Plausible Estimation Quiz

One of my favourite end of term lessons is a Plausible Estimation Quiz. I've written about it on the NCETM website, and there is a spreadsheet there to download for scoring too.

In principle it is a quiz, where every answer is a number. Each round is 5 questions, with (ideally) all the answers in that round being the same order of magnitude. At the end of the round all 5 answers are added, and that number is the teams submitted score. The difference between the real answer, and the submitted answer is worked out, and then points awarded according to who is closest.

Usually I use Wolfram|Alpha to find answers, for random questions that pop into my head, either as I'm planning, or as I'm actually doing the quiz. Frustratingly I don't have a record of questions I've asked! I'd like to harness the power of twitter to get more questions.

1. Please suggest some questions! If you have the answers too, so much the better.
Click here to Launch the Form

2. Feel free to use it yourself. Click here to access the questions.

QR Codes. Phase 2

I've started phase two of my attempt to get more teachers to know what QR codes are, and how they may be useful.

We have ID badges that we have to wear. Most schools do. All I've done is create a QR vCard, made it small, and stuck it to my badge. I've spoken to a few people about it (including around eSafety), and they like the idea. If parents ask for my contact details (at subject evening etc.), they can access them from the code.

If anyone would like to check that it works and email me!


Phase three also in the pipeline; using them in the community.

QR codes Phase 1

I was a little slow on the uptake with QR codes. I don't have a smart phone (yet), so was not at the cutting edge of having a clue what this was all about. Once I realised, I decided "that sounds fun, and useful, lets have a play".

I needed to be wary. Mobile devices are not banned in school, as such, but they are not allowed to be out at any stage, and certainly not in lessons. I agree completely with this policy; at the moment and on the whole the disruption they cause when visible outweighs the benefits. As and when we change the rules, I'll make sure I'm very involved in the details. That however is another issue.

I put together this poster.
For those of you without QR readers, I downloaded (for free) Quickmark, which seems to work well with my webcam. I put the posters in Y10 tutor rooms, in which students are unsupervised at lunchtime. I hoped they may read them during these times they were less likely to have their phones confiscated.

Apparently not. According to my bit.ly tracking there were not dozens of hits, unless the tracking doesn't fully work.

Phase two is to more legitimately engage parents throug the newsletter. Details to follow...

Helping students less.

I don't like helping students with their maths.

That's probably controversial (and probably not true either), so I'd better qualify it.

I don't like helping student's with their maths, until they have made an effort to help themselves.

That's better. The question is how to best help them do that! It's all about independent learning and learning to learn. Here is one way I've developed in my classroom, that is now all around my department, and starting to spread, as I've spoken with at least one other Maths Subject leader about it...

Maths Posters. Seems simple enough. I've downloaded and printed the "Maths Facts" posters from here. I printed them onto different colour card - green for shape, yellow for data, blue for algebra and pink for number, and had them laminated.

I did have them around the back of my room, but my LA advisor suggested moving them to the front.

Now, whenever a student first asks for help, all I need to say (much of the time) is "there's a poster about that", and they go to find it. If they're still stuck then of course I'll help.

It's getting to the stage where the question is not "Which one is the mean again?" but becoming "Where is the poster about the mean again?"

Yes, I let them get up during a test to look - after all tests are formative as well as summative. I also get them to write down on their test paper which posters they needed to look at. This gives them a starting point for their revision for their exams.

Rocket Science - no.
Simple and effective - yes.BTW -apologies for the fuzzy photo; I want a better phone...

Mathemagic

My favorite card trick! I posted it on youtube a while back, for an ncetm thread, and sudddenly thought I could post it here.

Enjoy.

Newpage - how to set up a PLN

I've set up a new standalone "How to set up your PLN page". Please tell me what you think and what I've missed...
The link is on the right. I'd welcome comments here...

Factor caterpillars

1. Choose a start number. Find the factors of the number..
e.g. 16. Factors are 1,2,4,8,16
2. Add up the PROPER Factors of the number.
e.g. 1+2+4+8=15.

Repeat for 15.
Factors are 1,3,5,15.
1+3+5=9.

Factors of 9 are 1,3,9
1+3=4

Factors of 4 are 1,2,4
1+2=3

Factors of 3 are 1,3 (3 is prime as it has two factors).

1=1 So stop here.

