Making practice work with distance learning

My story with distance learning, so far, looks like this:

  • You need a plan, and a conversation with Justin Reich helped me form one. Create assignments that kids can work on more-or-less independently, and then try to check in with as many as you can.
  • I needed materials for that plan, so I put together assignments with examples, scaffolding and extension challenges. I wrote a post summarizing what I understood after three days of this plan, which was not much.
  • After a week spent thinking about the kind of work kids could do in our distance learning set-up, it became clear that I was at risk of coming in contact with precious little mathematical thinking. And when I was getting kids to hand in work, it was often after they had completed an assignment, i.e. kind of late to help them with it.
  • During my second week of distance learning, I focused on the workflow. A big goal was to figure out if I could get kids to upload photos of their work, something I deemed essential.
  • After that week, I wrote a second post about how I was making sure kids were able to send their work to me. I mentioned three paths that were working OK — typing in the chatbox of Zoom (with all messages privately sent to me), typing in a google doc, or uploading images into a google doc.

And, now, at the end of Week 3, I need to largely retract that second post.

The main reason was because I was largely dismissive of tech tools in those first two weeks. I mean, everything we’re using is a tech tool. But I meant the apps, the endless stream of tech tools that people have been recommending over the past few weeks. Off the top of my head, those include: CueThink, FlipGrid, OneNote, Microsoft Whiteboard, GoFormative, Equatio, and so many more.

I ignored these tools at first for two reasons:

  • Who’s got the time?
  • I don’t want kids to have to learn a new tool.

But there are two tools that stand out, and those are Desmos and Classkick. Go on over to Rachel’s blog and read her on-target comparison of the pros and cons of each tool. She also has examples of materials she has adapted for Classkick, and she’s a great designer of Desmos custom activities.

My main purpose in writing this post is to apologize for the earlier mistake. At the end of this third week of distance teaching, I want to summarize what my classes currently look like.

***

Students log on to Google Classroom. Twice a week they have live classes on Zoom, and I post the meeting link there.

Screenshot 2020-04-02 at 9.00.06 PM

The other two days, I have a day-labeled assignment waiting for them.

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Whole-group interactive lessons on Zoom are probably the smoothest part of this. I use slides, and I’ve become pretty adept at annotating them using Zoom’s tools. I pepper students with questions that they then respond to in the chat. When I set the chat to private, students get a direct channel for sharing their thinking with me. This is a wonderful picture into who is participating, what people are thinking. Teaching is basically a conversation, and the chat makes sure we’re able to have it.

Then, we move into practice. That’s when I have started to lean extremely heavily on Desmos and Classkick.

These tools are simple for students to use because, as Rachel notes in her post, kids can just click a link and go to the activity. They are simple for me to use, because I can take my existing resources and post them online.

Twice this week, I took activities I wanted my 4th Grade students to work on and brought them into Desmos activities. Nothing fancy. First, a decimals worksheet:

Screenshot 2020-04-02 at 9.09.38 PM

As students were working on these practice problems, I was able to watch what they were doing and find ways to have conversations with them. Desmos lets you test a new tool for typing little feedback comments (though kids frequently don’t see them). Most important is the big-picture view of where kids are, something that roughly stands in for those moments when you’re looking around at your students and just watching and figuring out what is going on, can they do this thing?

Screenshot 2020-04-02 at 9.09.55 PM

I next took one of my favorite puzzle pages from the Beast Academy books and ported it into a different Desmos activity:

Screenshot 2020-04-02 at 9.14.36 PM

The Desmos teacher dashboard is, once again, extremely helpful.

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Because I have knee-jerk skepticism about tech tools, I was initially dismissive of Classkick. But once I saw it in action, I realized that, in the distance learning context, it is very similar to Desmos. It isn’t built for math (so no math type) but it is built for letting teachers import worksheets, have kids work on them through the computer, and enable kids to ask and receive help on specific problems.

This time I was going even more basic: I just wanted to post a review worksheet for students to work on independently this afternoon. I took a page out of my new favorite collection of worksheets and quickly turned it into a Classkick assignment. It looked like this:

Screenshot 2020-04-02 at 9.20.26 PM

This afternoon, while students were working, I was able to monitor their thinking as it came in. (I was “on call” for questions in Classkick, where kids can raise their hands and request help through a chat box. The chat is great — it feels like AOL Instant Messenger.)

Here was a sample of my view of things:

Screenshot 2020-04-02 at 9.23.41 PM

This is an individual student’s work:Screenshot 2020-04-02 at 9.22.36 PM

I can leave comments through that chat function, or I can leave notes on the slide itself. A student raised her hand to ask for help, so I came in and left and note and an unfinished diagram on her slide:

Screenshot 2020-04-02 at 9.24.00 PM

***

And that’s it, basically. It avoids the awkward need for students to take pictures of their work with their web camera. I’m still open to students turning in their work that way, but I’m not currently encouraging it. These tools seem to do the trick better.

So, in sum, that’s where I’m at. I’m currently using these tech tools reluctantly but enthusiastically. We’re living in a world where you necessarily have to use a tech tool for your teaching. All I’ve done is realize that a web camera and Google Docs are often clumsier for math practice than these other tools.

