20% Time – Finishing Term 2 and onto Term 3

 

 

Penultimate Session T2  (23 June)

 

 

Last Session Term 2 – (26 June)  – Discussing what makes a good blog post by critiquing a blog entry I had done from a Maths Workshop I went to recently. Our intention was to improve the quality of our weekly blog posts. Free time for working and planning for the rest. 

 

 

 

 

Beginning of Term 3 28th July – A session to get us oriented for the term ahead and 20% Time

 

 

 

4th August

The Focus on this weeks session was to do just get up and do stuff with little intervention from me. Some learners worked in the computer room, while others worked in the class or outside on getting there projects moving forward. I also keep forgetting to turn my camera on and  now writing this I underestimate it’s value in remembering things!

 

Somewhere in Term 3 – less scaffolding was given in this term and learners basically just worked on their projects and got feedback as things went. Below is one of  the few group sessions we did, which was more of a reflection.

 

 

My Top 10 Book Recommendations Sep 2017

Below is a list of books I’ve read & highly recommend. If you choose to read any of them, please make use of the links provided, as Amazon then makes a contribution to the up keep of the site.

Thanks

 

 

 

1.  The 20 Time Project:

How educators and parents can launch Google’s formula for future-ready innovation

 

 

2. The Second Machine Age:

Work, Progress, and Prosperity in a Time of Brilliant Technologies

 

 

3. The One World Schoolhouse:

Education Reimagined

 

 

4. Sully:

My Search for What Really Matters

 

 

5. Long Walk to Freedom: 

The Autobiography of Nelson Mandela

 

 

6. Daring Greatly:

How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead

 

 

7. Unschooling Rules:

55 Ways to Unlearn What We Know About Schools and Rediscover Education

 

 

8. The Alchemist

 

 

9. Collapse:

How Societies Choose to Fail or Succeed: Revised Edition

 

 

10. How the Scots Invented the Modern World:

The True Story of How Western Europe’s Poorest Nation Created Our World & Everything in It

 

 

GeoGuesser – What an awesome way to learn about the Geography of the World

Introduction:

Recently I came across an awesome game called  Geoguessr for helping students learn about the Geography of the world. The basic structure of the game is as follows. An image of a place in the world appears on the screen and you then have to drop a pin on a map to guess where you think the location is. As you progress in the game, you start to get better at interpreting clues hidden in the pictures. I can’t think of a more exciting way to learn about the cities of the world and be exposed to the variety of settings the world has to offer.

Geoguessr

 


Fynbos – turns out it’s quite interesting!

 

Introduction 

Towards the end of 2016 I attended the Mountain Club of Cape Town’s Leaders training weekend at Du Toitskloof Hut for their Outreach Program. The weekend was a lot of fun and I learnt a great deal. But one session in particular stood out for me – the one on Fynbos with Wendy Hitchcock . I decided to record what stood out for me in the  session in the hopes that I could  reuse some of the techniques myself in future. Below is a description of the session as best I could remember it.

 

 

Session with Wendy Hitchcock on Fynbos

When we arrived for the session Wendy started by introducing herself and then asking us to sit quietly for a few moments and take note of the sounds and smells around us in Nature. She also had a collection of plants she had picked from the nearby bushes,  together with large sheets of paper with labels like Big Leaves , Small Leaves , Waxy Leaves etc.

Our first task as a group was to sort through the collection of plants and put them onto the piece of paper that corresponded to their main characteristic. Wendy suggested techniques to determine these characteristics like blindfolding a group member while asking them to touch and describe a plant or smelling a plant and describe its smell and so on … It was a really sensory experience and I cant remember being quite as observant about plants before. We continued on like this for a while sorting the various plants into categories.

 

 

Some of the plants wouldn’t fit neatly into any particular category and so were placed into an unsure category. After the initial sorting was done, Wendy initiated a conversation about the sorting and then continued on to the topic of how to classify things. Names such as Restios, Geophytes , Proteas , Ericas and lots of terms I was only vaguely familiar with were introduced. For someone who hikes a lot,  I have been pretty uninterested in plants and this informative session really changed my basic outlook. I really got a sense of the adaption of plants to their environments and how interesting they are. Wendy then allowed us to write up any questions we had about plants onto sheets of paper and addressed them in conversation with the group.

Our last activity was to go on a walk and observe the different plants we had discussed. Wendy had brought along field lenses that allowed us to look at plants on a much smaller scale. Most of them were just inexpensive jewelry lenses but showed remarkable detail once you help them up close to a plant. I liked them so much I bought one on the spot from her.

 

Summing Up

I really wasn’t expecting to enjoy the session as much as I did and it really highlighted the effect that an Educator can have on a group when they are extremely knowledgeable and passionate about their subject matter. I really liked how the whole session was done outside under the trees and how natural learning in that environment felt. I feel challenge to get my classes outside more to create some similar experiences.

 

Google Educator Group Presentation June 2017 – Getting Google Certified

Google Tools for Maths & Science Teachers

Strategy Meeting informed by Data From Survey

Introduction 

After a long break since our previous meeting , we reconvened for a meeting to discuss the results of the survey. This information had been processed into a report by “The Green House”. The main focus of this report was the Carbon Footprint Calculation and recommendations on how to reduce traffic congestion around the school. We also used this as an opportunity to invite other players who could contribute to the projecting going forward. I found the presentation by uGoMyWay  very interesting , the idea of a Ring fenced (in terms of Wynberg Parents) ride sharing service is certainly an appealing idea, almost like a  modern day equivalent of the traditional school lift club.