If you write each number in your chain on a circle of card, you can make lovely caterpillars.

Good questions. Whixh numbers under 100 make the longest chain.
Which numbers are boring! (Primes)
Why are square numbers interesting here?
What is special about powers of 2 to start?
What is really special about 6 and 28!
Try 220!

FULL PAGE LINK


Here are some pictures...
One of them includes what happens when you start at 30 ...

Difference of 4

This is one of my favoruite early lessons, and really lends itself to mixed ability Y7. I'm posting it in response to the mathchat discussion tonight.

Start with a 2x2 grid, and put numbers in the spaces...

Having done this, drawe a few arrows, and do some times tables...

Followed by some adding...











Then, simply - the difference between 46 and 64 is 18.

Questions you can ask...

"Can you choose numbers that give you a difference of 4"

"What happens if you use the same numbers, in a different order"

"What happens if you add 1 to every number"

"Are there any differences you cannot make"

"what happens if you put numbers in in a pattern - 2,4,6,8, etc"

"Is there more than 1 way to make a difference of 4?"

....

It is a lot of fun (and I take no original credit for the lesson. Picked it up on my PGCE many moons ago (OK - 1995/96!)

Supermarkets' Dodgy Special offers.

1. Diet Coke. £1.09 each, or 2 for £1.70. This is a good special offer.

2. Beer. £4.00 for a pack, or £9.00 for two packs. This is a bad special offer.

3. Bread. £1.00 for 1 loaf, £2.00 for two. This is an irrelevant special offer.

If you don't beleive the 2nd one, I saw it in Tesco Extra Llanelli, and here is the proof!

(Click it to see the full prices)

The third one I saw in my local Tesco metro this morning, and as luck would have it there was a minion stocking the shelves, so I asked him about it!

His opinion (and I don't think its the party line) is that the "2 for £2" bit is a Tesco global policy, but each store can change their own prices, so while they charge £1.00for one, a smaller store may charge £1.09.

I still think they should put their prices through a sanity check, as it just makes them look stupid!

Queueing

Written after our trip to Legoland.

I understand queueing. I am British, after all! I get the idea that one waits, until it is ones turn.

I understand supermarket queueing. I like the challenge of looking for the shortest (time not distance) queue. I appreciate the Post Office style 'Cashier Number 5 please', mainly because although it is a longer queue it keeps moving along steadily

I don't like it when people push in. I can cope with people returning to a queue after a small child needs the toilet (been there!), and just about with a person catching up with the rest of their group (although part of me thinks that the rest of the group should let people through until the left behind member catches up naturally).

What I don't understand are theme park Q-bots.

Q-bots are virtual q-ers. They allow you (at an extra cost) to be in a virtual queue, and turn up when at the front, to get on the ride. I should point out that this idea is not exclusive to Legoland. Most theme parks, I believe have something similar. There is now also a Q bot express, for even less queueing!

There are 2 issues here.

1. I don't think it's fair that just because someone has more money they shouldn't have to queue. I've payed plenty for my ticket! (actually I haven't, I've used tesco clubcard vouchers, but in principle). They also board the ride first, meaning they get the best seats, every time, whether you like the front of the roller coaster, or the back, or the seat by the giraffe on the train. That's not fair either.

2. The signs everywhere state that this system doesn't make queueing time longer for anyone.

It's this 2nd statement with which I take exception, from a mathematical point of view. It certainly feels longer.

Case study 1

I'm in a queue for a little roller coaster. The roller coaster seats 12, and there are 6 people in front of us. I feel I should get on, but 6 people roll up the qbot line, so I don't. That feels like a longer queue. (and multiply that for every time the queue should move forward 12 spaces but only does 6).

Their argument is that I haven't waited any longer, as those people would gave been in front of me in the queue - they were there virtually, so I would have had to wait that long, I just didn't see the people.

Case study 2.

We've split up, I'm with 2 of the kids queueing for ride A. Mrs S is with 3rd daughter queueing for ride B. In front of me is a virtual family (but I don't know it). They would queue for ride A, but are richer than me, so don't really have to. How do their real selves spend the extra free time? By queueing for ride B, meaning the rest of my family are also queueing longer because of the same people.

That's the flaw in the argument as I see it, that 1 person can be in two queues at the same time and that must make total queue time on the park longer. It also makes the shows / shops etc busier

Either their argument is flawed, or mine is. Which?


