This is my final week of the Summer of 2010 Externships. I did not do daily entries this week because I have been trying to come up with someway to summarize the past weeks. We are done with our work for the City of Carroll and are completing our work for the DNR. This week we have taken some time to update our Excel because of some minor changes from visiting parks last Friday and also took the cash receipt report to the final 2 pilot parks. All parks seemed positive about what we brought to them, and we sincerely hope that what we have done will make an easy transition for them in the future. We have also taken some time to reflect on what the past weeks have brought out for our teaching.
While our externship did not have a lot of "hard core" math involved, it did have some. The DNR cash receipt has many calculations involved with it. It is definitely a project that I could set up for my Algebra I students at the beginning of the year. The question I have to ask myself and keep asking myself is how much direction do I really give to the students. There is a fine line you have cross -- too much information and too little information. When I teach mainly Freshman in Algebra I they are already sometimes having a difficult transition from middle school to high school. If this is a project for the beginning of the year for them... how far can I push?
The second part of our externship did not really have any math involved. We were collecting data for the city. BUT, we do have the entire data set, and I wonder if I can't use part of the data set and ask students to look for correlations or trends. I could also ask students to do some research about ADA compliance's and see what it really takes, mathematically, to design something as simple as a city sidewalk from ramp to ramp. This may also be a time to bring in some real-life learning and ask the students become disabled for a day. Is the slope really important now? I remember talking with the City Engineer and that is exactly what they did in one of their trainings. They were given basically an obstacle course with different barriers from the street/sidewalk side as well as handicaps. Students sometimes really need to see things to believe them.
The major thing that I really want to take back to the students is communication skills. Year after year, we as teachers tell students they need to explain themselves. I know I stress this year after year, but I have never had the backing this externship gave me to say -- well this past summer.... Now I have it. They cannot argue with me. They, as well as me in many respects, need to step it up. As I keep looking at the 21st Century Skills need for our students, employability, technology, health, financial, and civic literacy, it becomes a huge part of teaching. This is not just a one person job. It is a job that all teachers need to take responsibility for in our classrooms everyday.
This externship has been a very positive experience overall, and I hope to get the opportunity to do it again in the future. The more real-life connections we can personally make to the math will have a great impact on the way we teach our students!
Friday, July 23, 2010
Friday, July 16, 2010
Friday July 16, 2010
We started our pilot project with our 4 parks today. We delivered our cash receipt excel workbook to 2 out of 4 parks with some positive feelings/feedback from the parks rangers/managers. Next week, we will visit the final 2 parks and bring them the excel as well.
It is pretty exciting to finally be taking this out to the people who will really be using it. It is also a bit sad not to be completely a part of the pilot. We would like to know how the excel will actually work for the parks people. Designing it and using it are two different things, and as teachers we are fully aware of that.
We have related this experience to similar "education initiatives". You are handed something at an in-serve and asked to use it, but who does the follow up? The state level of DNR wants changes made, but I do not know their time frame, and I could not tell the parks people today what the future holds. I guess that is part of a being in a pilot, but again, I just wish I could be there to see the whole thing through.
It is pretty exciting to finally be taking this out to the people who will really be using it. It is also a bit sad not to be completely a part of the pilot. We would like to know how the excel will actually work for the parks people. Designing it and using it are two different things, and as teachers we are fully aware of that.
We have related this experience to similar "education initiatives". You are handed something at an in-serve and asked to use it, but who does the follow up? The state level of DNR wants changes made, but I do not know their time frame, and I could not tell the parks people today what the future holds. I guess that is part of a being in a pilot, but again, I just wish I could be there to see the whole thing through.
Thursday July 15, 2010
Since we are done GPS'ing the City of Carroll, today is the official city tour. I have lived in Carroll for 12 years, but today I really did learn some new things about the town.
Our first stop was the water treatment plant. There are 8 wells the city uses water from. All the wells feed into the treatment plant and goes through a filtration process to make the water safe for all the houses in Carroll.
Second, we went to the waste water treatment facility. Carroll feeds into the facility from the north and from the south. In order for the water to be returned to the nearby creek, it goes through 4 different filtering processes.
Third, we stopped at the streets department. Here is where they take care of all the city streets from snow removal in the winter, street repairs, and mosquito control in the summer.
Finally, after taking a tour of other city facilities such as the rec center, little league fields, cemetery, etc, we ended up at the police station since our "tour guide" was the chief of police, we got the complete tour. We saw evidence storage, lab, arsenal, weight room, interrogation rooms...everything.