So, in short, my teaching this week used chat to make whole-group lessons interactive. Then, for practice or assignments, I used Desmos or Classkick, both of which make student thinking more visible. Which enables me to then make informed decisions about how to respond.

None of which is nearly working as well as teaching in an actual classroom would. But it’s much better than when kids were working on their own, invisible to me, for the longest time. So this is a step forward, and where my teaching is at right now.

What are the fastest, simplest ways to get student work while using Zoom and Google Classroom?

In case you missed it, here is the current situation:

  • NYC, where I live, is at the center of the coronavirus epidemic in the United States, and our governor is saying we are 14-21 days from the apex of the epidemic.
  • But, we’re still teaching!
  • I teach math to young children (3rd and 4th) as well as to older students (8th and 9th).
  • My wife is also a teacher.
  • My two young children are what some people would call “loud.”
  • And what if one of them slips off the bed while they’re jumping on it? And we have to go to the hospital?

This is my second week doing distance learning. I previously wrote about what I had figured out in the first few days of this wild experiment, and my school now has each class doing two live sessions and two asynchronous sessions every week. The live sessions are on Zoom; I post materials on Google Classroom.

By the end of last week it was clear that my next, big problem was to figure out how to make more of my students’ work visible. To me, I mean.

Before going forward: I am not interested in your favorite app. At least, not yet. There are dozens of apps that aim to help students and teachers communicate over the computer. I’m sure some of them are useful, but I just can’t deal with a new tech tool right now.

Here is what I have figured out.

****

Before Class

It took me a few days to realize that it’s much easier to organize Google Classroom around classwork instead of announcements. Here is how I’ve started to organize my Google Classroom pages:

Screenshot 2020-03-25 at 1.45.48 PM

Screenshot 2020-03-25 at 1.45.35 PM

I’m organizing things this way mostly so that students can clearly see what they are supposed to do on each day. The instructions are clear: go to Classwork, to the opening assignment, start the next if you are ready, etc.

The most important thing, though, is that each learning activity becomes its own “assignment.” During week 1 I was creating large documents that students were working on over multiple days. This was good in one sense, because I had to post only one thing. But it became very difficult to monitor the progress of kids through the assignment at all. And then it became tricky to modify the plan in the middle of the week by adding on other bits of classwork.

This is a compromise position now, and I think it’s working. It’s certainly easier for me to figure out what I’ve assigned. This also seems to be the correct way to share solutions and notes, rather than trying to organize them by topic.

During Class

There are basically three good ways to collect student thinking during class.

  1. The chat box in Zoom.
  2. Creating a separate doc for every student, and asking them to type in the doc.
  3. Taking a picture of their work and posting it.

Imagine these three ways of collecting work plotted on a grid. One axis keeps track of how easy it is to share your idea with the teacher. Chat is easiest, moving to a doc and typing is still pretty easy, but it’s pretty tough to take a picture of your work and post it to your teacher.

The other axis is about how easy it is to express yourself using a tool. Drawing on a piece of paper is the easiest, most natural approach. You can type at length in a doc, and a chat allows you only to type quick responses.

Here is how I’ve been using these three methods for communicating with kids over the course of the lesson.

Opening Problem

I saw a common mistake in my students’ work yesterday, so this morning I wanted to talk about similar triangles couched between a pair of parallels.

Screenshot 2020-03-25 at 1.57.17 PM

This was my “opening” assignment. But how should I collect this work?

Students need to be looking at the image while responding (or else having to hold a lot of stuff in their heads while shifting back and forth between screens). It’s also not hard to type responses to these questions. And I wanted to ask a series of questions, and that might be hard to type in a chat.

I went for “type your response in a google doc” and I think it went OK. Here is what I saw from the students.

Screenshot 2020-03-25 at 2.03.52 PM

My 4th Graders can do this, my students with shaky tech can more or less do this. Monitoring them is a little bit slow, but it’s OK. As I monitor, I start saying things over Zoom about the work. “Hey Anna, got your work. I left you a little comment.” “Jay, good stuff; here’s what you should try for the last one.” You can also leave little private comments on the side that kids can see pretty quickly. Classroom is good at this.

During a Live Lesson

This is where Zoom chat is great. You don’t want kids going back and forth between Zoom and some doc during the live, most interactive part of the lesson. I’ll quote my last post:

There is a way to sort of do whole-group instruction that opens up a tiny window into how students are thinking. It uses the chat box.

You can change the chat settings so that all chat messages are sent privately to the host of the meeting. At first, I did this because I wanted to cut down on random chat chatter. But then I realized it’s a private way that students can respond to questions.

Here is a routine I’m finding useful during whole-group discussions:

1. Ask a question. I state it, and if possible I also write the question in the chat box. That way, everyone receives the question even if they missed it when I said it.

2. Then, everyone types in their answer to the question. As the answers come in, I acknowledge receipt. “Thanks, Emma.” “Got it, Jake.” I’ll comment on wrong answers without calling individual students out. “Careful, if you’re writing (x – 2)(x -3) that’s factored form.” I can also address individual students: “Tommy, what you wrote is fine.”