Disney, btw and IMHO have a much fairer system, just for the record, as everyone can fasttrack 1 ride at a time, and there is no paying extra involved.

TweetDeck - multiple accounts

A few people have asked recently how to set up (and manage) multiple twitter accounts. This is mainly in the light of #twittereducator and @tweetingeducatr, but I've been running two accounts for a bit (I know many others are too).

Step by Step guide... (Pictures will follow)
1. Set up a 2nd (3rd, 4th) account on twitter. Please remember all usernames and passwords!!

2. Open Tweetdeck. Click on "Add more accounts". It's one the Top left of the page, next to the blue icon with your Avatar on it.

3. When the Tweetdeck settings page appears, Click on Add new account, and choose Twitter. Type in the details, and CLick Verify. Simples.
4. You will get a grey icon at the top, next to the blue one. Whichever one (or ones) are blue, you are tweeting from, if it is grey, it is not active. When you add columns, you'll be asked for which account.

5. Replies are automatically sent from the account you are replying too.

Questions?!! Like I said, a bit of a rush!

#TwitterEducator

Firstly, can I apologise NOW for wrong use of apostrophes. When typing twitter #tags, if you want to pluralise (is that made up too?) the tag, you cannot just put s on the end or it becomes a new tag. Therefor here when I'm typing tags I'll stick to that convention.


I've really grown to like #ukedchat. It's a great way to network, but with more of a focus than your usual ongoing teacher chat. At the end of each week, there is usually a suggestion to BlastFollow all #ukedchat-ers. Blast Follow is a way to follow ALL people who post with a particular tag.

Then the other day there was the suggestion (I think from, but certainly blogged by @primarypete_) that we tweet #twittereducator, and then blastfollow that tag.

I wasn't convinced. I've found that twitter following is a bit like boiling a frog. You can keep up when you follow 12 people, and wonder how people keep up with 50. You get to 50, and thats fine, but how can people manage to follow 100? By 100, you're doing fine, but there are people who follow 500. And so on. I also tend to follow people with whom I've intereacted, either generally or through a tag such as #movemeon, #ukedchat, and recently #pgcetips.

I know at least one other tweep out there felt the same, as I saw their tweet on the matter, so I got to thinking a solution. Then it came to me - lists. If I set up a list of #twittereducator's I could keep an eye on their tweets, and then follow them if I liked what they said enough. The trick was going to be how to set up the list, as I knew no way (and nor did my pln or google) of turning a tag into a list.

However I did find a solution. If there's a better way, let me know. I created a new twitter account, called @tweetingeducatr. I wanted @twittereducator, obviously but you cannot have twitter in the name and you can only have 15 characters, so I now know!.

This account blastfollowed #twittereducator, and then using tweetdeck I copied all of the people into a list, which I now share. Rather than all following all of the tag, you can keep an eye on the list, and like me individually follow the ones you like the look of. My Tweetdeck columns are getting a little out of hand, now I have 3 accounts, but that's my problem! I don't anticipate tweeting from the new account very often, except maybe to remind people the list is there to follow if they want. If you like the idea, the list is here.

Could it be done differently? Is this useful? Let me know.

PS1. Here is @dughall's link - http://twitter.com/Tweetingeducatr/twittereducator/members

PS2. Here is the XKCD cartoon I'm reminded of when reading my post.

Academies - am I right to be worried?

I'll be honest and admit that I'm not sure about academies. I have a few worries.

One is about how it is being rushed through. I suspect the media are playing a but of a political game with this, but there is no doubt that this is being rushed for September. I'm slightly curious as to what the big rush is.

I'm also concerned for my local area (where I live, more than where I teach). We have 3 schools in town. 2 are officially outstanding, and well established. The third is offically satisfactory, with good featrues, and improving, as well as relatively new. It was also inspected quite early under the new framework, when they were being tougher.

It's the third school I'm worried for. It's the one my daughters ought to go to, asI'd like them to go to the most local school. If the other 2 become academies, and they do not, it is not going to do their reputation any good, and so they will continue to be the third choice for many in town.

With both these point in mind I sent a tweet to my local MP - I also RT'ed it under ukedchat, you may have seen it. I actually got a reply, which I'm impressed by, but am not sure where to go from here.

UKEdchat - trying to bring more into the fold.

Below is the text of an email I've sent to my team and SLT. It's an attempt to get more people from school involved.

