This was waiting for me in my Inbox recently; along with the message:
Mrs.N LOOK !!!!!!!!!
Now, this may not look like a big deal, or that the student was playing a game and beat it, but when you look deeper; it’s a big deal. I received this email on June 28. Our last day of school was June 4. This particular game helps to reinforce the concept of the PEMDAS Rule. So this means that ‘J’ has been playing meaningful math games during her summer break! Oh, and that this game covers standards above 5th grade, is just the frosting on the cake.
The Power of Games
Back in November of 2014, I wrote about how I was Gamifying my math homework. I was using Mangahigh. Then in the spring, my school decided to purchase a different system (that had math included) for the entire school. So I switched my math homework to the new system (I was using the free version of Mangahigh). My students were NOT happy.
When I first asked them about their preference, they all agreed that Mangahigh was better. At first they went on about the games, but when I pressed further on the issue they disclosed an interesting revelation. Mangahigh showed them steps, processes, and most importantly, where their mistakes were. After one student explained, “I like Mangahigh better because it tells me why I got an answer wrong,” the rest of the class quickly agreed and expanded on the value learning from their mistakes.
Next Year
After listening to my students go on about Mangahigh, and seeing that students were STILL using it on their vacation, I asked my school to purchase 2 classes. Unfortunately, due to a very limited budget, it’s a no go. So now I’m on to trying to figure out how to finance this valuable tool. As I always say, “It’ll all work out in the end.”
Okay, well I haven’t gamified ALL my homework, really just the Math.
I’m not a fan of homework to begin with. Study after study has shown that it does no good. Those who can do it, don’t need the extra work while those who can’t, rarely have someone to help them. So what’s the point? I speculate that it comes down to the fact that, ‘it’s the way we’ve always done things’. But I’m not here to talk about the Pros and Cons of homework, I’m here to talk about a small success I’ve had with it this year.
As my district has a homework policy – I have to give it – I have strived to make it meaningful. Years ago, I assigned 20-30 math problems nightly. I know, what was I thinking? Then I scaled it back to around 8 problems and until recently it was closer to 3 or 4 per night. I tried making those problems easy enough to complete at home, yet incorporate some higher order thinking skills.
The problem? The students rushed; it was all meaningless for them. And I was frustrated with some of the half-hearted answers I was getting.
The solution? Gamify! Oxford Dictionaries defines Gamification as, “The application of typical elements of game playing (e.g., point scoring, competition with others, rules of play) to other areas of activity”. In other words, making it a game. There are several application that can do this. I could have chosen to do it on my own, or use one of the programs available. I chose the latter. Since my homework is done online, it was only natural to find a program that worked for me. I chose Mangahigh. While there is a paid version that allows me to track the students’ progress in great depth, I opted for the free version.
I have talked with parents and students about this shift. Everyone is in agreement that it is better than the problems. Parents have commented that their child begs, “One more game Mommy, I’m trying to beat ____.” Students are working towards goals. In this particular program, they earn bronze, silver, or gold badges. While the students are striving to obtain the badges, what’s really driving them is their competitive nature. They are trying to beat their friends, and me. I also signed up as a student and take all the challenges. The students LOVE coming to me and bragging how they’ve beaten me. Several have commented, “It’s way more fun [than the problems]!”
What I’ve noticed is that students are spending more time on math. I no longer get emails from students complaining that they don’t understand. I now receive emails telling me how many challenges they have passed and how many badges they have earned. I received an email from a student this evening. She was proud of herself for passing a challenge, beating me, and earning more badges. I told her how proud I was of her, and she responded:
“Thank you, I love Manghigh. It is super cool!”
In short, we are all happier. I am no longer frustrated that students aren’t taking their homework seriously. I am happy that they are spending time ‘playing’. They are happier, as are the parents. There are no more tears from students complaining that they don’t understand what to do (let’s face it, we’ve all been there. We can do it in class then when we get home, we forget how to do the problems), and no more frustrated parents.
Common Core simply refers to a group of standards. Standards are NOT new to education; they have been around for a long time. However in the past, each state had their own set of standards. So what one student learned in 5th grade in California was different than what another 5th grader was learning in Michigan. Independent state standards made more sense back when we, as a society, didn’t move around quite as much; and before we had a Global Economy and technology bringing us – not just states, but countries – together. As times have changed, so have our needs.
Here is a quality 3 minute video to explain it.
What Are the Common Core Standards?
Standards are goals that a child needs to meet at each grade level. Standards are NOT methods, curriculum (textbooks purchased by districts), or tests.
For example, one 3rd grade English Language Arts Standard states:
CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
That’s it, that’s the whole thing. I doubt anyone can argue that the above goal is a bad idea, or is making their child feel inadequate in any way. Okay, so most of the controversy centers around Math. I often hear statements like, “What’s wrong with the way I learned?” Well for starters, I’m guessing you have a base knowledge of how the actual function works. How many of us can explain why a fraction multiplied by aother fraction gives us a product that is less? We know, and can go through the motions of 1/2 x 1/3 = 1/6, but why? This is what Common Core is trying to have our students understand. There are LESS standards so that teachers can help students understand the WHY.
