A Go Figure Debut for Mr. D Who is new!

Adam became a teacher in 2014 after working for IT companies for a decade. He has taught social studies for grades 6-12 for core subjects and electives in urban, suburban and rural districts. He has also worked in inclusion, honors, AP, and co-taught classrooms. Although his undergraduate degree was in history and political science, he always planned on becoming a teacher; partly because this was also his father’s career before he retired, and since Adam's wife is an elementary school teacher he had support from her to make the transition.

The inspiration for Adam to make this change was something memorable. One day he received a letter in the mail that his old creative writing teacher sent. It turns out, during high school Adam had an assignment to write a letter to himself, one that he would like to receive in 10 years. When he received the letter, Adam wasn’t really sure what he was looking at since 10 years had passed, but once it clicked what he was reading, it was like being struck by lightning.

Presciently, the letter said that if he wasn’t happy with his career that he should find a way to make a change. And with that, Adam looked for teaching schools to enroll in, let the deans of his business school know he wouldn’t be completing their program, and made plans to leave his job. At the end of every year he still does a similar writing exercise with his students, and right now he has about 200 letters on a shelf that he will mail out in the 2020’s.

Since becoming a teacher, Adam hasn’t looked back. He loves teaching and finds it to be joyous, meaningful work. He loves sharing his passion for history while informing the next generation of leaders what being an American is all about, and what rights and responsibilities come with citizenship. It’s very rewarding to Adam when, in the course of a typical class, he can see students’ minds being expanded by an engaging discussion on some important issue.

He also loves placing his students in the middle of history. As often as possible, Adam uses simulations where students become historical characters, are presented with a problem, and have to decide what to do to resolve a situation. For example, in his product Vietnam War Debate Simulation students begin a simulation that takes place as the Nixon administration assumes the Presidency, and is deciding how to change American foreign policy after Lindon B. Johnson left the Oval Office. In another example, Inflation and Deflation Game Simulation, students have to respond to market forces and decide how they will allocate their resources.

Adam’s TPT store, The DeSimone Store, currently contains

eight products including one that is free. The content is basically split evenly between U.S. and World history, while one is an Economics lesson. His free resource is entitled, Islam Demographics. Introduction to Islam. Muslims in the World. This lesson serves as an introduction to Islam. It is designed to teach students where Muslims live in the world. The questions provided help clear up common misconceptions about Islam’s demographics. You can click on a link to see a YouTube tutorial describing this lesson.

His featured paid resource is the Inflation and Deflation Game. Simulation. Resource. Whether studying history or economics, it is critical to understand what inflation and deflation are, and how they impact consumer behavior. This lesson explains these phenomena, and lets students play a game that demonstrates how they change people’s actions. How does the game work? He talks about that here.

I recommend that you not only visit his store, but in addition, visit his YouTube channel to see video walk-throughs for his lessons. Being a math person who never liked history, I even learned a great deal! You can also go to his personal website to learn more about Adam.

Tally Marks - Different Ways to make them

Tally marks are the quickest way of keeping track of a group of five. One vertical line is made for each of the first four numbers; the fifth number is denoted by a diagonal line drawn across the previous four (i.e., from the top of the first line to the bottom of the fourth line). The diagonal fifth line cancels out the other four vertical lines making the entire set represent five.

Tally marks are also known as hash marks and can be defined in the unary numeral system. (A unary operation in a mathematical system is one element used to yield a single result, in this case a vertical line.) These marks are most useful in counting or tallying ongoing results, such as the score in a game or sport, as no intermediate results need to be erased or discarded. They also make it simple to add up the results by simply counting by 5’s. Here is an illustration of what I mean.

• The value 1 is represented by | tally marks.
• The value 2 is represented by | | tally marks.
• The value 3 is represented by | | | tally marks.
• The value 4 is denoted by |||| tally marks.
• The value five is not denoted by | | | | | tally marks. For the number 5, draw four vertical lines (||||) with a diagonal (\) line through them.

I have seen many interesting ways to teach tally marks to younger children. Many teachers will use Popsicle sticks so that the students have a concrete hands-on way of making tally marks. Some have even tried pretzel sticks although there is a good chance some will disappear during the lesson. 

But have you ever seen these kind of tally marks?

My husband, who teaches science, received this data collection paper from a student. The students were tossing coins marked TT, Tt, and tt to determine different genetic traits and tallying the results. The ones seen above are Japanese tally marks. (The student lived in Japan.) I was fascinated about how they were made so I asked him to have this student show me the sequence of how to draw the marks.

I'm not sure what they mean or why they are made this way, but if you look at the 2nd mark you will notice that it looks like a "T" for two. The fourth mark sort of looks like an "F" for four, but so does the third one. As you can see, each complete 正 character uses 5 strokes; so, a series of 正 would each represent 5, just like the English ones. However, to be honest, I am at a total lost to what this really means; so, I resorted to the internet. Here is what I learned. 

Instead of lines, a certain Kanji character is used. In Japan, this mark reminds people of a sign for “masu” which was originally a square wooden box used to measure rice in Japan during the feudal period. Here is what the tally marks would look like if we compared the two systems.