---

Dear all,

No Monday Notes proper this week – as I said last week, that was the last of the year. There are however, a couple of things I want to mention going forward into the holiday.

There was an online debate last Thursday night called UKEdchat. It’s every Thursday night (this was the 3rd). This week was about creativity, and what it means, and how we can encourage it. It threw up a few interesting ideas.

Firstly, there was some discussion about exercise books. Why do we use them? What’s the point, and whose benefit is it for? Now I’m not about the suggest that we don’t use books (although we seem to get through an awful lot), but maybe we need to look at how we use them. Most students (in my opinion) don’t ever look back at their stuff, and that’s something to look at. This is leading to this link… http://kn.open.ac.uk/public/document.cfm?docid=12916 which is a research document about Learning Journals. I’d like to consider next year how we could use something like this.

Also looking at creativity, the same person who wrote the above research paper blogged “creativity in the maths classroom”. It’s at http://mainlyschool.blogspot.com/2010/07/creative-maths-classrooms.html and makes for quite an interesting read, and there are things I want to try (but probably not this week).

People’s summaries after the event can be found at http://ukedchat.wordpress.com/2010/07/17/participants-reflections-from-15072010/ .

Each week a different person shortlists 5 question’s and it polled. The poll is at http://twtpoll.com/pv56x8 . This Thursday’s promises to be interesting. Leading the vote (as I write this) is How do we make IWB’s truly interactive. As you can imagine I’ve got a few ideas to contribute, and look forward to learning more. Second place (currently) is “How do we encourage student ownership of their learning”, also something I’d like to discuss, so it looks to be a good evening either way. I’m certainly planning to take part fully.

If you want to know how to either lurk, or to take part fully, give me a shout. It’s well worth it!


Chris

Google Update

An email I got from our County ICT people on the blocking of Google....

---

Dear All,

I am pleased to inform you all that the testing of SWGfL SafetyNet with the changes that Google made over the weekend have been successfully completed.

From Wednesday morning:

· https://encrypted.google.com will be blocked and therefore access to Search over SSL will be prevented for all users in the SWGfL. School have the option to unblock https://encrypted.google.com , but there should be no reason for taking this option.

· https://www.google.com will be unblocked. This will enable the use Gmail and other Google application which require a Log on to be used. Please note that if you visit the site https://www/google/com the page will be displayed as if you are about to make a search, but when you attempt to make a search the https://encrypted.google.com filter will block the site.

· If users attempt to use http://encrypted.google.com there will not be any SWGfL SafetyNet filtering page, but a browser message stating that the browser cannot display the web page. This is because the block is on a https:// page.

· The SWGfL Support desk is ready to provide assistance should schools have any queries.

---

Hopefully it will all work now!!

Why Google has been blocked

Copy of FAQ of Why Google has been blocked.

Having found out by chance that Google was to be blocked at school this morning, and only finding out by chance from a friend, I started emailing around school & County. This is a copy of the FAQ I got back. What I'm just as concerned by is that when I contacted school, it seemed that I was the first to know about this. I'll let you know how I get on in my campaign to get Google re-instated in school (for Staff & Students).

---

Frequently Asked Questions

Why has Google “search over SSL” been blocked.?

The Google’s Search over SLL” effectively by passes any filtering controls that schools / local authorities/ SWGfL has for the use of Google search engine. Typically the normal settings which schools would use are:

· Search term filtering - the ability to prevent certain words from being used when performing a search.

· Content filtering – the ability of SWGfL SafetyNet to dynamically read the results from a search and if inappropriate content is found in the results block the display of that page.

· Control the access to Goolge’s safe searching features so that individuals cannot select the “do not filter my search results”, options

Without these controls anyone using Google’s “search over SSL” has uncontrolled access to the search engine.

The beta version of Google’s “search over SLL” current searches, web pages, Videos, Books, News, Blogs, Updates and discussions. Please note that the video search also return thumbnail images which are not filtered.

You need to be aware that blocking https://www.google.com also prevents access to Google applications where you need to login to the service, for example Gmail.

Does this affect Google’s normal search?

No. All other Google search engines will work. e.g. http://www.google.com, http://www.google.co.uk etc

When was Google’s “search over SSL” Blocked ?