3. Then, I’ll share the answer. I’ll take questions, rinse and repeat for however much whole-group time I’ve decided on for the lesson. Attention spans for this vary by class and by age, of course. More than 15 minutes is probably pushing it, I think.

Classwork or Asynchronous Assignments

If you can get away with using some online practice tool, that’s great. In general these tools are less useful in this situation than I would have hoped. The problems do not ramp up in difficulty; they’re only useful for practicing something that students are already reasonably proficient at. I use Deltamath, but it doesn’t work for my 4th Graders. I’m looking at IXL for the little kids, but it looks like it’ll be very tricky to coach kids through signing up and getting used to the tool — I’m holding off on that for now. ASSISTments is too buggy for me to use right now, and I find it difficult to navigate their reports on what the students did.

If you can get away with using a doc and asking kids to respond in it, by all means. But this is incredibly limiting. To see why, let me take you back to my Sunday night. My 4th Graders were supposed to work independently on an assignment on Monday afternoon. I decided to do review; I found a useful set of fractions worksheets from the Math in Focus books. I really wanted to use them:

Screenshot 2020-03-25 at 2.17.53 PM

Screenshot 2020-03-25 at 2.19.32 PM

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But! How are kids going to fill this out in a doc? Do I need to recreate this from scratch? That would take so much work.

Same with an assignment for my 8th Graders — I wanted them to try sketching a parabola. Same with my geometry students — I wanted to see their work setting up proportions. Same with my 4th Graders today — I want to study decimals, and wanted them to shade in 0.7 of a whole square.

This leads me to my final and most important thing to share, which is how to coach kids through sharing pictures of their work through Google Classroom.

How to Coach Kids Through Sharing Pictures

My first obstacle was getting a “student view” of my classes. Google does not have this feature, and my school only allows us to add people with our school accounts to Google Classroom. And they weren’t thrilled by my suggestion that they give me a second email account under the name “fake_pershan.”

So under my personal gmail account I made a class called “Pretend Math” and registered a new personal gmail account (“fakepershan”) and created an assignment for myself.

Screenshot 2020-03-25 at 2.25.03 PM

Then I shared my screen and walked students through the steps.

That solves the problem for most of my students. It’s not so hard to take a picture with a phone and then upload it to the assignment. I walked my older students through these steps.

BUT: my youngest students don’t have phones. And I can’t get their parents in front of the screen to coach them through this.

SO: my brilliant colleague pointed out that there is a simpler way to do this in docs, with a webcam.

In 4th Grade today I created an assignment focused on teaching photo sharing.

Screenshot 2020-03-25 at 2.28.21 PM

I shared my “Pretend Math” screen and showed them how to use the tool. Then, I showed them how to open the assignment, and then every kid went to this doc. (I created a separate doc for each student, which Google Classroom lets you do.)

Screenshot 2020-03-25 at 2.28.32 PM

The big question is whether their webcam pictures would be good enough for me to learn anything from. The answer so far seems to be “sort of.”

To test whether my 4th Graders could actually pull this off with some real math, I sent them to another brief assignment, this time connected to content our class was learning.

Screenshot 2020-03-25 at 2.31.16 PM

This is what I got:

Screenshot 2020-03-25 at 2.33.32 PMScreenshot 2020-03-25 at 2.33.06 PM

So, not perfect. And some of them were worse than not perfect.

Screenshot 2020-03-25 at 2.35.54 PM

But this is a crucial option that I needed for working with my younger students. And in each of my classes of older students, I have kids whose phones either are not working or they don’t have smart phones. This is a crucial method that kids can do on their own to turn in photos of their own work.

But, of course, this is sort of annoying. I tried to use it for my opening problem in a class or two and that turned out to be a bit of a mistake, as it took far too long for students to submit their work. I would have been better off using one of the other methods.

Feedback

Once students have handed something in to Classroom, things are actually pretty good. Google lets you comment on the work itself via highlighting and commenting, but I’ve found it more useful to give a quick written comment that appears under the assignment itself.

Screenshot 2020-03-25 at 2.40.23 PM

I should say that Desmos has released a tool for adding written comments to students in their activities. There are two reasons why I’m not ready to use this for my classes:

  • My resources aren’t already loaded into Desmos.
  • Desmos is at some other site, rather than my one-stop shop Google Classroom.

But if I had more time and if my students were doing a lot of Desmos, I could see that as being useful. It seems roughly equivalent to what Classroom lets me do with assignments, but it makes it easier for me to assign Desmos “worksheets” for students to do on their own. I’ll need to do that for a lot of graphing activities down the line, probably.

***

Phew! OK, that’s all I’ve got. Good luck, out there, and let me know what you’ve figured out.

Why don’t I like Lincoln in the Bardo more?

I reread Lincoln in the Bardo by George Saunders last week, hoping that this time it would hit me a bit harder.

I want to love this book as much as I love the rest of Saunders’ work. Tenth of December and In Persuasion Nation are favorites of mine, and Civilwarland in Bad Decline is also up there. His essays are often tremendous; Saunders is one of my favorite writers.

Lincoln in the Bardo is a ghost story; it’s a lot of ghost stories. Abraham Lincoln’s son Willie (spoilers) dies while Lincoln is in his first term. He is buried in a chapel plot and then becomes a ghost. He converses with many other ghosts, all dallying for their various reasons. Lincoln himself dallies, shocking the many spirits of the graveyard by returning to mourn his son the night after the burial.