We got a fairly complete tour at every place we stopped, and I was amazed at how much goes on behind the scenes at each facility. The amount of math and science that takes place every day is incredible. Our tour was way to short to really get into specifics, but I would like to go back and shadow for just a day and see the people in action rather than just taking us on a tour of the facilities. I think it would be very beneficial to see how very important facilities are run day by day for a city to function. I did not think about what goes into some of these jobs until we actually went to the facilities.
At the end of the tour, the City of Carroll Manager invited us to use the resources the city has to offer. He said that if we needed anything or anyone to come into the classroom, he would do what ever he could to make that happen. Now, to plan....
Our first stop was the water treatment plant. There are 8 wells the city uses water from. All the wells feed into the treatment plant and goes through a filtration process to make the water safe for all the houses in Carroll.
Second, we went to the waste water treatment facility. Carroll feeds into the facility from the north and from the south. In order for the water to be returned to the nearby creek, it goes through 4 different filtering processes.
Third, we stopped at the streets department. Here is where they take care of all the city streets from snow removal in the winter, street repairs, and mosquito control in the summer.
Finally, after taking a tour of other city facilities such as the rec center, little league fields, cemetery, etc, we ended up at the police station since our "tour guide" was the chief of police, we got the complete tour. We saw evidence storage, lab, arsenal, weight room, interrogation rooms...everything.
We got a fairly complete tour at every place we stopped, and I was amazed at how much goes on behind the scenes at each facility. The amount of math and science that takes place every day is incredible. Our tour was way to short to really get into specifics, but I would like to go back and shadow for just a day and see the people in action rather than just taking us on a tour of the facilities. I think it would be very beneficial to see how very important facilities are run day by day for a city to function. I did not think about what goes into some of these jobs until we actually went to the facilities.
At the end of the tour, the City of Carroll Manager invited us to use the resources the city has to offer. He said that if we needed anything or anyone to come into the classroom, he would do what ever he could to make that happen. Now, to plan....
Wednesday, July 14, 2010
Wednesday July 14, 2010
WE FINISHED DATA COLLECTION TODAY!!!! We have been to almost every corner in the City of Carroll and collected ramp slope, cross slope, ramp width, landing slope, and landing dimensions. It is a good feeling to have all that data collected.
Our next step for the City of Carroll is to take a look at the bigger picture of where this data is going and what it will be used for, and we will also be taking a tour of various facilities in Carroll and trying to find where the math is being used.
We also spent some time making sure we are ready to go out and pilot our DNR project since we got final approval to go out to 4 parks today. Now, we are trying to get appointment dates and times set up.
Jason visited us today as well to see our tricked out golf cart and equipment. We talked about how this is all going to apply to the classroom. I have some general ideas of how bring the information in, but I have a feeling by the end of next week after visiting multiple locations in Carroll and 4 different state parks, I will have an even better idea.
Our next step for the City of Carroll is to take a look at the bigger picture of where this data is going and what it will be used for, and we will also be taking a tour of various facilities in Carroll and trying to find where the math is being used.
We also spent some time making sure we are ready to go out and pilot our DNR project since we got final approval to go out to 4 parks today. Now, we are trying to get appointment dates and times set up.
Jason visited us today as well to see our tricked out golf cart and equipment. We talked about how this is all going to apply to the classroom. I have some general ideas of how bring the information in, but I have a feeling by the end of next week after visiting multiple locations in Carroll and 4 different state parks, I will have an even better idea.
Friday July 9, 2010
We were in Des Moines today presenting our "final product" to the DNR. We met with the same people as before, Marsha, Sherry, and Cara since they are all stake holders in this project. As they looked at the excel document every thing was in pretty good working order. There were a few minor cosmetic changes, but they are quick and easy to do. We saw the initial email that will go out to the parks explaining the pilot project and discussed some "best practices" while presenting. We are excited to get this rolling! I still wish the entire process could have gone a bit faster, but totally understand the pressure and workload of the non-extern. I would love to see the pilot go in place and also do some troubleshooting and see if what we did was really what will work for the parks as well as the main office in Des Moines.