The decision to block Google’s “Search over SSL” was taken by Local Authorities and the SWGfL after consultation with experts in the field, Lawyers and Local Authority Staff. Emails were sent to Headteachers at schools in each Local Authority on the 8^th 9^th June 2010 explaining the decision. The Block came into effect on over the weekend 12^th 13^th June 2010

Are there any other implications of Blocking https://www.google.com ?

A side effect of the blocking is that it also blocks the ability to log in to Google applications such as Gmail. The SWGfL is investigation potential solutions and is in dialog with Google to try and find an alternative.

Can schools unblock Google’s “search over SSL”?

The short answer is “Yes”, however schools need to be fully aware of the implications in that unblocking https://www.google.com , basically gives any user in the school uncontrolled access to the search engine.

Schools can request to have https://www.google.com unblocked by

a.) Visiting the web page at .... completing the form
or if having difficulties by:

b.) Calling the SWGfL help desk

c.) Or your Local Authority support

SWGfL SafetyNet will be updates to enable schools to make these changes, planned for the week beginning 14^th June, but only for those schools using the latest version SWGfL SafetyNet . An update for the older version is planned for later in June.

What happens when a user tries to access https://www.google.com when it is blocked ?

For most users there will not be a filtering messages, users will see a browser message explaining that the pages was not available.

Some Scenarios with advice following the blocking of Google’s “search over SSL”

1. School requires access to Google search engines

Impact: Low.
Schools will be protected using SWGfL SafetyNet as before. The search engine http://www.google.com, and http://www.google.co.uk are still operational

2. Some members of staff need to continue to use Gmail and/or other Google applications requiring you to log in.

Impact: Medium.
The blocking of https://www.google.com will prevent staff from logging into Gmail and other Google applications. Schools are asked to consider the use these services and if required then schools are able to make use of the staff proxy functionality. This feature of SWGfL SafetyNet enables members of staff to have a username and password that allows unfiltered access to the Internet from certain dedicated computers in the school and consequently access to https://www.google.com whilst other users remain blocked.

3. Staff and pupils require access to Gmail and other Google applications requiring you to log in to access the service

Impact: High.
The blocking of https://www.google.com will prevent access to the Google applications. Schools will need to consider the implications for unblocking https://www.google.com for the whole school and the processes they will put in place to monitor pupils access of the Googles search over SLL” . It is recommended that any school considering this option contacts their Local Authority for advice.

The SWGfL have made available a web page to request that Google’s “search over SSL” is made available to the school, and consequently access to Gmail and other Google applications .

Web Page .....

Real Functional Maths

I like maths. I like maths because it's useful, but sometimes in class that is not always obvious. Imagine my delight when I got this email from my little brother (OK, he's 26, but compared to me..).

So we're having a little trouble working out a backup plan should the ash cloud ground our flights next month... we plan on booking a backup coach/train combo to get to barcelona in case Vatnajokull kicks off again.

The plane fare is refundable if the ash kicks off - its price is £75.

For the coach/train, we have two options. One is half refundable - total price £100, but £40 of that is refundable. The other is fully refundable - total price £159.50, all of that refundable.

We're putting the odds of Iceland ruining things at 50/50, so which one train fare is best - half or full - to get based on the prices involved?

This got me thinking. Partly thinking about how to solve the problem, and partly "ooh - that's a good lesson idea".

Anyhow, here is the spreadsheet I wrote ...

The full link is here...

Now all I need to do is turn it into a lesson. Modelling, excel skills, researching prices, ...

I feel a bit let down by the technology.

I always feel a high tech solution should be better (more efficient, slicker, make me look better) than a low tech one. With that in mind when planning to collect heights of Y9 to do some serious stats with, I decided to set up a motion sensor in the top of the doorway, and measure the distance to the floor.

Then as students arrive, they stand in the doorway (no heels please), and the sensor measures the distance to the top of their heads. They type that in to a Google Form (along with Age, gender, and some other bits), and then the spreadsheet subtracts one from the other to give their height.

This should have been fool proof. Yeah, right.

Sensor in doorway. Check.

It measures 2.04 m to the ground. Check with tape measure. Check.

I stand underneath, subtract reading from 2.04m to get my height. It tells me I'm 186 cm - 6'1" (according to Wolfram|Alpha).

The problem? I'm 6'3". Double check against my known kids heights. It puts them down 2 inches (and Pippa was measured by school nurse recently). Check with the missus - it puts her short too, by an inch and a half (and she checked at the gym recently).