Saunders is so big-hearted a writer, his portrait of Lincoln’s grief so raw, it touches me deeply. His ghosts are grotesque but also kindly drawn, and their sorrows often left me moved. Saunders is above all a moralistic writer in the best sense, and I’m a sucker for stories about people struggling to do the right thing when the stakes are the highest, and this is that kind of story.

The moral picture, as far as I understood it, is that his sort of ghosts are precisely a certain type of human. Lovers of freedom and independence, they have to fight to remain as they are – ghosts, that is, though the ghosts are in denial about who they really are. They are, of course, dead creatures. We, the living, in contrast are dying creatures, also pushing away thoughts of our mortality for the sake of getting through the day.

The greatest cause of the spirit’s life in this book – the only cause – is survival. It takes constant internal work to resist the urge to move on. This requires a focus on freedom and survival and a systematic refusal to let others into one’s heart. This, Saunders argues, is bad. I guess I have to agree.

The thing that drives me nuts about the book is that I don’t get why this is a story about Lincoln, and I don’t get the way he tells that part of the story. Yes, there are parallels drawn between the personal and the political in the novel. Saunders draws a line between the South’s insistence on freedom and autonomy and the selfish egoism of the ghosts. In a pretty cool scene, all the ghosts in the graveyard literally embody Lincoln, and it’s strongly implied that our ability to embody the station of others is at the heart of the moral impulse – Lincoln performs this for the nation at the political level.

But the historical aspects of the story are told in a fragmented way, with faux-historical sources excerpted one at a time, commenting on the Lincoln family and Willie’s death. Frequently, the historical sources contradict each other. This is the same fragmented way that the ghosts speak in. For the life of me, I can’t figure out what Saunders is trying to do with all of that. Is his point simply that we remember stuff differently? Why would he be making that point. It’s such a showy way of telling the story, and I have no idea why he does it.

I felt a lot of things while hanging out with those ghosts but very few things while trudging through the historical bits. He seems to be suggesting that those memoirs and those ghosts have the same manner of speech, but I still can’t see what he makes of that.

Anyway, I like the book but I feel as if I should like it more.

After three days of distance learning, here’s what I now understand

I feel like we all know the issues with online learning. If not, we all will soon enough. No need to make this post all about the problems, though it would be strange not to mention them at all. Here are the main ones:

  • A social environment is more motivating than being stuck in your bedroom alone
  • You can explain stuff, and people can ask questions, but it’s really hard to know what’s going on for kids who aren’t asking questions
  • I am also taking care of my two young biological children
  • You can’t tell what’s on kids’ pages as they are writing
  • My own two children are absolutely going to destroy our two-bedroom apartment
  • It is very difficult to show anything in to the teacher while asking a question
  • The two-year old is hitting the five-year old in the face over and over with her Elmo figurine

So, what do you do? Justin Reich had been very generous in talking through some ideas with me, and he helped give me a way to think about it. “Organize around individual check-ins,” he wrote. “When I talk to the best full time virtual school teachers, they say they spend a considerable portion of time following up with individual kids.”

Designing materials for a lesson like this is not easy. If you start with individual check-ins, there’s a nasty chain of deduction that pretty quickly leads you away from normal classroom practice:

  • You can only check-in and tutor individual students unless most students have something productive to do
  • You’re going to need a few days to individually check-in with all the kids you need to
  • That means that everybody needs something that they can do pretty-much independently for several days

It’s not really easy to design materials for that.

Well, I should say that the difficulty really depends on the group. I have a high-flying 8th Grade class that is seeming relatively easy to design for. I’ve used ASSISTments (buggy, but good) to assign practice problems from Illustrative Math, with Desmos extension problems. That’s been smooth.

But, yeah, all my other classes have been harder.

The way I’m seeing it right now, you’re looking for materials that have three qualities:

  1. The assignment lasts a couple days. This reduces planning time, and also gives me more of a window for checking in and helping my students with the assignment.
  2. The materials include clear examples and support. This is how kids are going to do the assignment more independently. Fawn just wrote a very nice post about making worksheets that start with models and then fade the support, teaching kids what correct answers look like.
  3. There are challenges at the end that are optional. Because some kids will finish things in a day and want more math, and they deserve it. If they want it. If they want to go outside and take a walk while maintaining nice physical distancing conduct, they should do that too.

The hardest, hardest thing so far has been finding time to put materials together while taking care of my own two biological children. My wife is also teaching her middle school students from home, and every evening we’re scraping together a schedule that lets us both do our jobs. I’m really so grateful to be getting a paycheck at all right now, I can’t really complain. But it’s not easy for me to put nice-looking things together.

So, here it is, a sloppy thing that I’ll share. It’s the resources that I gave my high school geometry students as their assignment this week, and it’s been going OK.

***

The document is here.

We were studying similarity before school closed. I had gotten as far as practicing setting up and solving proportions.

