Thursday, November 17, 2016

Mock Election Edition by Matthew Moulden

Thank you to Matthew Moulden for taking a risk and submitting this. Remember, this blog lives only because of the community supporting it and believing that sharing our struggles with clarity can be as valuable as sharing our successes. To share, email or share a Doc with

I teach AP US Government, a senior level course, in a rural suburban community in Texas. And every year I have run a mock election project for the class. Each year is a different theme - Star Wars, Superheroes, Villians, etc. I do this to avoid partisan politics and conflicts interfering in what is suppose to be a fun and educational project. 
This is a massive undertaking on the kids - it's a PBL thing. The kids must nominate a candidate (while figuring out how that process works), run a campaign for their chosen candidate (commercials, signs, polling, seeking donors, fundraising), and then run the actual vote (determining voting rights, election rules, exit polling). There is a lot to this - it usually becomes a school wide event.

This year - 2016, being an election year, I wanted to go BIG. I wanted it to do more than in a normal year, but 2016 was no normal election. I wanted to show the importance of the President and stress the role of the President in the election as well. So this year I chose the theme of Greatest President of All-Time. Thinking with the Hamilton play that my kids are obsessed with, the historical memes, and just pop culture, this would be a sure way to get people excited. 
It started that way - my kids really got into it at first. Nominations were a dog fight over past presidents, early fundraising was a hit, the first wave of campaign ads were well done. But then things went south quickly. 

2016 was 2016. The election was too much. The kids were tired of taking politics and answering political questions from donors and potential voters, especially tied to the real election (something I did not anticipate at all). 
My master plan of using this fun project to show the importance of the real election even more than it was designed to was too ambitious and my kids ended up just burned out, as did I. 
My plan of using past presidents to show the importance of the role of the President back fired, the kids and school used 2016 politics on historical characters and it didn't end well.
And in the end - the whole project fell flat. 
Kids are usually excited on election day, anxious to make sure their supporters vote, to know the results, to brag on social media that they won.
Not this year. Only a few kids were concerned if they won, must were just glad the whole thing was over and we could move on.

My take away - keep things within their scope. Don't try to over-stuff something (unless it's a burrito then go for it). A project that was hugely successful in the past was ruined by a over zealous teacher and his wanting to make a grand gesture of a process that kids already got from keeping things light and fun. I learned to let my kids be kids and they'll dig and they'll learn.

So while that didn't work in ways I hoped it would, I did learn from my kids and will be better for it. 

Saturday, November 5, 2016

Some Models Aren't Really Really Ridiculously Good Looking- by Elizabeth Raskin

This week's post is brought to us by Elizabeth Raskin. We all appreciate your honesty and openness. If you have a Well THAT Didn't Go Well story to share please email

This past week my 7th grade class was starting on multiplying rational numbers….which of course’s time to see what they remember from 6th grade. I went back and forth on how to present the I just remind them of the algorithm? Do I do a quick “hey, remember this model” then jump to the algorithm? Do I have them reinvent the algorithm? Due to the fact that I knew they modeled multiplying fractions last year and that we’ve been having some hard core discussions about what our operations mean, I determined that I would just see what they could do.  

I had students working in groups of 3-4 and in the middle of the table was a plethora of manipulatives...a sampling of pretty much everything I have in my cabinets.  I gave each group a note card with a fraction multiplication problem and the following prompt: "Use the stuff at your table to model your multiplication problem as many different ways as you can."  

I'll be honest, I had pretty high expectations of what I'd get. We've been doing What's Your Story every week since the start of school and we've had many conversations about what a fraction of a group could look like.  Unfortunately, this is what most groups did:

Problem: 1/3 x 1/4 = ???
Model: Cuisenaire Rods make great multiplication symbols!

​Problem: 2/3 x 3/4 = 1/2
Model: They obviously know the algorithm, but the model doesn't show any understanding of what we're actually doing to the fractions.

Problem: 3/4 x 2/3 = 3/2
Model: They actually were spot on with their model. They created 2/3 (purple) and then found 3/4 of it (pink). Their error appeared when trying to determine the answer.

​Problem: I think this was 1/2 x 1/4
Model: Again, this group created a correct (and creative) model, but they weren't able to decipher the answer.

​Problem: 2/3 x 1/2 = 2/6
Model: Their model didn't correctly represent the problem, but they inadvertently got the correct answer using a sort-of algorithm.

Well, that didn't work...

I decided to take a step back and discuss as a class what 1/2 x 1/2 means...1/2 of a group of 1/2. I asked each group to show a way to model it. Things went a little better, but I'll be honest...after the first flop, I was feeling defeated...I just wasn't as excited as I was at the beginning of the lesson. I was having that initial internal struggle with myself:
  • Do I spend time solidifying what multiplying fractions means before adding in decimals and negatives?
  • Do I say "screw it" and just remind them, "Hey! Remember that you just multiply across? Yes, the easiest thing you ever have to do with fractions can be completely convoluted and confusing by using these models I'm trying to force on you in order to glean some understanding of what's happening to the numbers???"
  • How soon do I start throwing in mixed numbers?
  • It's almost November and I'm STILL on Unit 1! WTF am I doing???

Long story short, I decide to put the manipulatives away and try our hand at modeling on paper using grids. We did some problems together and with about 5 minutes left in class I gave them a ticket out the door. Results were pretty much what I expected. About 1/3 of them tried to model and failed, 1/3 were able to draw the model and 1/3 didn't even try the model and just multiplied across.

I'd like to say that after that first failure I was able to change things up for the other classes in a way that made things wonderful for them and me...unfortunately, even with the minor changes I made to the lesson (like starting with the 1/2 x 1/2 conversation) the results were pretty much the same. My lower students were getting confused with the model. The higher students were annoyed that I was even asking them to model. It was just, overall, not a great math day.

Ideally, this is the part of the blog where I'd talk about what I'd do I'd adjust my lesson for next year...but at this point my brain isn't ready to process that. Right now I'm trying to think about what went so wrong...what did I do differently from years past to make this lesson flop so hard. If I ever figure it out, I'll let you know.

​Thanks for reading.