included in a monthly budget.

��PaZm�mri^l�h_�^qi^gl^l�Zk^�hk]bgZkr%�b'^'%�]Zber%�pab\a�are monthly, and which must be considered as emergency?

��Pab\a�^qi^gl^l�pbee�[^�ZnmhfZmb\�hk�g^\^llbmb^l�Zg]�pab\awill be elective?

��Ahp�fn\a�lahne]�rhn�[n]`^m�_hk�_hh]�Zg]�mhbe^mkb^l8�?hktransportation?

��Pbee�ma^k^�[^�Zgr�e^_m�ho^k�_hk�ie^Zlnk^8��@h�mh�lZ_^pZr'\hf�hk�Zghma^k�`kh\^k�mh�]^m^kfbg^�Z�

realistic budget for food.��B_�rhn�Zllnf^�rhn�aZo^�Z�\Zk%�rhn�Zelh�aZo^�mh�Zllnf^�rhn

have insurance, which is mandatory in most states. (The cur-rent average is approximately $940 per year.)

K^f^f[^k3�mabl�blg�m�Z�\hgm^lm'�Rhnk�h[c^\mbo^�bl�mh�\Ze\neZm^�a realistic monthly budget based on real prices and realistic ^qi^gl^l'�:elh%�]hg�m�_hk`^m�mh�_Z\mhk�bg�mkZglihkmZmbhg%�nmbebmb^l%�Z�telephone, and internet if you want it.

A puzzling conundrum for many looking at employment ads was the stipulation of pro-IHVVLRQDO�H[SHULHQFH��+RZ�FRXOG�WKH\�JHW�H[-

perience in the job they were pursuing if they FRXOGQ¶W�JHW�WKH�MRE�ZLWKRXW�H[SHULHQFH"

D]Yjfaf_�_]lk�j]Yd��af�Yf�=f_dak`�l]Y[`]j�k�[dYkkjgge� :_m^k�Zllb`gbg`�fr�lmn]^gml�Zg�̂ q\^kim�_khf�;Zk[ZkZ�>ak^gk^b\a�l�Nickel and Dimed, I asked the reality check questions: Does her role as a journalist stepping into the minimum-wage world inhibit her ability to understand her environment? Does she accurately describe the working life of a waitress and the atmosphere of a restaurant? In short, does her analysis capture—or distort—reality? These are common questions to ask following a reading assignment. But what struck me as uncommon were fr�lmn]^gml��Zglp^kl' As with most CAIS schools, the all-girls school at which I teach offers tuition assistance to many of our students, but more than aZe_�h_�ma^f�\hf^�_khf�ahf^l�maZm�]hg�m�k^\^bo^�Zgr�ÛgZg\bZe�Zb]'�;Zl^]�hg�mh]Zr�l�̂ \hghfb\�lmZg]Zk]l%�ma^r�Zk^�Zfhg`�ma^�ikbobe^`^]�\eZll� Zg]� phne]� [^g^Ûm%� B� mahnàm%� _khf� [^bg`� ^qihl^]� mh� >ak^g-k^b\a�l�]Zkd�]bl\ho^kr3�ma^�phkdbg`�\eZll�phke]�h_�l\kbfi�Zg]�lmkn`-è^'�;nm�fr�lmn]^gml�]b]g�m�̀ ^m�bm'�Pabe^�ma^r�Ziik^\bZm^]�>ak^gk^b\a�l�description and could name several of the devices she used to inject eh`hl�Zg]�iZmahl%�ma^r�\hne]g�m�jnbm^�pkZi�ma^bk�a^Z]l�Zkhng]�ma^�lives of the other players, the co-workers, the very people Ehrenreich had hoped to meet. As an avid reader of the New York Times, I know that news of our national economic crisis can be found on most pages of most newspa-pers across the country. In a single Saturday edition of the Times, I found articles related to the employment or housing crisis on the cover and in the U.S., Business, Style, and, of course, Op-Ed sections. But I was read-ing the paper. How could I help my students understand the burdens this crisis placed on the working poor?

� >ak^gk^b\a�l� Ûg^� ^q\^kim� pZlg�m� ^ghnà'� B� ]ôêhi^]� Zg�assignment that would ask my students to create a monthly budget, not on projected dreams but on concrete realities. They were granted a high school diploma and allowed to consider themselves 18 years of age, but beyond these two concessions, they had to keep it real. I directed them to the local newspaper and Craigslist, gave them a cou-ple of days in the library to research locally advertised employment, housing, and cost-of-living expenses, then sat back and watched. And I was surprised again. But this time, so were they. After creating their monthly budgets, students were asked

to go online to research a topic related to living on minimum wage. I provided a few on-line sources to get them started then sent them to ma^�eb[kZkr'�Lmn]^gml�p^k^�]kZpg�mh�ZiZkmf^gm�lahiibg`�Ûklm%�[nm�bm�]b]g�m�mZd^�ma^f�ehg`�mh�]bl\ho^k�ma^�bfihkmZg\^�h_�bg\hf^'�Ma^�Ûklm�question was based on hours per week. Could they work more than 45? After looking at housing prices, a few were trying to squeeze in a third job. The second question was, Could they have roommates? A puzzling conundrum for many looking at employment


22

ads was the stipulation of professional experience: How could they `^m�^qi^kb^g\^�bg�ma^�ch[�ma^r�p^k^�inklnbg`�b_�ma^r�\hne]g�m�`^m�ma^�job without experience? I had to help them navigate a few listings.Several wages were based on meeting quotas, which was a foreign concept to most students. I reminded them that no one could realisti-cally expect to earn $32 an hour for telephone work. And I asked, just how many hours per week was the employer guaranteeing? I advised students to follow the adage, "if it sounds too good to be true, it probably is." � K^fbg]bg`�ma^f�maZm�ma^r�]b]g�m�aZo^�mh�\hfi^m^�_hk�ma^l^�jobs, which in itself was a gross stretch of realism, I reiterated that they must work at least twenty hours per week at minimum wage. No exceptions. While I saw their competitive natures engaged in the task of employment and housing, a most compelling discovery was yet to be made: what they presently considered to be necessities were truly luxuries. � Bm� ]b]g�m� mZd^� ehg`� _hk� lmn]^gml� mh� [^� k^Z]bg`� mêîahg^�plans, giving up their smart phones, and going to walmart.com for bargain prices and per-minute programs. While Internet access was considered a luxury, they all planned to pay for it (and split the cost, if possible), not one considered keeping cable. But it was the cost of food that shocked them. Many began adding fast food to their menus, assuming ma^bk� ]heeZkl� \hne]� lmk^m\a� _Zkma^k� Zm� F\=hgZe]�l� maZg� Zm� LZ_^pZr'�They lamented the loss of fresh vegetables and meats. Suddenly, starch was at the center of their shopping list—ramen, pasta, bread—\a^Zi%�ln`Zk�Zg]�_Zm�Ûee^]�_hh]l�maZm�phne]�fZd^�ma^f�_^ê�_nee�Zl�they moved from one job to the next. With very few exceptions, students ended up taking more than one job in hopes of taking a small step above minimum wage. Confronted with the realities of insurance and gas prices, most opted for a bus pass, a bargain for 18-year-olds at $37/month. But by the time they began writing their narratives, they were ready to lament their stressful schedules and the lack of freedom in their lives. And what about emergency expenses? my students began to ask. One trip to Doctors on Duty would cost $150; even generic medicine would cost, on average, $75. Without medical insurance, ahp�\hne]�ma^r�Z__hk]�mh�[^�lb\d8�:g]�pbma�iZkm�mbf^�ch[l�maZm�]b]g�m�h__^k�[^g^Ûml%�ahp�\hne]�ma^r�Z__hk]�mh�fbll�phkd8 All of my students came to see the trap of the minimum wage life. With discretionary income reduced to an average of $30 dollars a week, Starbucks was a thing of the past, and a weekend movie was a wasteful extravagance. College, like savings, seemed beyond the k^Z\a�h_�k^Zeblf'�;nm�maZm�l�ghm�paZm�l\Zk^]�ma^f'�PaZm�l\Zk^]�ma^f�was the thought of a one-time or emergency expense that would take them under. They realized that one car repair would force them to park the car. And one roommate losing her job would force all four of them to lose their apartment. This assignment helped my students see what Ehrenreich saw; they saw themselves as hard working people with no way up and no way out. Following are examples of the students' report.