Starts with an example:

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Two things about the example:

  • I talked it through with the whole-group on Zoom, which I might as well not have done. I had to work it through one-on-one with the kids who I knew would need it. Still, it was worth the five minutes to reassure some kids that they understood this so that I could focus on the individuals. I’d say the whole-group is worth it, but not worth a huge investment of time.
  • A lot of my kids don’t have printers so they’re reading my worksheets on their phones, so I’ve been trying to write in big, clear fonts. Not sure if it’s helping, but it’s the rationale behind those huge letters.

After the example comes practice. I send kids into breakout rooms and tell them they can leave the computer and work alone if they want, but they can also collaborate. All I ask is that they remain more or less around so that I can call them back if I need to, and so far that’s been OK.

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Then another example:

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Then, ideally, would have been some indirect measurement practice except it’s BEEN ONE HELL OF A WEEK and I put what I could find into the worksheet even though it’s not a perfect match:

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Then, the extension problems:

Screenshot 2020-03-18 at 8.30.36 PM

And also:

Screenshot 2020-03-18 at 8.39.51 PM

***

I did something similar for my 4th Grade class, and it went better than Day 1 did.

Example:

Screenshot 2020-03-18 at 8.40.55 PM

Practice (this time with more fading of the supports):

Screenshot 2020-03-18 at 8.41.34 PM

Extension challenge:

Screenshot 2020-03-18 at 8.41.43 PM

And it went better, in the sense that I was able to have some mathematical conversations with people and figure out what they understood, what they didn’t understand, help people, that’s the whole point of this job, right? The key, when you strip everything else away, is figuring out what people understand and helping them understand it?

But you’re basically flying blind in this distance teaching because you can’t see what anybody is doing at a given moment. Maybe there’s some digital tool that can help give you a better picture of what kids understand and can do, but without that the main thing is the individual conversation. This is a structure that tries to plan around that.

Please, share if you’ve got something better. Please.

Oh, and remember how we used to share resources online and but then we stopped because blogging died? Can we bring blogs back, if just for a few months?

***

Addendum, 3/19/20:

There is a way to sort of do whole-group instruction that opens up a tiny window into how students are thinking. It uses the chat box.

You can change the chat settings so that all chat messages are sent privately to the host of the meeting. At first, I did this because I wanted to cut down on random chat chatter. But then I realized it’s a private way that students can respond to questions.

Here is a routine I’m finding useful during whole-group discussions:

1. Ask a question. I state it, and if possible I also write the question in the chat box. That way, everyone receives the question even if they missed it when I said it.

2. Then, everyone types in their answer to the question. As the answers come in, I acknowledge receipt. “Thanks, Emma.” “Got it, Jake.” I’ll comment on wrong answers without calling individual students out. “Careful, if you’re writing (x – 2)(x -3) that’s factored form.” I can also address individual students: “Tommy, what you wrote is fine.”

3. Then, I’ll share the answer. I’ll take questions, rinse and repeat for however much whole-group time I’ve decided on for the lesson. Attention spans for this vary by class and by age, of course. More than 15 minutes is probably pushing it, I think.

Will schools close for coronavirus?

First, listen to the experts. Here is who I have found helpful to follow:

I’ve been trying to figure out what is going on and what the response actually will be. This has been an attempt to just make sense of what various experts are saying, and think about the implications. I know nothing about this beyond what I’ve learned in the last few weeks, like the rest of us.

Here is what I think is going on:

It’s tempting to ask, “how lethal is this virus?” It’s also tempting to summarize that lethality in a number. But the mortality rate of a virus is not some fixed fact about the virus. The reason why the usual flu isn’t so very lethal is because it’s seasonal, there are vaccines, we have experience treating it, and so on.

So this new virus has a mortality rate, and for vulnerable populations it does seem to be many times worse than the usual flu. But mortality is not simply about biology. And that’s where the real potential for crisis begins.

Because this virus is new to humanity and spreads so rapidly, dangerous cases can pile up very quickly. If hospitals are overwhelmed with cases and don’t have enough nurses, doctors, beds, masks, and so on, the virus suddenly becomes much deadlier. If you have a choice between everybody getting sick over the course of a month or spreading that out over many months — you would definitely want that second option. All things being equal, the mortality rate will be lower.

Not all things are equal, though. Stretching out the timing — dragging this whole thing out as long as humanly possible — also buys time for scientists and medical professionals to figure out how to treat the sick. It makes sure that doctors themselves aren’t all sick at once, and available to work. It gives the government time to fund mask manufacturers so supplies aren’t immediately depleted. And, of course, it gives researchers time to work on a vaccine.

When it comes to pandemics, slower is better.

A lot of what has been happening so far feels like an attempt to contain the disease. We’re used to a world where people are quarantined to keep the disease from spreading. For example, the WHO has been speaking about how it is important not to give up on containment of the virus as a goal:

“As long as you have these discrete outbreaks … there is the opportunity to control them — to get on top of these and contain them and prevent a lot of disease and ultimately death,” says Dr. Bruce Aylward, a senior adviser to the director general of the World Health Organization. “That’s the big message we saw in China — and one of the big surprises.”

Other experts, though, have been puzzled by why the WHO is talking like this. From their point of view, the opportunity for containment has long passed:

As best I can tell, containment was never really a serious possibility. It’s just that even a failed containment strategy gives a government a head start on slowing things down, which is the real public health goal.