From a teacher stand point, this is what I am thinking. We assign homework everyday and expect it done to the best of the students ability typically the next day. We trouble shot and try to find and fix errors with the students when and if they ask questions, then we move onto another topic. At the end of a chapter, we ask students to pull all the individual stuff together and take a test. Students have difficulty with this. They find it really hard to pull all the individual stuff together even if it maybe related. So, I can relate to the students with this DNR project. We were handed an idea. We had to look at several individual ideas and incorporate it all onto one document. We had to have other people look at our document and see if there were needed changes, and then we had to correct any problem. We have spent quite a bit of time on this process. But in the end, we are proud of what we have accomplished. Students should feel the same way at the end of a chapter. They cannot give in or give up. They should feel proud of their accomplishment no matter what.
From a teacher stand point, this is what I am thinking. We assign homework everyday and expect it done to the best of the students ability typically the next day. We trouble shot and try to find and fix errors with the students when and if they ask questions, then we move onto another topic. At the end of a chapter, we ask students to pull all the individual stuff together and take a test. Students have difficulty with this. They find it really hard to pull all the individual stuff together even if it maybe related. So, I can relate to the students with this DNR project. We were handed an idea. We had to look at several individual ideas and incorporate it all onto one document. We had to have other people look at our document and see if there were needed changes, and then we had to correct any problem. We have spent quite a bit of time on this process. But in the end, we are proud of what we have accomplished. Students should feel the same way at the end of a chapter. They cannot give in or give up. They should feel proud of their accomplishment no matter what.
Wednesday, July 7, 2010
Wednesday July 7, 2010
We finished up our "final" product for the DNR and prepared for a meeting in Des Moines on Friday to hopefully get approval to take this out to the parks. As we were working with our document, we were noticing all the details that had to be adjusted, shifted, changed, etc. Looking at this from a teacher perspective, details are so important. From a student perspective, I can understand why sometimes students just say, "give me a C and call it good enough." When you spend several hours just looking for details to change to make something as good as you can make it, it can become frustrating. I think this is what makes our job as teachers important. We need to convince students to WANT to make their work the best possible thing it can be no matter how many times they need to re-do or revise it.
My colleague and I also took some time to go reflect on the list of 21st Century Skills and Mathematics Essential Concepts that we have been working with in our DNR externship and City of Carroll externship. The number one thing we keep running into is the use of technology for both. The idea of technology literacy is very important. For the DNR, we designed our document using an excel document, and for the City of Carroll all of our data is collected onto an excel document. For City of Carroll, the GPS equipment is basically a handheld computer. It has to connect to as many satellites as possible to get a good reading of the GPS position. Then the survey equipment is downloaded onto an actual computer. GIS skills are used to create a map of all the sidewalk corners and then use the excel document to see if they are ADA compliant.
The frustrating thing we both agreed on today was the lack of mathematical knowledge that we have to use in our externships, OR do we already have the natural ability to just use it? We understand taxes (DNR), and we understand slope (Carroll). We understand data collection and analysis and the importance of details. So, as I am "cleaning up details" to a DNR report or recording sidewalk slope data, I have to stop and think - is this what a student would do? Would they understand all these numbers? Then take that idea and create something new in the classroom. I will also go back to a previous post I made. I believe in the "real world" people just get so accustom to using math in their everyday jobs its just natural for them. Take them out of their job and ask them to do the same math, and it does not make sense to them. The same thing happens to students. They have a lot of math background coming into high school. It getting them to use that knowledge naturally and understand what they are doing is the same thing in a different context. Same concept -- Different context.
My colleague and I also took some time to go reflect on the list of 21st Century Skills and Mathematics Essential Concepts that we have been working with in our DNR externship and City of Carroll externship. The number one thing we keep running into is the use of technology for both. The idea of technology literacy is very important. For the DNR, we designed our document using an excel document, and for the City of Carroll all of our data is collected onto an excel document. For City of Carroll, the GPS equipment is basically a handheld computer. It has to connect to as many satellites as possible to get a good reading of the GPS position. Then the survey equipment is downloaded onto an actual computer. GIS skills are used to create a map of all the sidewalk corners and then use the excel document to see if they are ADA compliant.
The frustrating thing we both agreed on today was the lack of mathematical knowledge that we have to use in our externships, OR do we already have the natural ability to just use it? We understand taxes (DNR), and we understand slope (Carroll). We understand data collection and analysis and the importance of details. So, as I am "cleaning up details" to a DNR report or recording sidewalk slope data, I have to stop and think - is this what a student would do? Would they understand all these numbers? Then take that idea and create something new in the classroom. I will also go back to a previous post I made. I believe in the "real world" people just get so accustom to using math in their everyday jobs its just natural for them. Take them out of their job and ask them to do the same math, and it does not make sense to them. The same thing happens to students. They have a lot of math background coming into high school. It getting them to use that knowledge naturally and understand what they are doing is the same thing in a different context. Same concept -- Different context.
