## Friday, September 18, 2015

### Activity: The Daffynition Game (Day 17)

Today I subbed at a continuation school, covering all subjects. I had already planned to post an activity from last year, "the Daffynition Game," but today in class another activity was played that gave me a great idea for another activity to post -- and since the worksheet for "the Daffynition Game" was so short, I will post this alternate activity as well.

The game was based on the popular quiz show Jeopardy! There were four categories -- PE/Health, Math, History, and English (as this class taught all subjects), and five questions in each category, worth from 100 to 500 points. Just as on the show, students gained points for correct answers and lost points for incorrect answers. In the math category, the questions were all simple percent problems. At the end, there was a Final Jeopardy question, where students had to find the mean, median, and mode of a particular data set. Unfortunately, none of the students got all three answers correct.

Last year, right when I first returned to the classroom to start subbing, I described in my blog post "Who Am I?" that I often structure the classes I sub at as a game. In this game, there are a mixture of true-or-false questions for everyone to answer and free-response questions where only the first student who answers earns the point. Indeed, I played the game when I subbed yesterday -- it worked better in some classes (i.e., the honors classes) than in others, where the eighth graders were so noisy that they couldn't even hear my questions.

As it turns out, this Jeopardy game was organized in a similar fashion. Some questions only permitted one student to answer while the others allowed anyone who chooses to answer to write the answer on a miniature whiteboard.

(Before I leave Jeopardy, let me note that on the real show back in December, there was a category for Kids Week called "Non-Common Core Math," with problems such as 1 + 2 + 3 + 4 + 5. The name of the category here is supposed to echo the traditionalists who argue that the Core doesn't emphasize simple arithmetic enough in elementary school, so one needs "Non-Common Core Math" in order to learn arithmetic.)

This is what I wrote last year about today's Daffynition activity. When I first wrote this, it was right after one of the big math writers for Common Core, Dr. Hung-Hsi Wu, made the suggestion that elementary schools, at least fourth grade and above, have specialized math teachers. And then I used that opportunity to introduce the "path plan."

I've since mentioned the "path plan" several times on the blog, including in some of the posts during the "How to Fix Common Core series." And so I find no harm in reintroducing the "path plan" in today's post:

It's tough trying to find activities that fit this chapter. One source that I like to use for activities is Michael Serra's textbook, Discovering Geometry. Just like most other geometry texts, in Chapter 2 he discusses the concept of definition (Lesson 2.3, "What is a Widget?") Then the text introduces a project, "the Daffynition Game," where the students take turns making up definitions to real words.

Here are a few comments I'd like to make about the game as introduced by Serra. Step 3 reads:

3. To begin a round, the selector finds a strange new word in the dictionary. It must be a word that nobody in the group knows. (If you know the word, you should say so. The selector should then pick a new word.)

The problem is that this depends on the honor system -- how do we know that a student who knows the word will actually admit it? Rather than depend on the students' honesty, why not make knowing the word an actual strategic move? That student will then earn a point for knowing the word -- and the student can still make up a fake definition in order to earn even more points. This means that the selector must be very careful to choose a word that the opponents don't know.

Another question is, what affect would this project have on the English learners? I'd say that this would be a great project for them, since they can learn both English and math in this lesson. But English learners might be at a disadvantage in this game, since if they choose a word that a native English speaker knows, the English speaker would earn a point (since I'm not counting on the honor system here). One debate that always comes up in a group activity is whether to group homogeneously or heterogeneously. For this project, it may be best to group homogeneously, but by English, rather than mathematical, ability.

Finally, this project requires students to look up words in a dictionary -- but what dictionary? I threw out the problems in earlier sections that depended on the availability of a dictionary. Perhaps the night before this activity, part of the homework assignment could be to look up a word in the dictionary and write down its definition -- but that assumes that the students will actually do the homework, and besides, there's no guarantee that the students have access to a dictionary at home (or online) either.