I can't work out how it could possibly be wrong, but it is.

So my lesson plan goes back to having a metre ruler on the wall, which upsets me more than is reasonable! At least I'm still using GoogleForms to collect the data. That's progress at least.

Using Google in school

I'm probably behind the times. In terms of using google in school, I know that probably anyone reading this is streets ahead of me, but in terms of the "pencil" analogy,I like to think I'm a sharp, so am happy to steal ideas from you Leaders out there.

So, here is how I've found Google useful to me in teaching in 2010, and bear in mind that in 2009 all google was to me was a search engine (and maps and google earth, but that's all!).

1. Google Docs for coursework. I read the idea in #movemeon and ran with it. About half my Y10 GCSE Statistics class created a google account, and used that to write their stats coursework. As they worked they shared it with me, so I could go in, correct / annotate it as they went along. On first glance, those that used google docs have got better coursework than those that just worked on it on their own. Obviously I kept to exam board rules and guidelines, but I was able to have the sorts of conversations I'd have had in class, at any time.
I've shown it to other departments now and have discovered they are using it to good effect. I've also uploaded our department handbook to GoogleDocs, so that anyone in the team can edit it if they need to.

2. Google Docs for Parents Evening. We have a system whereby students collect subject consultation evening appointments on little scraps of paper stuck in their planner. This system works, after a fashion, but there was a flaw this year as one of my form was off sick, and parents still wanted appointments (reasonably enough).
So, I set up a spreadsheet, emailed teachers the link, and told them to make appointments for this family. This meant there were no clashes, as the teachers still set the times, and I could leave a copy of the times at the front desk for them.
I'm not sure this would work large scale yet, but for this particular case it was brilliant.

3. Google Forms for reply slips. As inspired by Tom Barretts (as always) excellent blog on how he used google forms to collect data. I'd never even realised google forms existed until then! We've run a Y10 maths information evening, and have sent out invitations to ALL year 10 parents. To get an idea of numbers there is a reply slip at the bottom, but I decided that I also wanted to get parents to be able to reply online (the weak link in the slip system is that it's students that have to return the slips!).
Setting up the form took about half an hour (and would be quicker next time), and then I created a cutomized bit.ly address to make it more attractive.
I actually put the address as a www (www.bit.ly/jbsmathsevening) as I thought parents would be more comfortable with a web address starting www. I'm indebted to 2 members of my twitter PLN who 'roadtested' the form for me, and gave layout advice, @tomhenzley and @jobadge. We had about 30 parents come, with almost half of the replies being electronically. For a first effort, I was very pleased.

Next steps - make SLT aware of how we can use these resources, and get other departments to use them. Not quite sure how yet!

Learning Goals at Post 16, ideas please

I like learning goals. For me they help keep both me and my students focussed on what it is we are doing – what we are doing, and what we are trying to achieve in my maths lessons. We've had a real drive on them a

t school in the last couple of years, and although excellent teachers continue to be excel

lent, I believe that to some extent they can help developing teachers become better. As I've said, I like them.

We've had a departmental push on them also – I've used my Monday Notes to get people to share what they've used. Here are a couple of examples that people have sent me of how they have used them in lessons (another joy of the IWB), taken from last November's notes.

As you can see, I do use them with the Sixth form. This is where I need a little help, please. I was asked by our Head in October “What's the difference between an 'A' grade student, and a 'C' grade student at A level.” He went on - “more particularly what's the difference between an A grade students

exam paper and a 'C' grade student's paper?”

I will admit here to having answered slightly flippantly. “The A grade student gets more marks, because they get more questions right.” This was only slightly flippant, as its also true. I did get a bit of a look, and the question was pushed a bit further. My response was to return to my original repsonse, but with less flippancy in my voice, and to clarify the situation...

“In A level Maths, the top students get most of

the marks. A 'C' grade student will get fewer marks, but not all 'C' grade students will get the same fewer marks. For example, in C2, an 'A' grade student will be able to do the above, and answer all the questions involving logs. One 'C' grade student might not get those marks, but a different one will, but not get the marks on the binomial expansion (for example).”

(With SLT consisting of Music and Humanities teachers there was a degree of glazing over at this point).

We had a post 16 Teaching and Learning Audit last week. Part of our departmental feedback was around Learning Goals.

