Metric System via Democracy: #edchat

I was working with students on a measuring footprints for an activity involving categorization of foot types. We needed a way to quantify the shape of the arch. The students began playing with different dimension on each footprint and determined the method the class would follow after some discussion. I gave them rulers with both English and Metric and did not tell them how to do it. They started measuring and collecting data. The shared their measurements on the board to compare the results and found that, even though they measured each print the same way, none of them had results they could compare. Some used fractions, others used decimals, most used the English system and others used Metric.  They were totally confused. How could they have come up with so many different answers when they used the same dimensions? I asked, "Do you want to use decimals or fractions?" This stirred the pot. 7 3/16 was one of the answers. They had no units. Another answer was 8.32 inches. "How do we compare these?" One student shouted,"change the fractions to decimals!" This did not sit well with most. Another student yelled back, "Just use fractions!" So I said, "How do you compare 7 3/16 to 5 6/7?"  Somebody shouted,"LEAST COMMON DENOMINATOR!" I said, "Good! Do it!"

Panic ensued.  I said, "Do you want fractions or decimals?" Arguing followed because most knew that meant metric system and they wanted nothing to do with the metric system.  I said,"How do you add with decimals?" Mumbling. "You line up the decimals and just add," somebody added. Yes this was noisy chaos. They were all engaged and actively participating so who cared. "Metric or English," I added.

I knew this process was essential for them to go through in order to them to realize that the metric system was easier to use and; therefore, more accurate. The metric system is typically taught top down. Students resist using it because they never have the chance to decide that it is easier to use. They encounter the metric system every year probably as a stand alone lesson that a teacher is required to teach but that is practically unenforceable because our country lacks the desire to use it. In some small way, I allowed my students to acknowledge that the metric system is better even if they never use it again.

Teach with adventure!

Old Man in a Peanut - #Inquiry #Edchat

As I was flying home the other day, I sat next to a young girl and her mother. I noticed that the girl, who was maybe 4 or 5 years old, was playing a game on her mother's phone. The flight attendant passed out the usual snacks, which gave me an idea. I asked the girl's mother if her daughter had ever heard of the old man in the peanut. Neither of them had. I asked if I could show her daughter and she said I could. I opened a peanut and revealed the small man with a beard hiding inside just like my grandfather did for me when I was her age. They were both so surprised. I asked the girl how she thought he got in there. The phone was now sitting in her lap and she was turning the peanut in her hand. She picked at the small man and he popped out. His beard now missing. I gave her another peanut and she opened it up. I could tell she was curious. She began exploring other peanuts and noticed that there were differences between each little face. Some were longer or narrower or had pointier beards. She looked carefully at the beards and slowly looked at each one until she ate it. She never answered me but the peanuts took the place of the phone. With a couple small questions, I changed perspectives forever. I would not be surprised to see them opening other types of seeds. I would hope that in some small way, they never looked at seeds in the same way again. I wondered if the idea virus I planted would spread to other people. We got off the plane and went our separate ways. After nine months in a classroom, we all change perspectives and give students tools to explore and see the world in different ways. We hope they continue to be curious. For most, we will never know the results of what we shared with them. We just hope that the idea viruses we shared will get passed along. Long live the old man in the peanut.