What will that mean, in the months ahead?

It’s hard to know exactly, because we’re constantly learning more about the virus, the disease, and potential public responses to it. It was initially unclear whether kids were even getting sick and spreading the virus, since their symptoms have been so mild. My sense is that evidence is starting to come together that children do get infected with the disease. If their symptoms are more mild, does that mean that they infect others at lower rates? We don’t know this yet, and governments need to know this.

What I’m getting the sense of, though, is that schools won’t be closed in the initial stages of local epidemics — for now.

There are a good number of school closings, but they seem to be focused on wealthier schools or school districts that are more responsive to the needs and fears of parents. They also include colleges and universities where online learning is easier to put together.

Public schools, though, are a big deal to close. And even experts who are raising alarm bells are reminding people that shuttering schools isn’t necessarily the right response. There are confusing network effects of closing a school. If you close a school where kids are getting their meals, will that send more kids to an overburdened hospital? Will nurses have to stay home to take care of their children? Will kids gather outside of school anyway? (This was apparently something that happened during H1N1 closures.)

That said, school closures, even big public closures, are clearly happening across the world. Japan, Italy, Saudi Arabia, they’ve all closed all of their schools.

Based on what’s happening in Seattle, it seems to me that this is the escalation of responses we can expect:

  1. Early isolation – When the virus is new to a place, a school (or anyplace else) will shut down the moment someone gets tested positive. There’s still a chance at some kind of containment of the virus early on. This is when public health officials want to isolate and chase the cases.
  2. Individual caution – When the disease is plausibly in your neighborhood, it seems that public health officials then urge individuals to start changing their habits. Be on guard, they say. You may have this disease — don’t mess around, isolate yourself is you are feeling sick. Wash your hands seriously. Cut down on contact. Reasonably avoid crowds. On the margins, be more careful. And this has an impact.
  3. Easy shut downs – As cases pile up, places that can begin to shut down. Private schools or districts that aren’t responsible for providing a lot of social services begin to shut, when cases are a degree or two away. People are encouraged to work from home as much as possible. Big events are cancelled or postponed.
  4. Tougher shut downs – If things continue, then bans on gatherings above a certain size can be imposed.

And so on, and so on. And if a community starts approaching the capacity to handle cases, and there’s a risk of running out of healthcare resources…that’s when the serious moves are pulled out. And, as far as I can tell, that’s when large schools districts with lots of poverty will begin to close, for several weeks.

My sense is that various countries have been able to avoid these tougher shut downs, for now, by aggressively pursuing 1-3. Part of the work of 1-3 is extremely widespread testing for the virus, and the US has gotten a slow start on this despite adequate warning. (It doesn’t seem like this is entirely the fault of the White House, but it seems like they didn’t help things along at all. Here’s a piece about what we know about the testing rollout.) That’s somewhat scary, but my understanding is that testing is ramping up in the US. Hopefully we’ll be able to move smoothly on that front, from now on, but who knows.

All this, though, is just the first wave of the virus. Who knows, at this point, whether we’ll get any reduction in cases when the weather gets warmer. Even if it does, though, we’ll have to deal with all of this again in the fall. We can expect waves, though future waves will (hopefully) not be as severe. Anyone who already fell ill will have some immunity (as researchers have recently confirmed). And who knows, maybe we’ll know more about treating it. Hopefully we’ll have a better sense of what measures are effective by then at slowing its spread.

But we should expect a few waves, I think, over the next year or two. That’s my impression.

Want to get emails from me?

I’m a big fan of blogging, but I read a fair number of email newsletters. Here’s why I like email, as a reader:

  • It’s easy to read text in email.
  • It gets delivered to me.
  • It feels more private than the very public spaces of social media (and blogging, sort of).

Here’s why I find the idea of email attractive, as a writer:

  • I don’t have to pay attention to some sharing or popularity metric.
  • It’s easy for people to respond and have a conversation, if they’d like to.
  • People either sign up for emails or don’t. I don’t have to use Twitter to share it.*

Like a lot of people, I feel ambivalent about twitter and the demise of blogs. I like spending time on twitter, but I want to carve out some non-twitter space for myself. Really, I’m looking for balance. I can imagine a version of my online life that would look something like

  1. Spend a couple hours on Twitter a week
  2. Updating my websites with more permanent essays, projects, resources
  3. Sending out emails to people who think that hearing from me every few weeks sounds like a blast.

Basically, I’m looking to fight back and capture a bit more quiet in my life. Thinking hasn’t felt easy lately. The news, yeah, but also my parenting and teaching, both of which are just SO LOUD. It saps up my energy, sometimes.

Anyway, let’s call this as an experiment. If at least ten people say they’d like to get emails from me (I’m not calling it a newsletter) then I’ll give it a shot. You can sign up here or give me your email address some other way.

Crossword Puzzles from Beast Academy

I do love the Beast Academy books. My 3rd Graders are working on multiplication, and the Beast Academy books have these crossword puzzles. The kids love them:

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(Why do the kids love them? Oh, I don’t know. If interest = “this is new” times “I can do this” then I guess this has enough going on that it feels new. And the puzzle is self-checking, which probably validates that “I can do it” feeling. That’s all I’ve got.)