Meeting Minutes

 

Meeting notes: Scholar Transport pilot, Friday 5 May 2017

Presentations presented

  • Survey results and travel patterns
    Dr Brett Cohen, Principal Consultant, The Green House
  • CoCT Travel Demand Management Strategy and Grove “walk to school” experience
    Nicky Sasman, Sustainable Development Facilitator and Project Manager, ‎City of Cape Town
  • Carpooling with uGoMyWay
    Chris Meghan, Co-Founder, uGoMyWay


Open discussion about solutions

Carpooling

  • Has the biggest potential to reduce GHG emissions as 80%+ go to/from school by car and around 50% of survey respondents mentioned carpooling as an alternative
  • Hurdle: We need to get clarity about the TCT Safely to School Guide which mentions that any transport for reward/ profit requires the provider to register and have a PDP.
  • The uGoMyWay system has built in settlement which can be ‘’turned off’’ for this pilot but does not provide a long term solution and does not ideally fit their business model
  • More info on uGoMyWay for schools: http://ugomyway.com/rideshare-for-schools/

Walking and Cycling

  • Most students within a 3 km radius gets dropped off by car, they could potentially walk per occasion
  • Walking not the best option at Boys school, boys have to always be seen in school uniform even after sports
  • Start culture of walking at early school phase
  • We can look at and learn from Grove ‘’walk to school’’
  • Hardly anyone cycles to school were around 10% mentioned they could alternatively consider cycling.
  • Safety concerns are the most important hurldles to increase NMT


Public Transport

  • We should aim at retaining current public transport users, especially minibus taxis users
  • Busses are not the most efficient option at Wynberg


Uber

  • We did not get to discuss Uber at the meeting
  • 40% of survey respondents mention Uber as an alternative

Next Steps

It is clear that we first need school management and the board of governors to ‘’sign off’’ on the proposed solutions before we can go ahead and implement.

  • WBHS and WGHS representatives to help WFF set up the meeting with the Campus Of Schools and ultimately board of governors and assist in the design of proposed solutions to ensure buy-in
  • WWF to prepare a solutions document that can be presented
  • WWF must obtain clarity regarding carpooling reward/ profit hurdle from Lee van den Berg (safe to school and back regulations)

 

Other information

Proposed outline of the meeting with Campus of Schools

  • Project overview (5min)
  • Outline of data collected (10min)
  • Benefits (5min)
  • Package of solutions (10min)

Conclusion

After the meeting I was left with a real sense of possibility for the project. We have a fantastic diversity  of perspectives and  skills in the group and we all seem focused around the core objectives.

*  Update: We have just managed to schedule a presentation meeting with management and stakeholders from the Wynberg Campus of Schools. The meeting will take place in late August.

Earlier Articles in the Series 

Part 1  Sustainable Transport Collaboration

Part 2  Data Gathering for Sustainable Transport 

Part 3  Reflection on Survey Design & Data Gathering 

Maths workshop with a Master Teacher

 

 

Introduction

Recently I had the opportunity to attend a Maths workshop presented by Mark Philips and the Mind Action Series Textbook publishers. I signed up on a whim because of the topic, which was Euclidean Geometry. In my experience it’s one of the most poorly understand topics by learners.  I hoped to learn some new approaches that would make the time I spend on this section more productive and ultimately improve the learning outcomes.

 

Key Ideas:

  • Focus on the Process
  • In Geometry, do exercises first & then theorems. (Build’s awareness before complexity)
  • Allow learners to do well in early tests to build confidence
  • Build confidence through slow ascent in difficulty
  • Don’t be so preoccupied with Time
  • Spend 80% of the Time on Basics and 20% on the Harder Questions for most classes
  • Encourage learners to move around and do physical stuff – Eg Circle Dance
  • Use narratives and stories in your teaching – especially those involving relationships
  • Make Learners Feel about the Topic, see above
  • Humour & Novelty are important – keep learners on their toes
  • Integration between Mathematical Topics important
  • Get Learners to make their own questions – higher cognitive levels of thinking
  • Understanding Mathematical vocabulary is important – specific practice on this is warranted

 

What stood out for me

So the biggest surprise for me was how for the most part, our attention was held throughout the 3hr workshop. It’s no easy feet to keep a room of 40 + teachers on a Saturday morning engaged, talking about content that they cover every year. The presenter was really skilled at keeping people on their toes and you never quite knew what was coming next. The amount of movement in the session also stood out for me as well as the clarity and size of the visual aids. The presenter also showed a depth of understanding on the topic and vast experience teaching it, which meant his comments were specific and helpful.

 

Reflection

I was pleasantly surprised by how much I learn’t in the session. It is not always the case when going to Maths Development workshops. I took detailed notes and they are reflected in the key ideas section above.  I also managed to grab a clip of the Circle Dance (below),  which was a fantastically creative way to remember the circle geometry theorems. I am struck by how useful it is to have a development session with a teacher who is a real master of their craft. More of these types of workshops would be brilliant for the development of best practice among Maths teachers.

 

The Circle Dance

 

 

Additional Resources from Workshop: