Assembly on Bobby Thompson

A few years ago I volunteered to do an assembly to start off the school year. Being the start of the year, I chose an inspirational theme, and baseball usually calls when it comes to me and inspiration, and so of course I went with the 1951 pennant and good ole Bobby Thompson. There wasn’t much jazz to that assembly, mostly the kids presenting a prepared text, and the only video was the footage of him rounding the bases and getting pummeled by the third base coach (to great laughter).

The kids that I taught then were in their junior year of high school, forming their identity as a teenager making it in an English speaking world. So I thought they could all identify with a team that went on a crazy winning streak just to tie and make it into the playoffs. Suddenly it’s sudden death: Ninth inning, they’re down by two runs, two outs, and the other team’s hallmark pitcher comes to the mound. Bam. The guy hits a walk-off homerun to win it. Bobby didn’t do much else in the big leagues, but he didn’t have to, such was the greatness of that moment.

Plus the aftermath: Allegations of sign stealing, yet the pitcher and batter remained good friends well into old age. Backdrop of Jackie Robinson and the advent of worldwide, live TV. Even the superstition angle of the pitcher wearing number 13, but then changing to 12 immediately after. Such a great story.

In August with the first assembly out of the gate I’m thinking about reusing Bobby. Except this time using technology in a savvy way, doing a multi-media version that recreates and contextualizes the “Shot Heard Round the World.” Maybe play off the historical angle a bit more. It’d be kind cool to contextualize it by noting that the pitcher, Branca, was really good, sort of like facing Rivera when you’re down by two runs. But that’s probably a stretch. It’s probably a stretch I’d get away with though.

There’s some pretty cool videos that breaks down Rivera’s pitches. Imagine that playing in the same assembly with the black-n-white grainy footage of Thompson rounding the bases in his victory lap. What a way to showcase the march of history.

Is it a fallacy to not use backwards design?

Fallacies are notable not only for their wrong-ness but ease-ness in which they are made. Case in point today is elucidated pretty clearly over at Grant Wiggins’ post.

He talks about the fallacy of breaking things down (he just calls it a mistake, though) in education in terms of syllabus or textbook writing. He’s responding to Common Core’s work on “microstandards” which is the breaking down of standards:

This problem of turning everything into “microstandards” is a problem of long standing in education. One might even say it is the original sin in curriculum design. Take a complex whole, divide into the simplest and most reductionist bits, string them together and call it a curriculum. Though well-intentioned, it leads to fractured, boring, and useless learning of superficial bits.

This is analogous to my own perspective regarding the particular approach to take when teaching weak English Language Learners in an English-medium instruction institution.

“Let’s teach them ESL” and — here comes the fallacy — proceed to break that down into various parts (and give it a technical-sounding name: “macroskills“) and to further proceed judging a student in convoluted ways: “How good is their grammar?” And then you start breaking it down even further. “How is their grammar when they are speaking?” “How is their grammar when they are answering questions?” “How is their grammar when they are applying it?”

Human beings learning to communicate in a new language aren’t linguists, they are communicators. If you’re expecting linguists, you’re committing the fallacy of breaking-downing-ness by making a checklist to make a judgment.

The IB really does address this pattern, and proscribes a teaching approach directly opposing checklists (to the horror of many), in particular its emphasis on the backwards design model of curriculum building.

Backwards design, which I simplify in my own head to IDG: “identify, determine, generate”. That is, identify the content of the summative assessment, determine criteria for success of such content, and then generate learning experiences based on those criterion-based goals. This idea also incorporates a robust understanding of the teaching & learning cycle. Those learning experiences that you have designed produce data, which in turn provides an opportunity for the teacher to regenerate some learning experiences.

This is where it gets hard though: Backwards design itself is an experiential process. It isn’t a checkbox itself, because if you treat it like something to tick off the point of it all simply hasn’t been understood. And if you don’t get the point of it, you’ll go right back to the familiar checklist mentality of “Yeah, I do that too” instead of looking at the quality of the unit design as a cohesive, integral whole. But you notice that I broke down the concept of backwards design — yes? — by offering an interpretation of what the concept in question means? It’s almost as if I’m saying “the path to backwards design is to check these items off the list: identify, determine, and generate.”

That’s right, I broke it down but that was done authentically in an attempt to come to an understanding and derive a notion of it. The breaking down came after I’ve engaged on the problem itself, entirely contextualized. It wasn’t foisted onto you in the first place. That’s what syllabi often do: front-load the vocabulary and explanations without presenting the problem. It’s what teachers of second languages do when they treat their students as linguists: front-load the intricacies of how language works without emphasizing their identity as communicators.

A future post could address the problem of calling something a fallacy that is part of one’s practice rather than of one’s argument.

Streamlining daily notices at school

When I first arrived at the school where I am now, I was rather astonished at how much human effort went into the publication of the daily notices. “Boxing club is canceled.” “There will be cookies for sale at break time.” I think any school could potentially have this issue. Imagine you’re a Principal and you don’t know much about using content management systems or other similar software to get that sort of stuff done. So you think one of the ways to get daily notices done for the staff under your charge is to ask them to email you the notices, which you’ll collate for everyone else and send out every morning.

It’s funny to me, someone who builds and maintains software that can easily solve this problem, how often people use email in this way. “I’ll just have everyone email me their response and I’ll get it formatted for them in reply.” Yikes.

Anyway, so I was given the opportunity to completely revamp how they did this, and I’m documenting here the solution that I came up with, and I’ll try to do so in a way that any other school could potentially lift from, although I cannot help but talk about the assumptions this particular community makes.

If it doesn’t have one already, your community really should have a WordPress Multisite installation available to itself. If you don’t, that’s a great way to get notices for your school or organization working for this example, and in addition to that, you’ll have a goodly sum of other good uses for it down the line as well. It’s not too difficult for a competent sysadmin to get installed and running smoothly.

Anyway, so using WordPress Multisite, with the default settings, you could have users enter new posts onto a blog that take care of the data entry aspect. They just login to the WordPress installation and click Add New Post. Now the problem is collating them and getting them out to staff’s inboxes.

With the Subscribe2 plug-in, WordPress gets the additional feature of emailing out the content of posts when they are published. Hence, your staff get an email with — and you have the liberty of choosing which works best for your community — either a link to the post in question or the content itself (properly formatted with HTML). As an administrator I prefer HTML to be viewed in the context in which it’s meant: the browser. Others point out that they wish the content was in the email themselves so that everything is in their inbox and they don’t have to switch to the browser.

The Subscribe2 plugin lets you choose if you want the emails to be sent whenever the post is published, so that users get emails one-by-one as they come out, or whether they get a daily digest version (i.e. “once daily”):

Screen Shot 2013-04-12 at 10.09.31 PM

For a school we almost certainly want some sort of digest thing going, probably at a certain time of the day — early morning — as well. So that way, people do the data entry bit whenever, and it goes out the next morning to everyone in a digest format. If staff want to enter something on Monday that goes out to everyone on Thursday, they can schedule the post to be published then. This is great and does most of what we need it to do.

Except a few things, like repeating events.

At my school, this was a requested feature. Teachers felt that they wanted to advertise an activity that was about to happen for a few days. This makes sense, since notices are scanned far more than they are read. Reminders are always welcome, right? WordPress doesn’t have any built-in way of handling repeat events, short of requiring uses to enter the same info again and again.

There was an additional wrinkle: That WordPress blog is not constantly used by staff, it isn’t going to be the first place they go to as a general routine. If they want to enter something into the notices, they are instead expecting it to be a part of our Moodle installation which teachers already use constantly for their teaching. There was also talk about forcing word limits on each notice.

So I decided to figure out if I could have the data entry part of the work-flow done in Moodle. For that, the best bet was the database module, which provides a built-in way to create a form for users to fill out. It is really rudimentary form-making tool, but it does the basic job: It creates a database in the back-end with the benefit of a straight-forward user interface on the front-end:

Screen Shot 2013-04-12 at 10.37.21 PM

Now all we need to do is extract the information stored in the database, and then send it on to WordPress for publication. So wrote a Python script that did a bunch of cool stuff. When run, it knows what day it is and scans the database entries and catches any entries that are to be published at the target date (between “Start date” and “End date” inclusive). It gets the information by simply connecting to the database directly, which any script can do with a database driver and programming context. In my case I use py-postgresql.

After getting the target entries, it starts analyzing in order to spit out a formatted result. Notices that are appearing for the first time get placed higher up, while notices that have been there longest will end up at the bottom. I also put in a some code that would prioritize certain users, like the Dean of Students, whose entries would always appear first. The code that does all this stuff can be found here. This is a sample of the raw output:

<b>All Secondary:</b>
<ul>
	<li><strong>Photography Competition: </strong>the photos will be on exhibit for the whole of next week, along the second floor corridor which overlooks the secondary gymnasium. Come over to enjoy the photographs and vote for your favorite series and single shot. The photos can also be browsed online at <a href="http://photographycompe

Now the problem is how to get that data into WordPress. Enter the wp-cli command line tool. Using the following command:

wp post create --path=/var/www/wordpress --post_type=post \
--post_title='{title}' content='{content}' \
--post_author={author} \
--post_status=future --post_date='{date}' \
--url={blog}

We get the output that we read in from Moodle into WordPress. The –post_status=future makes it a scheduled post, and since we have Subscribe2 it will automatically send out an email, at the time indicated by –post_date.

If you don’t want or can’t use a Moodle, you could also use the wp-cli command line tool to get the content of posts from WordPress, and reformat it in whatever way you need, using the wp export command. It allows you to specify start and end date. To get repeating events, probably you could the post custom fields feature in WordPress, which you can access with wp post-meta get command.

After a few months of use now, we’re now at the refection and evaluation stage. Now that it’s so easy to enter notices, and to have them repeat as desired, there are a number of notices that go out every day that are simply too much to keep up with. Basically, since it’s so easy, we have more of them, and the issues that come with it being a bit too overwhelming. We also have teachers doing things like colorizing their text to annoying colors and adding emoticons, which has garnered comment as well.

The difference between academe and life

Life is about constantly banging your head against the wall against stuff that just sucks. Or as Krugman calls it, battling cockroach ideas:

Sometimes I get comments from people accusing me of repeating myself in the column; no doubt I do make the same arguments multiple times. But that’s because people keep forgetting!

A parallel observation: Middle management is often about seeing the same meme keep resurfacing again and again and having to respond to it again and again. Working with kids you often see the parents committing the same fallacies over and over again.

Meanwhile, intellectualizing on stuff often means sorting things out and dealing with implications and the truth as a consequence of having arrived at some cerebral judgment or another. Life is about the seesaw; academics is about describing the seesaw.

Curriculum has to have a point of view

I have a distaste for the meme “just let them choose what they want to read.” The weakest argument, I think, is that not all students even read x book that was assigned reading:

Perhaps 5-7 students take over the role of answering the teacher’s questions. Some, but not likely all, of these students have completed the reading as assigned. The rest of this small group have read some of the text – enough to get by in conversation. From here, we have the handful of students who maybe started the reading, but decided to look online to see what others had posted rather than reading the actual text.

I do get what is being said here, and appreciate the author’s effort to educate every child equally. It’s just that it sounds like he actually is.

Why must “every” student actually read the Shakespeare to have learned it? Students whether adults or children vary their intake of such stuff by learning through second- and third-hand manner that defines their learning style and priorities. This meta learning “defines” their tastes that makes their choices compelling. Choice happens when there is something to choose against or along side of.