Every puzzle can both be solved and studied. I’ve made it a habit to encourage my students to ask questions about the puzzles we solve, and I usually do this by sharing a question or two that I have.

My question was, can you make this puzzle using only multiplication?

And my kids’ questions were:

  • Can you make one of these crosswords only using subtraction?
  • Are the blanks really necessary?
  • Could the puzzle be smaller? Larger? Could it be 5 x 4? 8 x 2?
  • Could it be shaped like a path?

The next class, I gave students some blank crosswords and asked them to see if they could fill in the blanks in a way that worked.

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Which was interesting. But the kids wanted more, so I sat down to make more crosswords in the original style. The original puzzles always include mostly multiplication, and then one addition and one subtraction equation, always on the right and bottom sides.

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So I set out to make a few puzzles in this style. I started filling in the boxes, and got stuck. Then I tried again — still not working. I started to get that familiar good/bad feeling that happens with math. It’s the feeling of “oh this is harder than I thought” but also “there might be something here!”

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Over lunch, I interrupted two of my colleagues and recruited them into the problem. (I was happy to return the favor after they’ve done the same to me so many times.) We filled out the crossword with variables.

Screenshot 2020-01-16 at 4.22.06 PM

Using these variables, the puzzle is only possible if ac+bd =ab-cd. My colleague pointed out that you might factor this a bit and then solve for d:

d = \frac{a(b - c)}{(b + c)}

A few things about that equation:

  • It means that the whole puzzle is determined by just three of those variables.
  • d is a whole number, so (b + c) needs to go into a(b – c).

This is not a ton to work on, but suppose that the sum of b and c is chosen to be a prime number. It clearly won’t go into (b – c). So that means a will have to be a multiple of b + c.

Screenshot 2020-01-16 at 4.35.06 PM

That seems to work!

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This leaves me with a bunch of questions, though. Does this characterize all the possible crossword puzzles? I feel like this finds one specific way of getting a crossword that works here, but is it really the only way? Also, I haven’t really thought about whether I could use any multiple of b + c. I think I can, just because it’s worked whenever I’ve tried it so far, but it would be better to understand why.

There’s a math textbook that I like that makes the case that there is significant mathematics that has been developed by teachers, just for the sake of having nice examples to give to students. I always like when that sort of thing happens, a nice mathematical surprise that appears sometimes when you remember to look for it.

Just the Jewish Parts of “ORIGINAL GANGSTAS: The Untold Story of Dr. Dre, Eazy-E, Ice Cube, Tupac Shakur, and the Birth of West Coast Rap”

Heller’s father owned a scrap metal business. He loved gambling on sports and hung out with the Jewish mob, eventually landing the family in wealthy Cleveland suburb Shaker Heights. As one of the town’s few Jews, Heller felt like an outsider, he wrote in Ruthless. (p. 68)

For Death Certificate Cube jettisoned the Bomb Squad and their pastiche approach in favor of more traditional slabs of chunky, midtempo funk, a production vision led by DJ Pooh and also featuring contributions from Cube, Sir Jink, Bobcat, and Rashad. The work was even more controversial than Amerikkka’s Most Wanted, absolutely unsparing in its critiques of Cube’s perceived foes, both personal and institutional. Most notorious os “No Vaseline,” directed at his former groupmates and one of the greatest diss tracks every recorded. The song’s good-time bounce only heightens in lyrics’ venom, accusing the N.W.A members of being gay and moving to white neighborhoods. They were essentially slaves to the “Jew” Herry Heller, the track insinuates, offering the suggestion, using the Nation’s preferred synonym for white men, the group should Get rid of the devil real simple / Put a bullet in his temple.

“[I]t proably hurt and affected me more than anything that’s ever been said or done to me,” Heller told an interviewer, adding that he faced anti-Semitism growing up. “I think he’s not anti-Semitic. I think he did it just because he thought it would sell records.”

“I’m pro-black. I’m not anti-anything but anti-poor,” Cube insisted when asked about the issue, adding that he worked with many Jewish people in the music industry.

Heller recruited as security director an Israeli named Mike Klein, whose job was to put the fear of God into their adversaries. Klein had a background in “Israeli security forces,” Heller wrote…Nobody seems to know the specifics of Klein’s background. Wrote Vibe: “Before he moved to Los Angeles, says somebody who knows him, the Israeli-born Klein ‘led a commando raid into southern Lebanon when they caught those guys who blew up the kibbutz kids on the school bus.’”

For further aid in their battle with Death Row, Klein and Heller enlisted the services of the Jewish Defense League, a New York-based organization that seeks to protect Jews against anti-Semitism, and which the FBI regards as a “right-wing extremist group” for its violent tactics. The JDL provided Ruthless with bodyguards. Before long there were “Israeli soldiers wielding Uzi machine guns at the office,” wrote S. Leigh Savidge, a filmmaker who visited the Ruthless headquarters in this period.