The successive strokes of 正 () are used in China, Japan and Korea to designate tallies in votes, scores, points, sushi orders, and the like, much as is used in Europe, Africa, Australia and North America. Tallies beyond five are written like this 正 with a line drawn underneath each group of five, followed by the remainder. For example, a tally of twelve is written as 正正丅. 

So the next time your visit Japan or go to a Japenese restaurant to order Sushi, look for the tally marks as the waiter takes your order.

Put a LID on It! Using plastic lids as a teaching tool

There are so many things we consider to be trash, when in reality, they are perfect treasures for the classroom. One that I often use is plastic lids from things like peanut canisters, Pringles, coffee cans, margarine tubs, etc.  These lids can be made into stencils to use when completing a picture graph.

Students must first of all understand what a picture graph is.  A pictorial or picture graph uses pictures to represent numerical facts. Sometimes it is referred to as a representational graph. Each symbol or picture used on the graph represents a unit decided by the student or teacher. Each symbol could represent one, two, or whatever number you want.  This type of graph is used when the data being gathered is small or approximate figures are being used, and you want to make simple comparisons.

Here is what you do to make ready-made picture graph stencils.

1. Choose the size of lid that you want and turn it over. Then trace a pattern on the plastic lid. Make sure you are using the bottom of the lid so the rim does not interfere when the children use it to trace. 
2. To make the stencil, cut out the pattern using an Exacto knife. You might choose to do zoo animals: a zebra, a lion, a bear, an elephant or a giraffe. 
3. Have a large sheet of paper ready with a question on it such as: “What is your favorite zoo animal?” 
4. The students then select the stencil (picture) that is their favorite animal and trace it in the correct row on the graph. 

Below is a sample of this type of graph. It is entitled, What is Your Favorite Season? A leaf is used for fall; a snowflake represents winter; a flower denotes spring, and the sun is for summer. Notice at the bottom of the graph that each tracing will represent one student.

You could craft stencils for modes of transportation, geometric shapes, pets, weather, etc. The list is infinite. But what if you don't want to or don't have time to make all of those stencils? Then save the strips that are left when you punch out shapes using a die press. They are instant stencils!

If you are interested in additional graphing ideas, check out the resource entitled: Graphing Without Paper or Pencil. You might also like Milk Lid Math. This four page handout contains numerous math activities that utilize a free manipulative.

 

The Pros and Cons of Testing

Tests are here to stay whether we like it or not. As I read various blogs, I am finding more and more teachers who are frustrated over tests and their implications. I am seeing many of my former student teachers leave the teaching profession after only two or three years because of days structured around testing.

High stakes tests have become the “Big Brother” of education, always there watching, waiting, and demanding our time. As preparing for tests, taking pre-tests, reliably filling in bubbles, and then taking the actual assessments skulk into our classroom, something else of value is replaced since there are only so many hours in a day. In my opinion, tests are replacing high quality teaching and much needed programs such as music and art. I have mulled this over for the last few months, and the result is a list of pros and cons regarding tests.

Testing Pros

1. They help teachers understand what students have learned and what they need to learn.
2. They give teachers information to use in planning instruction. 
3. Tests help schools evaluate the effectiveness of their programs. 
4. They help districts see how their students perform in relation to other students who take the same test. 
5. The results help administrators and teachers make decisions regarding the curriculum. 
6. Tests help parents/guardians monitor and understand their child's progress. 
7. They can help in diagnosing a student's strengths and weaknesses. 
8. They keep the testing companies in business and the test writers extremely busy. 
9. Tests give armchair educators and politicians fodder for making laws on something they know little about.  

                                           **The last two are on the sarcastic side.**

Testing Cons

1. They sort and label very young students, and those labels are nearly impossible to change.
2. Some tests are biased which, of course, skew the data. 
3. They are used to assess teachers in inappropriate ways. (high scores = pay incentives?) 
4. They are used to rank schools and communities. (Those rankings help real estate agents, but it is unclear how they assist teachers or students.) 
5. They may be regarded as high stakes for teachers and schools, but many parents and students are indifferent or apathetic. 
6. They dictate or drive the curriculum without regard to the individual children we teach. 
7. Often, raising the test scores becomes the single most important indicator of overall school improvement. 
8. Due to the changing landscape of the testing environment, money needed for teachers and the classroom often goes to purchasing updated testing materials. 
9. Under Federal direction, national testing standards usurp the authority of the state and local school boards. 
10. Often they are not aligned with the curriculum a district is using; so, curriculum is often changed or narrowed to match the tests. 

Questions That Need to Be Asked

1. What is the purpose of the test?
2. How will the results be communicated and used by the district? 
3. Is the test a reflection of the curriculum that is taught? 
4. Will the results help teachers be better teachers and give students ways to be better learners?
5. Does it measure both a student's understanding of concepts as well as the process of getting the answer? 
6. Is it principally made up of multiple choice questions or does it does it contain any performance based assessment? 
7. What other means of evaluation does the school use to measure a child's progress? 
8. Is it worth the time and money?