The Odyssey, Oral Storytelling and the iPad

Today I had problem: I have students who are going to spend the next month reading The Odyssey, a book which I failed to fully appreciate when I was a college student reading it for the first time. I wondered how the high school students are going to be able to a) read the book without relying on Sparknotes, Cliffnotes, or other summaries of the text and b) get more out of this than if they were to just read it to themselves and not comprehend a good fraction of the narrative.

Here's my solution: technology.

How I got there:
Fortunately, I have MP3 files of the audiobook of The Odyssey that I bought for my dad years ago. I had planned to read along with the story using the audiofiles in order to experience the story as its original audience did, by hearing it from an oral storyteller. I had originally thought about posting the files somewhere online where the students would be able to access them, but the Fair Use Policy doesn't feel like enough license to do that. Then, I thought about putting the files on CD for students to burn to their own hard drives, iPods, etc. Finally, I remembered how my school is lending me this iPad and how I haven't been sharing it enough with the office (how surprising!). So here's the new plan:

1. Burn the audiofiles for all of The Odyssey onto the iPad.
2. Download the same edition for iBooks.
3. Lend out the iPad to teachers and students in the office when I am not around.

They can use it to curl up and read and listen to the text read aloud as they follow along. Presumably, hearing it performed will add more meaning than their straight internal narration with all of its stumbling for pronunciations of ancient Greek words and names. Then, we'll see if this is a better reading experience for any of them than the more traditional alternative.

I think it's crazy that it takes a very modern piece of hardware to inspire a teacher ask students to listen to an epic poem.

Addendum:
The NY Times had an article on how children may read more with access to e-readers.
I liked these stats:

About 25 percent of the children surveyed said they had already read a book on a digital device, including computers and e-readers. Fifty-seven percent between ages 9 and 17 said they were interested in doing so.

And:

Many children want to read books on digital devices and would read for fun more frequently if they could obtain e-books. But even if they had that access, two-thirds of them would not want to give up their traditional print books.

WCYDWT Challenge: Tie Clip

I spotted this very stylish tie clip on one of our school's staff members. Apparently he wears it nearly everyday, but I just noticed it.

I'm wondering what can you do with this? What would you ask students to discover? What would you ask them to explain?

Addendum: When I first saw this number pattern on the tie clip, I thought this could make for a nice easy introduction to looking for mathematics in everyday life. This number pattern itself is so simple "3, 6, 9, 12", but the presentation in Roman numerals makes it a little more enriching. We have some number theory lessons coming up and talking about Roman versus Arabic numerals could be a nice conversation starter. Plus, I like this really simple pattern to introduce students to the WCYDWT framework.

What most excites me about this whole idea though is how accessible it is to all the students in our Grades 1 to 12 building. The next step is to scale this larger and make it open to more people to contribute their own ideas and images. Why can't students take photos for themselves of interesting objects around the school? We have an upcoming pep rally and I'd love to see this be able to launch as a website before then so that we can roll this out as a competition among grades, something that builds up our school's culture.

So far, I've passed this image around just enough for a few staff members to find out whose tie and tie clip this is while a few more are still looking. Some of them were thrown off by looking for the tie itself and not the tie clip. Meanwhile, the owner has been wearing it something like 4 out of 5 days now. So far this has been a conversation starter for just a few of us who would probably talk anyway and maybe a few more still who just didn't have that much to talk about before. What can we all do next?

Mistakes Made Using the Socratic Method

While sitting in our school's office for 1-on-1 tutoring, I observed that a good tutor is a good at explaining, not necessarily questioning a la the familiar Socratic Method.

A lot of times when you see an adult trying to tutor a child you witness a dialogue that runs something like this:

Child: "It says to solve for x. It says 2x + 10 = 50

Parent: "So how do you solve for x?"

Child: "Uh,...."

Parent: "How do you do it, honey?"

Child: "Multiply?"

Parent: "No,.... What do you do first?"

Child: "Add."

This is frustrating for both parties, of course.

The problem here is that the Socratic Method is a great pedagogical technique, but mostly for teaching a class in seminar-type environment.

It is not a winning strategy for tutoring a single student in a 1-on-1 environment.

Here's why:

1. Unless a student is very bright, he probably don't know everything they are supposed to know. About anything. He may have some areas where he knows way more than you would think. But just try asking an average kid to remember metaphor vs. similar or order of operations. They are gonna slip up.
   
2. In a class, there are a lot of students that know nothing about a subject. But there are also bound to be some who know something. In the aggregate, a conversation can arise where most questions can be answered. Or an answer can be attempted. Which the teacher can guide. Maybe using the Socratic Method, and maybe not.
   

Let the tutors explain. The teachers can teach. And use the Socratic Method with caution, everybody.

It's 8:05 P.M., Your Homework is Late!

Following up on my previous post on how I want to stop grading, I thought it would be good to provide some notes from the field as we head in to our second full week.