Inescapable Debt by Annie

Though it is possible to sustain a lifestyle without a college degree, it is ^qmk^fêr�]b_Û\nem�mh�]h�lh�bg�fh]^kg�]Zr�:f^kb\Z'�H_m^g�i^hie^�ebobg`�hg�fbgbfnf�pZ`^�_Zee�bgmh�bg^l\ZiZ[e^�\k^]bm�\Zk]�]^[ml�maZm�ÛgZg\bZeer�\hkg^k�them and ruin their credit score, worsening their chances of being approved for a loan or credit in the future and forcing them to waste money on the high interest rates and premiums they must pay. That, in combination with the ever-increasing costs of living, lead to tremendous strain on families to make ends meet. For example, from 2003-2008 in Monterey alone, food costs increased by 15%, child care costs by 31%, health care costs by 36% and ma^�Lê_&Ln_Û\b^g\r�LmZg]Zk]�_hk�Z�_Zfber�h_�hg^�Z]nem%�Z�ik^l\ahhe^k%�Zg]�Z�school-age child rose from $11,368 to $51,571.

This project proved enlightening to me by making me more aware of the value of a dollar and the amount of work the majority of the United States must put in to barely survive. I am now more aware of how I spend money and the many wasteful products I buy for no apparent reason. Also, although I never doubted I would go to college, the fact that a GED barely guarantees a mini-mum wage job reinforces the importance of education in my life, and I will not take that opportunity for granted. I consider myself very lucky to be able to not just attend a good high school but to continue on to college and graduate school. Education will allow me to make a prosperous life for myself.

However, with increased budget cuts at public schools, other children do not have the same opportunities as I do and cannot hope to compete in the mod-ern corporate world, a fact that is sad but true. The situations they are born into limit how far they can go in life, and their limited opportunities just make bm�fhk^�]b_Û\nem�mh�bfikho^�ma^bk�eb_^lmre^l'�B�Zelh�ghp�k^Zebs^�ma^�en\d�Z�i^klhg�living on minimum relies on—they cannot fall sick, get hurt or have any car problems ever if they want to stay out of debt, a utopian situation that rarely occurs. Also, my life scenario could barely cover my own expenses let alone those of a family or pet, and I cannot imagine how families cope in their situa-mbhg'�Ma^r�fnlm�fZd^�bff^gl^�lZ\kbÛ\^l�cnlm�mh�lnkobo^%�\nmmbg`�\hlml�pa^kô^k�they can—such as choosing cheaper fast food over fresh food, working long and strenuous hours, and enduring miserable working conditions. They do paZm�ma^r�fnlm�mh�lnkobo^4�ahpô^k%�ma^�k^lm�h_�nl�fnlm�Ûàm�_hk�ma^l^�ng]^kkî-resented people and work to improve their lives and the lives of their children.

:KHUH�'LG�WKH�0RQH\�*R"

Ch[3�FZ\r�l�LZe^l�<e^kd�!�1(ahnk"4�RZfZ�Lnlab�L^ko^k�!�1(ak�ienl�mbil"Gross income: $1520Take-home: $988Housing: $450 (shared; utilities included)Food and toiletries: $300Phone: $35Bus pass: $75Laundry: $18Weekly discretionary income: $30