• We should still have them at A level. Tick – I agree.

• They should still be differentiated. Tick – Will / Should / Might.

• They should be grade related (just like the KS3 / GCSE ones above are). Aaah.

There is my problem. Can anyone help with how to do this for A level maths. Does anybody grade relate learning goals for A level maths? What is the difference between a 'A' grade student / script and a 'C' or 'E' grade student / script.

Please help.

keepmehere or movemeon?

I love the #movemeon book. I can't use all the ideas - but as the last tweet says, one thing at a time.

I've also enjoyed the #keepmehere tweets, although I'm alarmed at the number of tweets that I've heard people in school say in all seriousness. In addition to this I was lurking around a lot of #edread tweets on World Book Day. Here's a #keepmehere I read...

#keepmehere reading your book in class while the children are working reinforces how to read well.
(From @mister_jim)

But then, a bit later I read this ...

When having silent reading, read a book as well. Set an example and they'll follow. #edread
(from @daveterron)

I'm not a literacy expert, but this was advice I was given when last a Y7 tutor and we had a regular silent reading slot. What really made me think is that it is being quoted as a strategy here in two completely contradictory ways!

It's not really about reading. That is the example that I saw here, but who's to say what's definitely right, or definitely wrong in teaching. Maybe that's the trouble with twitter - your average tweet doesn't need the research to back it up.

Who's to say that my #movemeon contributions are any good? They work for me, and that's all I'm saying. Similarly with most of the keepmehere.

Just an observation...

(and thankyou to @mister_jim and @daveterron for letting me quote them).

Outstanding Department; please help

I need help. We've got a training day on the 1st day back after half term, and it is going to be brilliant. Instead of a 1 size fits all day in school, it is a cross county federation day, with different schools offering different things. So, there are sessions for NQTs and sessions for less experienced teachers. My ks3 co-ordinators are going to sessions about KS3 across the curriculum and my KS4 co-ordinator is approaching threshold, so going on a session targetting that. I've opted for a day about taking a department from good to outstanding; as a middle leader it sounded like a good idea.

So far so good. Then towards the end of last week I was asked (with 2 other HoDs) to actually run some of the session! That's where I need help. Please give me hints on how to run an outstanding department, or at least how to tell people how to run an outstanding department.

I've got some ideas, naturally. I'm going to use my Monday Morning Maths Memo as a way to share best practice, and as a way to lead a large team. I'll also mention #newleaders(if I can re-find them) and #movemeon, but would like other practical things. Please comment, or Tweet me.

Dodgy Statistics - or am I being oversensitive.

I need a little help. I am a Statistician by nature, so sometimes get a little oversensitive when it comes to analysing stats - I get ... wound up? irritated? ... by dodgy stats.

Here's the latest, and you can tell me if I'm right, or if I need to shut up and get on with it.

Last years Y13 did an exit questionnaire, for ALIS. It asked them all about what teaching styles they experienced in each subject that they studied. For example ...
"Presentation of a topic by the teacher" or.../
" Practical Work (Using apparatus or Making things)."
... and so on. There were 22 catagories.

Students rate each one from 1 to 6, on the follwoing measure..
1 = never or almost never
2 = about once a term
3 = about once a month
4 = about once a fortnight
5 = about twice a week
6 = about once a lesson.

Scores for all students in each subject (sample size = 7 in my case, but that's another gripe) were then averaged (arithmetic mean for fellow stats types), and these published and compared with national figures.

Here's the problem(s).
1. My Preparing Essays scores was 1.29 (1+1/7). This means that one student thought we prepared essays about once a term. I haven't prepared an essay since my PGCE in 1996. This is a lack of awareness by the students that sheds doubt on all responses.

2. If 4 students respond "Never" and 3 respond "once a lesson" then the average is 22/7 = 3.14 which appears to be once a month despite the fact that NOT ONE STUDENT said once a month. Surely the mode (most common) response of "Never" is more appropriate?

Please help me out with this one?!

Why I Like End of Key Stage National Tests

Don't shoot me, but I like SATS (End of Key Stage National Tests - to give them their proper name!). Let me qualify slightly, I like them at KS2 and KS3, but am less convinced by KS1.
(for any non-UK readers, KS1 tests are at about aged 7, KS2 are aged 11 - the end of primary school, KS3 are aged 14, and GCSE exams are at 16, which is the end of KS4 and the end of compulsory education)

I know that's controversial at the moment, that unions (NUT & NAHT) are balloting on boycotting, and that they have support from Mums.net, so before you light the torches, and get the pitchforks out, let me set out my stall and then you can run me out of town!