It could be that choice can be as disengaging as no choice. A mature English curriculum is one that is bold enough to say “these books are great and influential to all of mankind” (so you really ought to learn them) yet at the same time wise enough to acknowledge that this statement is just the beginning (and so you really ought to find masterpieces on your own terms).

15 grand

The outgoing South Korean President issued 13,000 pardons during his 5-year term. And that’s a record low. For contrast, US presidents have issued pardons and clemencies 20,000 times in the 20th century.

That typeface isn’t a a font nor are serifs legible

Fonts and typefaces have a container/content relationship. It’s true, look it up. Consider that font refers to the box that holds the math, which in turn defines or describes the style of a set of characters. Font is the file, the typeface is the stuff in the file.

Meanwhile, serif fonts shouldn’t necessarily be considered to be more legible or readable. At least, there isn’t any credible scientific literature available (assuming that link is credible).

Tagged

Armstrong’s choke and breathe

Fascinating that Armstrong’s body language gets some ink. Also predictable that there are a bunch of comments following the piece ridiculing that analysis.

When I talk to maths and science teachers about working with low-proficiency students I have often (and yes, I do get eye rolls) implore them to try and read the students. If students are translating the English that’s coming at them inside their head (called the input), and therefore requires significant processing, their eye goes up and to the left when they blink. There are other tell-tale signs that indicate student isn’t really following, like a hard swallow and then looking up at the speaker with a quirkly smile or with their mouth open. I call this the “choke and breathe”.

I have no idea if Armstrong did something like that, since, as I said, I don’t care what he has to say, but it sounds like some guys who study people who are pathological liars noticed the same sort of tell-tale signs.

Some body language like that mentioned above is the sort of thing that gives you away. Those who roll their eyes don’t understand that such body language is different from gesturing or posturing. It’s not body language that is being used to accentuate or express subtle meanings, or to help the speaker elucidate what they mean.

If anyone thinks we communicate mostly verbally and hardly at all visually with each other they are leaving out a healthy portion of the message.

Between a pebble and a really hard rock

Videos with subtitles aren’t quite ubiquitous yet, and as a language teacher I find this frustrating. Don’t misinterpret: providing subtitles to students so they can depend on them isn’t the idea. It’s a way to keep the message multi-modal, which just means that I think communication is done best when it’s done in a variety of (consistent) methods.

Too routinely at schools around the world amateurish videos are probably being filmed, downloaded, and played but it’s dubious if users, and especially ESL students, can digest the content when the message itself is garbled. A way out would be to make it easy to add subtitles.

The visual is also a principle means to get them engaged on the language itself. Not just for ESL students, either. Recently for an assembly I subtitled Dr Seuss’ The Screeches, a cute story about discrimination, and I had a debate with a native speaker about what was actually said and what the subtitles presented. I heard one thing, they heard another, and we shared our different interpretations in that context.

So why aren’t there any good, simple, free subtitle makers out there?

There’s iMovie — which any school user in a Mac 1:1 program will have — which lets you do text on the bottom. But not easily enough. Getting the timing right is a pain, plus it’s like 5 clicks per each subtitle. Um, yuck.

There’s an open source program that comes loaded with features, but upon opening that app I have no idea what the hell to do. Screw that.

You could, technically, actually write out a text file with the subtitles yourself. The format for the most common subtitle file format is incredibly simple. While feasible, I do think we need a GUI to speed up the input process just a tad, no?

In other words, making it easy for students to add subtitles to their video creations, or for teachers that find jems on YouTube, will probably remain the exception rather than the rule, given the software available.

Slickmeister stopped in his tracks

Heh:

He was the firm’s top coder for many quarters and was considered expert in C, C++, Perl, Java, Ruby, PHP, and Python.

Turns out the dude was outsourcing all his coding to some Chinese firms. Proof that, you know, expertise like that can only be handled by a herd rather than a single entity. No way you can truly be expert at all those things.