The Demands of (Un)Employment by Mary

One night out with a friend, and I do not have any pocket money for two p^^dl'�Hg^�mkbi�mh�ma^�]h\mhk�l%�Zg]�B�\Zgghm�[nr�`kh\^kb^l�_hk�Z�fhgma%�maybe two. The thought of living one crisis away from the poverty line makes f^�k^\hglb]^k�fr�iZk^gml��\ZnmbhgZkr�phk]l�Z[hnm�ma^�bfihkmZg\^�h_�Z�university education. As they had never gone beyond high school themselves, this simple concept resonates with me. Granted that a college education is ghm�g^\^llZkber�ma^�d^r�mh�ln\\^ll%�Zl�ma^�fhlm�ikhÛmZ[e^�fZchkl�Zelh�^gmZbe�mph�]^\Z]^�l�phkma�h_�lmn]^gm�ehZg�]^[m'�Manl%�b_�mabl�ikhc^\m�aZl�mZnàm�f^�anything, it is that living on a minimum wage is not living; it is a ruthless game to see how thin you can stretch yourself until you eventually exhaust yourself of your resources. Of course, there are rags to riches stories – my parents, ironi-\Zeer�^ghnà%�aZii^g�mh�[êhg`�bg�mabl�\Zm^`hkr��[nm�e^m�l�_Z\^�bm3�bg�mh]Zr�l�^\hghfr�pa^k^�\hfi^mbmbhg�bl�ng_ZmahfZ[er�Û^k\^�Zg]�ma^�hiihkmngbmr�h_�landing a job is determined by mere chance, people who have been able to live out the American dream are in the minority. For the rest of us who do not exceed a high school education and are not lucky enough to hit the jackpot at Carnegie once did, a minimum wage job seems to be the best deal you can get even if it is a constant strain.

:KHUH�'LG�WKH�0RQH\�*R"

Ch[3�FZ\r�l�\e^kd�!�1(ahnk"Gross income: $1280Take-home: $832Housing: $550 (shared)Food and toiletries: $150Phone: $25Bus pass: $37Weekly discretionary income: $18

ROBIN DE LA LLATA AIME11th Grade American Literature

and Culture Santa Catalina School

[email protected]

v�)URP�WKH�)HEUXDU\��HGLWLRQ�RI�WKH�New York Times:

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23

Northern Professional Services Committee

2012-2013

ADMINISTRATION Zachery RobertsThe Berkeley School

COUNSELING Lisa RichterSan Domenico School

EARLY CHILDHOOD (PRE-K)Elizabeth PomboAlmaden Country School

ENGLISHMargaret RamseyMenlo School

INTERMEDIATE GRADES (3-6)Marisa BellingrathThe Hamlin School

LANGUAGESKelly GiddingsSaint Mark's School

LIBRARYSarah LevinThe Urban School of San Francisco

MATHEMATICSMarian FerraraDrew School

PERFORMING ARTSLisa MandelsteinThe Katherine Del Mar Burke School

PHYSICAL EDUCATIONWhitney SutakMarin Primary & Middle School

SCIENCESMegan WoodBlack Pine Circle School

SOCIAL STUDIES/HISTORYDonna GilbertThe Harker School

TECHNOLOGYJennifer Gasper-SantosCastilleja School

VISUAL ARTSPamela RitcheyPhillips Brooks School

Southern Professional Services Committee

2012-2013

ADMINISTRATION Kevin NewmanWindward School

COUNSELING Nancy AndersonThe John Thomas Dye School

EARLY CHILDHOOD (PRE-K)Ilyse FayeHollywood Schoolhouse

ENGLISHJaime LeesNew Community Jewish High School

INTERMEDIATE GRADES (3-6)Jessica LuskBrentwood School

LANGUAGESDonna Peacher-HallHigh Point Academy

LIBRARYElaine CardenasSt. Matthew's Parish School

MATHEMATICSRyan GradyPilgrim School

PERFORMING ARTSLisa Byrne0D\oHOG�-U��6FKRRO

PHYSICAL EDUCATIONKameron SpiesTurning Point School

SCIENCESBarbara HaigDunn School

SOCIAL STUDIES/HISTORYJennifer FennerHarbor Day School

TECHNOLOGYJosh SneidermanTarbut V'Torah School

VISUAL ARTSRoxanne KaneSt. Mary's School

The Professional Services Committees help CAIS plan the Regional Meeting and the Professional Days. In 2012-3 the NorthernProfessional Services Committee (NPSC) helped plan the Northern Regional Meeting, and the Southern committee (SPSC) planned

Professional Days in their grade levels and disciplines.

cais faculty newsletter early spring 2013

Documents

il youre reoding

short attention span

monster exchange project

design thinking process

minimum wage

design thinking

design thinking

gross income