Rambling Teacher's Blog

In this, my 100th post, I want to reflect on some of the things that make me grateful to teach at Avila College. The last week was exhausting and energising at the same time. I believe a summary of that week will suffice in explaining why I love working at Avila. Here is a snapshot: World Integrated Unit For three days, groups of Year 7 students formed their own countries. They learnt about preferential voting, designed a national flag, dance, anthem, sandwich and animal! Each country had to conduct a campaign to host the Olympic games and use social media to their advantage. Treasurer, financial adviser and head of state deciding their country's investment priorities My role was to look after the treasury and guide and the individual country treasurers through foreign exchanges and a financial report.

This post was jointly written with my colleague, Steven Francis. It follows from my earlier post, Welcome to Maths class: Leave your common sense at the door . In this post, we provide examples that highlight the importance of allowing students to solve problems from first principle. At times, insisting on specific formal methods can diminish students' ability to solve problems. In the video above, the renowned physicist Richard Feynman relates how he could solve linear equations early but was told "You did it with arithmetic. You have to do it with algebra." Feynman then reflects with visible annoyance: There's no such a thing as you don't do it by arithmetic, you do it by algebra. It's a false thing that they had invented in school so that the children who have to study algebra can all pass it. They had invented a set of rules which you follow them ( sic) without thinking to produce the answer.

Knowing that I teach year seven mathematics, people often ask me my opinion on whether kids should learn their times tables (or multiplication tables if you prefer). In this post, I argue that times tables should be learned at some stage of the child's education, but only as part of many ideas related to multiplication. (c) Can Stock Photo Firstly, multiplication tables should not be learned too early. My kids' primary school holds off till kids reach grade 3. A kid who "knows the answer" to 3x8 will not feel the need to group objects in threes or in eights and will miss discovering a few things about multiplication:

This year, like the previous two years, three students and I ran a workshop on mobile APP development using Corona SDK at the annual conference of the Victorian IT Teachers Association. In this post, I will reflect on the workshop itself, the keynote given by Adam Eliot and other happenings at the conference. I started the day early and was in front of the school by 7:10am. I was waiting to drive with three students to the Caulfield Racecourse, where we were to attend the annual VITTA conference. The girls were punctual and we left Avila at 7:30am. Upon arrival, we parked and registered. There were tags and show bags for each of us. The girls loved the freebies. As soon as we checked out the room we were to present in, we went down to the expo and they moved around the exhibits, collecting highlighters, pens and stress balls! We then moved on to the keynote which was given by Oscar-winning animator Adam Eliot. It was a very entertaining speech and we had time to ask questions. He...

I come across many students who feel that it is unacceptable to solve a Maths problem on first principles. They always go searching for a formula and, when none can be found, give up on the problem. In this blog post, I give two examples to illustrate this phenomenon. What is five percent of 100? Last term, I put a question to my year 7 class which involved calculating 5% of $250? We had not covered percentages yet and I wanted to see how they would approach this. Some students had little difficulty with the calculation although the majority decided they couldn't do percentages. Some tried to remembered a formula they had learnt earlier. Mr Baroudi, do you multiply by 100 over 1 or do you divide by 100 over 1? I told them not to worry about any formal methods for the time being. Instead, I asked them, "What does 'per cent' mean?" Everyone seemed to know it meant "out of 100". I drew the diagram below, one step at a time, asking them, ...

This year, I offered a class for the first time to the school's year 10 students: Big Ideas in Computer Technology. The course was inspired by a lecture I had watched on Youtube in which Dr Daniel Garcia of UC Berkeley presents the idea of CS Principles, an advanced placement course being offered at some US high schools in a bid to foster greater interest in Computer Science among school-aged students.

On January 23rd, 2013, the Avila College APP Group's APP, Lock Spin, went live on the App Store. A few days earlier, it had been available from Google Play. In this post, I reflect on some of the lessons I drew from this experience. The idea behind Lock Spin was to help incoming year 7s learn how to use their combination locks. It also turned a familiar item at school into something we could have fun with. Before I go any further, these are the links for downloading the APP: App Store:      https://itunes.apple.com/us/app/lock-spin/id594413665?ls=1&mt=8 Google Play:    http://goo.gl/2C9ZF

Learning with a friend Throughout this year, I have been undertaking small learning projects with my friend and colleague, Steven Francis. I find our learning sessions invigorating and a large part of what I like about my workplace. In this post, I share some advantages of learning with a friend. (c) Can Stock Photo Steven and I have established a weekly ritual that has turned Friday afternoon from a draining time of the week into an enjoyable one: Every Friday after school, we pack up our our weekend corrections and head to a close-by eatery. We indulge in vegetarian pastries, soft drinks and some potato chips as we have a casual and, at times, cathartic chat (yes, men have those too!). After about 30 minutes, we head back to school and work on a learning project for about two hours. The common thread of our projects this year has been computer programming.

For the second year running, I had the privilege of taking three students to the VITTA annual conference to present a workshop on developing APPs using Corona SDK. This year, I took Ally from year 8, Yara from year 9 and Ping from year 11 (not their real names!). All three are members of the Avila College APP Group.  Preparation In  my reflection on last year's experience , I wrote that 5 weeks would be needed to prepare the students. Unfortunately, this year's conference was at the start of week 4 of the school term. Starting at the end of the last semester would have been impractical as it would have clashed with exams and report-writing. Still, we met twice a week and the girls ran one of the APP Group meetings as a rehearsal.

A well known algorithm, taught in Number Theory classes at tertiary level, is Euclid’s algorithm for finding the Greatest Common Divisor (GCD) of two numbers. In Australia, we tend to refer to the GCD as the Highest Common Factor. In this post, I describe the algorithm and present a year 8 student’s program that implements it. The Algorithm To illustrate what the GCD of two numbers is, let’s consider a 21 x 15 rectangle.