So let’s look at a 5th grade Math standard:
CCSS.MATH.CONTENT.5.NF.A.1
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
Yes, all this states is that a student will add or subtract a fraction finding a common denominator. The wording is a bit different than that, but that’s what the standard states. Nowhere does it mention HOW it is to be taught – that would be a method, which are often found in curriculums. The key phrase in the standard is ‘equivalent fractions’. Why is this so important? Well, in the past we have taught students to find the common denominator by finding all the factors. There was very little time to explore that 3/6 is equivalent to 1/2 and 15/30. When students, and adults, are allowed to manipulate the information – via number lines or fraction tiles/bars – a better understanding is gained. Again, I doubt anyone really has an issue with the standard.
So What’s All The Fuss About?
It’s videos like this that focus on a method, and call it Common Core Math. Critics seem to focus on one method – arguably a long drawn out one to really drive home their message – and rant about its inefficiency. However, while watching this video I realized the ‘host’ and his explanation in the beginning are a perfect example of WHY we NEED Common Core, and illustrates our general lack of understanding. In the beginning, around the 8 second mark, he says that you, “Carry the 1,” when he is subtracting 3 from 5. Please notice that he stated, “Minus,” this is incorrect, the correct term is subtract. However, the bigger problem came when he explained that we needed to “Carry the 1”. Without getting too involved, what the problem has us doing is ‘regrouping’ (called ‘borrowing’ in my day). It is the actual process of taking a group – of 100 in this example – and placing it in the tens place. I wonder, without showing how ‘inefficient’ Common Core is, would he have been able to explain the why behind the actions? While many of those interviewed stated, “It takes too long” and “It’s too much work”, for those of us who have done it over several years, yes it’s not the best method for us. For those students just beginning to learn this standard, this method may be the key to success.
Critics have lost sight, maybe they never had it, that Common Core teaches VARIOUS methods. This kind of teaching allows ALL students access and understanding. Once a student has a firm grasp on the concept, they will move to our more traditional method, or more likely pull out their smartphone and use the calculator.
Why Are We So Frustrated?
Publishers and testing companies (consortiums as well) have muddied the waters. Publishers such as Eureka (Engage New York) and Pearson have taken it upon themselves to teach only certain methods. In addition, there have been several reports of misprints, thus causing MAJOR confusion with students and parents, in Eureka and Engage NY. Somewhere along the way, these publishers have decided what methods to teach, and we as teachers should do as they say. These companies are not looking out for the best methods, or interest, of our students. They are in it for a profit.
Another frustration, on the part of teachers, has been testing. We have been aware of Common Core standards for several years now. However, we were still bound to give state mandated tests, as stipulated under President Bush’s ‘No Child Left Behind’. This left teachers wanting to dig into the new standards, but as many of them did not line up with the state standards, Common Core was pushed to the back burner. We had tests to give, and proficiency levels to meet – which all boiled down to money, none of which made it to classrooms. There was little time for teachers to really grasp the full concept of the new standards. We were being pulled in many directions, then thrown into Common Core.
The Solution?
Brace yourselves…Get rid of testing and ditch the mandated curriculum. The curriculum are those books – teachers editions, student textbooks and workbooks – created by FOR PROFIT companies. I’m not saying that I shouldn’t be held accountable, by all means I should. There should be several ways in which a student is allowed to show mastery. A test given by the state, or a consortium, is not the answer. What about the student who can eloquently explain a process through a video, poetry, or interview? What if a rubric were designed and the student could SHOW their understanding this way? That is much more powerful that some test that is reduced to a number. Student want to show off their work and understanding, not show off some paper with a number printed on it.
More importantly, I am a professional. I went to school to become a teacher. I learned to create lessons WITHOUT a teacher’s manual. I can look at a standards and design a lesson to fit the needs of my students. This is what I went to school for! I am constantly refining my skills. These curriculums have hindered the teaching profession. They aren’t all bad, in some ways they are helpful. They help chunk and sequence how/when standards are taught. I have NEVER used a curriculum that has met the needs of every child/teacher. If I need help, then the curriculum should be a safety net, not the holy grail of math, language arts, or science. The companies and curriculums have sent an unconscious message that teachers are incapable of doing their jobs without them telling us what to do. Shame on them.
Who Is Making Your Child Cry?
Publishers and testing companies. And to be honest, they make me cry too. Instead of demonizing Common Core, and complaining how ‘time consuming’ a problem is, question the companies. Why do THEY feel this method is best, can a student use a method that is NOT approved by them, are these companies really needed? Celebrate the standards, just don’t confuse methods, curriculum, and testing with the standards.
The other day I had an awesome lesson planned teaching coordinates. I was going to use geoboards (NOTE: I found the plan at Howard County Public Schools Wiki). While I was teaching the lesson, one of my more creative thinkers modified it and made it into a game. Yesterday, the student tried to explain the game to me. I’ll admit, I didn’t get it. After completing an assigned task on coordinates, he drug out two geoboards and showed another student how to play. Okay, they’re learning and focusing on the standard. Today, the same students begs me to show the class his game. I, of course, agree.