• I sent out a "Math Checkup" using a Google Form. This was a pretty quick and easy diagnostic assessment that I made using NYS Testing Program multiple choice questions. A few students had trouble opening the form either in their e-mail or through a hyperlink, but after a few days most everyone had figured it out. I now know a rough estimate of each student's proficiency and could figure out the value-add at the end of the year if I give a similar exam. I also know a few topics to cover early on that I may have skipped over. Oh, and did I mention that I can skip collecting exams, grading the answers and entering the data into Excel?

• We have started to do nightly homework assignments also using Google Forms. When I gave out a quick survey at the end of this past week, I got the following results:

"The one thing that should change about this class is..."
"The homework" (1)

"The one thing that should NOT change about this class is..."
"The homework" (2)

Ever seen kids answer a survey and say that they didn't want the homework to change? And that one student is getting a paper copy printout tomorrow.

• While the students are completing their homework in Google Forms, I come home from school everyday and check my Google account after dinner. I always get to see who has completed the assignment already and can think ahead to what we need to review in class the next day.

The next steps for this project:

1. Reliability - This is an issue. Some kids have been reporting trouble opening the email or submitting their finished work. I think a few more test cases should help solve this.
2. Confirmation - Everyday students have come in to class asking "Did you get my homework?" It's music to my ears! However, I'd like for them to know that I received their work before then so there is no anxiety. Currently, I've customized the confirmation note, but even this leaves them wondering if it even worked.
3. Feedback - One possible solution to #2 is to give the students permission to view the results. This would be great because it could give them instantaneous feedback on whether they got it right or not. However, currently this would mean they could see everyone's answers. I need to make sure they can be trusted not to use that information for evil. I want to trust them, but we need to discuss this and maybe build up our group norms a bit. There is also the risk that they could cheat by seeing the answers then sending them to a friend. But that's why I love that time stamp feature that is built in. I wouldn't mind students submitting, checking and resubmitting. In fact, that would be the best. Video games good.

Some More Shocking Research on Study Habits

From the NY Times. For all the learners out there, these study tips were helpful. The general idea is that studying can be more effective by alternating the a) environment, b) content, c) schedule as well as by introducing some more frequent (self) assessment.

Alternating environment:

For instance, instead of sticking to one study location, simply alternating the room where a person studies improves retention. So does studying distinct but related skills or concepts in one sitting, rather than focusing intensely on a single thing.

And switching content:

Varying the type of material studied in a single sitting — alternating, for example, among vocabulary, reading and speaking in a new language — seems to leave a deeper impression on the brain than does concentrating on just one skill at a time.

And changing the study schedule:

An hour of study tonight, an hour on the weekend, another session a week from now: such so-called spacing improves later recall, without requiring students to put in more overall study effort or pay more attention, dozens of studies have found.

Plus my own little pet project. Assessment:

That’s one reason cognitive scientists see testing itself — or practice tests and quizzes — as a powerful tool of learning, rather than merely assessment. The process of retrieving an idea is not like pulling a book from a shelf; it seems to fundamentally alter the way the information is subsequently stored, making it far more accessible in the future.

Teachers! Take note of this last one. It seems some of the things we spend a great deal of time learning about is not supported by psycho-ed research.

Take the notion that children have specific learning styles, that some are “visual learners” and others are auditory; some are “left-brain” students, others “right-brain.” In a recent review of the relevant research, published in the journal Psychological Science in the Public Interest, a team of psychologists found almost zero support for such ideas. “The contrast between the enormous popularity of the learning-styles approach within education and the lack of credible evidence for its utility is, in our opinion, striking and disturbing [my italics]” the researchers concluded.

Study Tips That Work

The link is here.

I especially liked

• #1 - Adopt a growth mindset
• #4 - Test yourself
• #8 - Get handouts prior to the lecture
• #9 - Believe in yourself

#4 was misleading however, since the articles says "time spent answering quiz questions (including feedback of correct answers) is more beneficial than the same time spent merely re-studying that same material", and follows up that thought with, "self-testing when information is still fresh in your memory, immediately after studying, doesn’t work. It does not create lasting memories, and it creates overconfidence."

No Wonder They Don't Like Math

I started reading Polya's "How to Solve It" this morning and found some tasty gems immediately:

• "Thus, a teach of mathematics has a great opportunity. If he fills his allotted time with drilling his students in routine operations he kills their interest, hampers their intellectual development, and misuses his opportunity. But if he challenges the curiosity of his students by setting them problems proportionate to their knowledge, and helps them to solve their problems with stimulating questions, he may give them a taste for, and some means of, independent thinking."

• "... overhearing Polya's comments to his non-existent teacher can bring that desirable person into being, as an imaginary but very helpful figure leaning over one's shoulder."

• "Mathematics, you see, is not a spectator sport. To understand mathematics means to be able to do mathematics."

• "... to teach mathematics well, one must also know how to misunderstand it at least to the extent one's students do!"

• "Experienced mathematicians know that often the hardest part of researching a problem is under standing precisely what that problem says. [...] 'If you can't solve a problem, then there is an easier problem you can't solve: find it.'"