Today we had the first meeting for this year's APP Group. According to returned permission forms, the group should have 37 student members. The attendance today was 34. I was also joined by two of my colleagues, Steven and Colleen. The latter has been reading Seymour Papert lately and has learnt that Scratch was created by one of his students, Mitchell Resnick.

Lately, I have made a case for programming in the curriculum and my colleague, Sarah Macdonald, wrote about using Scratch to help students "understand their own problems, make mistakes and explore alternatives" . This post is a manifesto for teaching girls in particular how to program. In it, I argue that this is an essential skill for girls to help make the future rather than see innovations as black magic which they may only consume. Samantha (Year 9) : "I have a friend who wrote a program that generates bibliographies for his school work." Me: "That's great. How would you like to learn to write your own programs?" Samantha: "No, Mr. Baroudi. That's what boys' schools are for!" Picture from: canstockphoto.com

This is a guest post is the second in a series (you can read the first post here ) and is written by my colleague Sarah Macdonald. In it, Sarah tells about teaching Scratch for the first time to her year 7 girls. Flashback, 2010 End of year curriculum planning meeting.  Students departed.  Reports written.  Teachers fatigued... and my Head of IT has just announced a major change in the IT curriculum for the following year.  We will be teaching Scratch.  What do I know about Scratch?  I know it’s about programming and primary schools are using it to create endless cartoons about a yellow cat.  Why Scratch?  I realise I have a lot to learn.

In a previous post , I have listed a few reasons for teaching programming in school. In this post, I intend to argue that computer programming is an essential skill in the curriculum. I was prompted to write it when I read the following comments made by Steve Jobs: "In my perspective ... science and computer science is a liberal art, it's something everyone should know how to use, at least, and harness in their life. It's not something that should be relegated to 5 percent of the population over in the corner. It's something that everybody should be exposed to and everyone should have mastery of to some extent, and that's how we viewed computation and these computation devices." ( http://www.npr.org/2011/10/06/141115121/steve-jobs-computer-science-is-a-liberal-art?sc=tw&cc=share )

Last year, I decided to start an APP development club at my school. I spent some time in the summer break investigating alternative development environments . In the end, I settled on Corona SDK . Unfortunately, I only had a few days left to learn it before the start of the school year. I took some time in Term 1 to complete some tutorials and make connections with Corona developers. Thanks to Twitter, I was able to make friends who have taught me a lot about the technology. The group began in Term 2 and we are now most of the way through an APP we intend to submit to the App Store. A friend has prodded me to get back to writing about the experience so far.

Totto-chan: The Little Girl at the Window Author: Tetsuko Kuroyanagi, Translator: Dorothy Britton. Publisher: Kodansha International, 1996. ISBN: 4-7700-2067-8 This book was given me as a gift by my sister-in-law, an educator and avid reader. It is the autobiography of a famous actress and UNICEF Goodwill Ambassador. The book concentrates on a short period of time when the author attended Tomoe primary school in Tokyo. In fact, the book is more a description of the school founder's practice than it is a life story. Expelled from first grade! The book starts by telling of Totto-chan's expelling from her previous school, when she was only in grade one. You see, "the little girl at the window" would wait all morning for street bands to walk by the school and call them over to play their music. This was seen as highly disruptive behaviour and, exasperated, her teacher decided the girl did not become at the school. Eventually, her mother found a school th...

I am writing this blog post for my colleagues, and other educators, who are not yet on Twitter . In it, I intend to provide a guide to using Twitter and to managing the reading load that the Twitter-habit will generate. Understandably, teachers don't want to add another distraction to their busy days. They often hear that Twitter is a forum for people who think the world needs to know every opinion they have and every place they visit. These were my views of Twitter until I took the plunge and signed up. I now have an active exchange with educators from around the world and, thanks to ReadItLater, I have found a way to read some of their output without adding to my workload . This exchange has enriched me in many ways: it supplies me with lesson ideas, gives me a forum to put my ideas out for scrutiny and keeps me up to date with educational trends. Through Twitter, I have met someone who has visited my classroom and taught my students valuable skills.

Like many people, I have switched to using a Mac and I love it. I also have an iPad which I enjoy very much. As of this year, my school has begun the process of putting a laptop in the hands of every student. Our machine of choice was the white MacBook. In this post, I argue that Apple has disadvantaged schools when it terminated this model. A bit of context: I work at a school with a forward-looking IT manager. He convinced us to become a Mac school about five years ago. That was when I bought my first MacBook. It was not perfect and I even had to return it for repairs after the first year. Still, it was the most predictable computer I had ever owned. Slowly but surely, the staff and students grew to love the MacBooks and iMacs around the school.

When I first began teaching secondary school Mathematics, roughly eight years ago, I wondered where word problems fit into the structure of a topic: Do they come at the beginning to provide a context or at the end, where they provide an application for the acquired skills. In case you don't want to read on, I am now certain that they should come at the beginning. Still, please keep reading, I want to discuss my reasons and give one example of what I mean. Source: www.freedigitalphotos.net

On Monday, August 29th, I was joined by three of my students in presenting a workshop at the Victorian Information Technology Teachers Association conference: Leading and Learning from the Edge. We ran a workshop entitled: "Building mobile Apps for iOS and Android Devices using Corona SDK." I was very proud of the three girls (I work at a girls' school) and I wanted to write this blogpost in their honour. Context At our school, an Apps programming club has been running for a term and a half. When I received the "call for papers" from VITTA, I thought it would be a good idea to involve some students as this would motivate them and give them a special experience. As we came closer to the conference, I realised that we had covered less ground in the App Club than I had anticipated. The student presenters and I were not as confident anymore.