I’ll admit, I still don’t totally understand it, but I let him explain it to the rest of the class. Apparently, it’s just me. Everyone else seemed to understand what to do. So here’s how it goes…
Both players have geoboards and create a shape on their boards. Then each player tries to guess the coordinates of the shape – Battleship style. Now this is where I get confused. The player is to remember where they had a ‘hit’. If the player gets a ‘hit’ they get another turn. When a player has found all points, the rubber band is lost to the opposing player.
I got lost at ‘you just remember where you had a ‘hit”. Well, the students seemed to be up for it. As they played, they each modified it to fit their own needs. I, for one, used cubes to mark my ‘hits’. while others plotted them out on graph paper. And don’t even get me started on the intricate designs some of them came up with! All in all, a good time was had by all, and my creative student felt like a ROCKSTAR!
Combining a fractions lesson and recipes is a natural combination. It connects the real world with a student’s learning. For the past month or so, my students have been learning about fractions: what they are, adding, subtracting, and multiplying them. Combine that with a teacher who is easily board with the norm, and you get a FANTASTIC lesson. One in which students ASK, “Can we work on our Recipe Project now?” Yes, students wanting to learn and were engaged.
What did we do? Well, we found some recipes. Okay, actually I found them in a cookbook that I had, from when I was a kid. They definitely weren’t the most healthy, but they were kids’ cookbooks, and worked well. I went through and found several recipes that involved fractions. Some had 2 fractions, others had 5 or more and included mixed numbers. Our student teacher handed out the recipes. Because there were various difficulties with the recipes, this allows the teacher to differentiate based on a student’s ability. The students were allowed to work together, but must hand in his/her own paper. The students had to: list the original ingredients, double the original recipe, cut the original recipe in half, and then make exactly 28 servings – one for each student, the student teacher, and myself. This took a few days. Fortunately, I do have a student teacher in my room so we were both able to filter around and help struggling students. Once they were done with the math portion, they had to create a presentation to show off to the class – and put in their ePortfolios.
We worked on this project for 3 or 4 days, including polishing the presentations. Each day the students would ask, “Can we work on our Recipe Project now?” Even the most reluctant, insecure math student was completely engaged. There were students strewn throughout the classroom at desks, under desks, and sprawled out on the floor. One group of boys worked outside to create a cardboard oven for their presentation. Other students chose to use Animoto and Google Presentation. They projected their ‘work in progress’ presentations on a big screen TV to get input from others. The room was so engaged and buzzing with creativity and learning, I HAD to call my principal down to see. He was impressed, and began asking the students questions about fractions, their algorithms, and gave suggestions for their presentations. The lesson was such a hit, my students told the other 5th grade teacher that she HAD to do it with her class, because it was so much fun. My students were happy to hear that her students had begun the project too.
Presentations will be next week. I admit, this was so much fun and worthwhile, that I am on the hunt for more lessons like this. Anything I can do to engage my students, I will. THIS is what Common Core is about: the four C’s. And this lesson had them all! Here is the lesson: Adjust a Recipe
This group will be incorporating an Animoto video into their presentation. Last week, they were practicing what they were going to say along with their video.
Yes, I found the lesson online. It is my belief that there is a plethora of information, lessons, and ideas out there. I do not need to reinvent the wheel. I am thankful to all who FREELY share. In turn, I FREELY share what I have found, my knowledge, and lessons I create. We are all here to help one another, and to help our students learn.
I LOVE math! I really do. To me it makes so much sense. So for years I have asked my students to explain how they arrived at a certain answer in math. I know, totally doing Common Core before my time. Anyway, I was impressed by the use of academic language and the ease in which this student was able to explain her reasoning. What was more impressive, is that she wrote down her explanation before verbalizing it.
Here is Brooke telling me why there are more zeros in the product of 500 x 8 than 400 x 8
And to add to the awesomeness that is Brooke, she is our class’ first Aurasma Aura! If you’re not familiar with Augmented Reality (AR) or Aurasma, check them out! We took a photo of her & then overlayed the video. So parents & staff can subscribe to our channel and view our Auras, which will soon be all over the school!
I love it when I am in the middle of a lesson and I get a ‘brainstorm’. My students are so used to it at this point in the year. Today was another ‘brainstorm’ kind of day. We were just beginning a lesson on Geometry. Today was the review of 3-D shapes — sphere, cone, rectangular prism, pyramid, cube, and cylinder. So there I am ‘blah, blah, blahing’ away, when it hits me… Have the kids make ’em… Out of pipe cleaners and paper and whatever else! Brilliant! And of course I stop the lesson to write it down. Wouldn’t want to forget my own brillance!
When I am finally finished, sounding much like Charlie Brown’s teacher I’m sure, I share my idea with the students. Together — because most of my great ideas are just a base, and not fully formed — we worked out the specifics. So in the end, groups worked together on how to make the shape assigned, find out how many vertices, edges, and faces AND then make a short video. They did a great job. Here is a sample video.
And tomorrow I will try that whole flip the classroom thing again. Hope it goes better than last time.
This was waiting for me in my Inbox recently; along with the message:
Nowa Techie 