In 1997 the FBI began a two-year investigation into the JD, which they suspected was extorting rappers, including Eazy and Tupac Shakur. The alleged scam went like this: Someone would make death threats to the artists, and then someone else — with whom they were in cahoots — would offer to protect the artists, for $50,000 or so, at which time they’d be taken to a safe spot until a “deal” could be worked out with the perpetrators of the threat. The FBI closed the case without filing charges, and the JDL’s spokesman Irv Rubin stated in a press release that “there was nothing but a close, tight relationship” between the organization and Eazy-E. (170-171)

When Eazy tried to get the decision overturned, mayor Omar Bradley responded with a lecture…Then for good measure he threw in some anti-Semitism. “I won’t name the specific racial group that’s using you, brother, but they are destroying us and having a lunch and a bar mitzvah at the same time,” Bradley shouted. “And we know from history that the minute they get finished making money off of you, you’ll be sitting beside Mike Tyson [in prison.” (p. 236)

Curiosity was one of his defining traits. Eazy was fascinated by Judaism, for one; he’d stuck with Jerry Heller despite countless anti-Semitic insults, and at his newphew Terry Heller’s grandfather’s funeral, Eazy wore a yarmulke. Tracy Jenargin was Jewish, and said the faith was “very prevalent” in her relationship with Eazy. He even signed a group called Blood of Abraham, a pair of early-twenty-something Jewish kids from the Valley. Though major labels expressed interest, Eazy promised them freedom to express their political messages, onsongs like “Niggaz and Jews (Some Say Kikes).” “He said, ‘You guys are on a militant trip,’” said group member Benyad. “You can talk whatever shit you fuckin’ want.” (p.265)

It’s impossible to know if Woods-Wright has done, with his estate what Eazy would have wanted her to. Wright wishes the company had been passed to Heller. “As a Jew, as a white man, he would have handled business,” he said. (p. 288)

“Puffy was accused of worse than just having protection on his mind. On the 1995 Southern California trip, in an Anaheim hotel suite, he told a roomful of Crips he’d “give us anything for them dudes’ heads,” referring to Tupac and Suge, a Southside Crip named Keffe D told investigators. Keffe D further maintained that, later at Greenblatt’s Deli in West Hollywood, Puffy clarified his offer: $1 million to murder Tupac and Suge. (p. 316)

Owing to a history of anti-Semitic remarks, Louis Farrakhan gets little respect in the mainstream media. The Nation of Islam leader has long maintained unrivaled admiration throughout the hip-hop community, however. (P. 365)

I flipped around this Illustrative Math lesson — it went pretty well!

Every year, this lesson has given my students trouble:

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Here were the problems I had with the lesson:

  • My students didn’t have strategies for making sense of why the faster bug would go on the bottom. Kids would quickly misidentify which line was which bug, and we’d have to back up and talk about that for a while before doing anything else.
  • So they didn’t really get a chance to engage with the math. And I wasn’t sure what the math exactly was, beyond this little tricky graph that puts time on the y-axis.
  • Also the formatting was tricky, because the ladybug/ant race happens on one page and the graph on the other. You don’t necessarily need cognitive science to tell you that swapping between two very separated images makes learning hard, but it does.

Each of the Illustrative Mathematics lessons has a Summary at the end of the lesson. It’s good, but meant as a reference — it’s not really designed for classroom use.

So here was my redesign idea:

  • Turn the summary into sample student work i.e. a worked example
  • Pair that with analysis prompts and a follow-up question i.e. an example-problem pair
  • Redesign the actual materials so that the graph and the race are next to each other

Here’s what I did:

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Rewriting 8.3.1Rewriting Ladybug and Ant

We used the original “warm up” from the materials. Then shifted into the example-based materials I created. Then the redesigned activity from the lesson itself.

It went well! Here’s how I know that it went well: most kids got to the extension questions, and the students were able to focus their on those.

That seems to me the basic tradeoff. If you leave ideas a bit more implicit, then kids will spend more time uncovering them. That can be good, mathematical thinking, of course. The other choice is to make things more explicit at the outset. Then, maybe you have a better shot of diving into what would otherwise be “advanced” “challenge” problems.

I usually make that second choice, and part of why is because I think good mathematical thinking can happen with the example-based materials I shared. After that warm-up (where I asked kids to notice as many details about the graphs as possible and didn’t really push the “wonder” question) I covered up the “student solution” and showed my students the “problem” I had created. Then, I uncovered the student work. There was a pause — followed by “oh!” and “ah that makes sense.” There’s a little mathematical thrill you get every time you figure something out — a few kids got that when I revealed the work.

Then I asked kids to talk about it with partner, and then to solve a similar problem with neighbors. I listened in on conversations and was able to figure out if kids were understanding the example or not. A few times I inserted myself into conversations to help. And then I led a discussion about the example where kids shared the following ideas:

  • That the ratio between the heights of points on each line that are directly atop each other stays equal.
  • That you could also compare points that are at the same horizontal.
  • That if the axes were swapped the top line would represent the faster racer, because then the top point covers more distance in the same time.

And the kids most eager to share were not the ones who usually solve problems with the most confidence (and therefore least likely to share if all of this had come through problem solving).

And then we did the activity that had given my kids trouble each year of the past, and they were able to be struggle productively i.e. they had the “compare points on the same vertical/horizontal” strategy. And they got to extension problems.

I’m going to keep looking for chances to do make this same trade.