Monday, July 5, 2010
Monday July 5, 2010
Since most people are taking this day as a holiday, I have taken some time to update my DNR program and City of Carroll data. Not real exciting, but it is a task that must get done at some point.
Friday July 2, 2010
It's the end of a long work week. You would think driving around in a golf cart collecting data would not be so tiring, but I guess when you are used to being inside a building teaching all day, the outside air really gets to you.
Reflecting on this week. I have realized a something, you really do not think about all the math that takes place on relatively simple tasks. That is probably why I have heard countless times, "Oh, you teach math, I was never very good at that." I just do not think people realize that they are really doing a lot of math without even thinking about it especially when it is a day to day "normal" task for them. As I think about teaching next year, I really want to have my students focus in on when and where they actually use math without even thinking, because as they go through high school math, that is what should happen. High school math should be done just naturally, without even thinking. Now, to convince a student....
Some of the math in our externship I used lately would be taking a reading with the survey equipment. We have to try and get a reading in the thousandths place in relationship to a horizontal axis AND a vertical axis. If you do not know the difference between horizontal and vertical, how are you going to adjust the survey pole correctly? Also, as we take all the other readings, we use a digital level for the slope and an engineering tape measure which gives measurements in a decimal form. We found out all the computer programs require measurements in decimal form verses feet and inches. (4.25 ft instead of 4 ft 3 inches). If you do not have an engineering tape, you get to do all the conversions on your own. It is all the simple stuff you do not think about.
Another realization that I have come to lately is the need for students to just jump into a task and take control of it. Ask good probing questions, but take control of the situation. If we waited to be told what to do, step by step, we would not get anything accomplished in our day to day tasks for the DNR or City of Carroll. You have to try something. If it is wrong, you may have to go back and correct your mistakes but keep trying.
The last thing I have seen in the last 3 weeks is 21st century skills are crutial. No matter what the task is, you are constantly made very aware of the skills: employabiltiy, technology literacy, health literacy, financial literacy, and civic literacy. I do not think a day goes by where you would not use all of these skills some how and in some way.
Reflecting on this week. I have realized a something, you really do not think about all the math that takes place on relatively simple tasks. That is probably why I have heard countless times, "Oh, you teach math, I was never very good at that." I just do not think people realize that they are really doing a lot of math without even thinking about it especially when it is a day to day "normal" task for them. As I think about teaching next year, I really want to have my students focus in on when and where they actually use math without even thinking, because as they go through high school math, that is what should happen. High school math should be done just naturally, without even thinking. Now, to convince a student....
Some of the math in our externship I used lately would be taking a reading with the survey equipment. We have to try and get a reading in the thousandths place in relationship to a horizontal axis AND a vertical axis. If you do not know the difference between horizontal and vertical, how are you going to adjust the survey pole correctly? Also, as we take all the other readings, we use a digital level for the slope and an engineering tape measure which gives measurements in a decimal form. We found out all the computer programs require measurements in decimal form verses feet and inches. (4.25 ft instead of 4 ft 3 inches). If you do not have an engineering tape, you get to do all the conversions on your own. It is all the simple stuff you do not think about.
Another realization that I have come to lately is the need for students to just jump into a task and take control of it. Ask good probing questions, but take control of the situation. If we waited to be told what to do, step by step, we would not get anything accomplished in our day to day tasks for the DNR or City of Carroll. You have to try something. If it is wrong, you may have to go back and correct your mistakes but keep trying.
The last thing I have seen in the last 3 weeks is 21st century skills are crutial. No matter what the task is, you are constantly made very aware of the skills: employabiltiy, technology literacy, health literacy, financial literacy, and civic literacy. I do not think a day goes by where you would not use all of these skills some how and in some way.
Thursday, July 1, 2010
Tues, June 29, Wed. June 30, and Thursday July 1, 2010
For the past 3 days, my colleague and I have been driving around the city of Carroll in our golf cart. We have been collecting data for the City of Carroll about sidewalk ramps slope and dimensions. We are also doing survey work and collecting GPS location points on all the sidewalk ramps as well. As strange as it may seem, it is actually pretty interesting. We have been observing how the style of houses change from one section of town to another and how the sidewalk conditions have changed as they have changed ADA laws throughout the years as well. I guess you have to be a math teacher to really enjoy looking at all the data.
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