Let me start by saying I HATE LEAGUE TABLES. I don't like them for primary schools, and I don't like them for secondary schools. As they stand they are grossly unfair - more so for primaries than secondaries - I think. This being because each Y6 in a small primary could be 10% of the data, and even in a big primary could be as high as 2%. For us last year, each student in Y11 was 0.55%. We achieved 49.4% scoring 5+ A*-C, which makes us officially Satisfactory.

Value Added (preferably contextualised) is much fairer. It looks at where children started, and how much progress they have made. From that point of view, with CVA of about 1008 last year, my school is Good. This however relies on the data being reliable and accurate, and for me that's where SATS at KS2 come in.

For secondary schools, our baseline data is KS2 scores. This is the measure used by DCSF, FFT, and all the other acronymic (real word?!) quangos by which our progress is measured. Whether it is 3 levels progress, 4 levels progress, or CVA the premise is the same. Without solid reliable baseline data, the rest is meaningless.
(I'm reminded here of a Dilbert cartoon about inaccurate data, but sadly I couldn't find it online).

I'm not saying that primary teachers would not give reliable Teacher Assessments. The vast majority would and do, but given they are so closely tied to league tables if you have a borderline 3/4 student, and you know that a TA of 4 would add 10% to your figures, there must at least be a temptation. This is not exclusive to primaries - I have the same concerns and misgivings about courses that at KS4 and post 16 are entirely teacher assessed.

The reason I like KS3 tests is that they are (in maths) good preparation for GCSE exams. Maths is entirely exam assessed at GCSE, and given we (like many schools) do a modular course, the first exam in is November of Y10. If a students first experience of an external exam assessment is the GCSE, then this could throw them. We have mock sats this week, and many students will get it wrong going into the exam hall. The vast majority of them will then get it right in May, but again not all. By November, and their modules, they will all be getting it right (or at least that's the plan). We could use mocks in the hall to help, but some students don't take those entirely seriously

I realise this reads a little incoherently, and it many of you will disagree with me. I just wanted to share my views, and put this side of the argument - all I hear on the news is why they are so awful!

Thoughts?

What do our student reports says about us?

An interesting thought - how often do we analyse what we write in reports?

Do we get stuck in ruts, with reports, and what does what we write say about us? I got the idea of putting my Y11 reports into Wordle.net from @coolcatteacher, from a retweet. I think I've found someone new to follow there (as often happens). I thought what the hell, I'll try it. One copy and past later, and here is the result. I have tried to scour the reports, and check there's nothing I shouldn't publish, and think I'm OK.

What I don't yet know is what it tells me. I'm tempted to Wordle some of my teams reports - see if they tell me anything about them? Please comment - what do you think my reports say about me as a teacher??

I've sort of been blogging for years...

I've only just realised I've been writing a blog for some time, but never realised it. Let me explain...

I'm in my 9th year at my current school, having been originally appointed as 2nd in Maths. At that time my wife was part time at another local school, and a common complaint was that she felt she didn't always know what was going on in the department. At that point I realised there was a danger that all of the team of which I was a part of could be kept better informed.

That was the birth of the "Monday Morning Maths Memo". Shortened to M4 to save space on the paper, and generally called "Maths Notes", or even just "Notes".

It has a very similar layout week to week, with diary dates, meeting agendas for the week (Monday is our meeting day, so that works quite well), and a few key points, for example in the run up to KS4 modules it will have a bit about the admin for the day, or whatever. I upload it to our VLE on Sunday night, so any part timers not in Mondays can read it before their first day of the week if they want to.SLT get a copy too, so they know what we are doing / talking about, as do the TA's linked to the department and our department admin support.

What I've also tried to do, however, is share some of my ethos or ideas through notes. Some of the time it will be a blatant (but always accredited) copy and paste from the NCETM's Mathemapedia, or other places (don't worry - I'll ask before I pinch any of your blogs). Some of the time it'll be based on something I've read, or seen, or an idea. What it boils down to is that I have been writing something that could be called a blog (except that its not online).

I'd recommend all #newleaders start something like this; it's a good way of bringing a new team with you.