My solution is for the teacher to have enough index cards with words and definitions on them. Therefore the selector chooses an index card, not a word from the dictionary. Indeed, the teacher can give an index card to each student even before dividing the class into groups! But the selector should still follow the other steps as originally written in the Serra text. My worksheet with the modified rules will appear at the very end of this blog post.

Now I've been thinking about Wu's proposal from last year -- that there should be specialized math teachers at elementary schools. Even though I want to focus on high school math on this blog, I do want to give my opinion on Wu's proposal.

As I mentioned before, back when I was in the upper elementary grades, I had a different teacher for math from the teacher I had for English/language arts. Actually, with separate teachers for math comes the opportunity to separate students into classes by mathematical ability. And this is exactly what my elementary school did, by implementing a "Path Plan." I'll describe a modified version of this "Path System" that incorporates some of Wu's ideas as well.

My elementary school ranged from kindergarten to sixth grade, but instead of dividing the classrooms into grade levels, they are divided into "paths." Students are placed into one of the various paths based on their ELA (not their mathematical) ability. The approximate grade levels corresponding to each path were:

but it was possible to be placed into a different path than the nominal path for the grade level -- so there could be an above-grade-level second grader in the Transition Path, and likewise a below-grade-level third grader in the Primary Path. Officially kindergartners, along with four-year-old children in Headstart, were placed in the Early Learning Path, but in practice these classes were simply called "kindergarten."

In my version of the Path Plan, students stay in their homerooms to study ELA, and this lasts until every group has had recess. Then the students change classes. There are 40-minute blocks when the students spend time with a different teacher. How many such blocks there are depends on the path:

Primary: 1 block
Transition: 2 blocks
Preparatory: 3 blocks

For Primary Path students the block is used for math, of course. For Transition Path students, I recommend that the second block be a fun class like art or possibly an exploratory wheel of classes that rotates every semester or trimester. In the Preparatory Path, the third block could be for science -- especially since fifth graders take a standardized test in science under the No Child Left Behind requirements. It may be better to reverse the Transition and Preparatory Paths here, with science in the Transition Path, since many fifth graders might be in that path (and besides, I have no idea how testing requirements will change under the Next Generation Science Standards).

This is where teacher specialization can take place. Since Primary Path students have only one block, specialization isn't possible, but starting in the Transition Path, stronger math teachers can teach math during both of the blocks while others teach science (or whatever subjects were chosen for the blocks).

After the proper number of blocks, the students return to homeroom to pick up their sack lunches, lunch money, or lunch cards for free/reduced lunch. After lunch recess, the students spend the remainder of the day in homeroom to pick up the missing subjects, including P.E. and others. Kindergartners spend the whole day in one classroom -- once again, I strongly disagree with the idea of making five-year-old children move from class to class during the day.

There is a very similar plan to this Path Plan, well-known as the "Joplin plan." But the major difference between the Joplin and Path Plans is that for Joplin, all grade levels spend ELA (and sometimes math as well) in another classroom during a block of time, whereas in the Path Plan ELA is part of homeroom (since the homerooms are already divided by reading ability). Notice that if math is included in the Joplin plan, teacher specialization may be possible if some teachers teach math during both blocks while others teach reading during both blocks. Also, under both plans, all teachers would still need a multiple-subject credential to teach, since they all still teach more than one subject during the day. It's just that only some teachers will have to teach math -- ideally, the strongest math teachers.

My plan gives a gradual increase in the number of teachers a student has in a day as that student progresses in age. In particular, kindergartners have one teacher, Primary Path students have two (homeroom and math), Transition Path students have three, and Preparatory Path students have four. In my district, this pattern continues in middle school, since seventh and eighth graders have only five teachers -- ELA and history being combined into a two-period "Core" class. Not until high school do the students have six teachers, a different teacher for every period. (As an aside, notice that after that, the number of teachers a student has at one time begins to decrease again. Juniors and seniors in my district only had to take five classes, many community college students take four classes a semester, upper division students take three classes, Masters candidates take two, and Ph.D. candidates have only one adviser for their dissertation...)

And now I present my worksheet for the Daffynition Game. Remember that only one of these worksheets need to be given to each group -- in particular, to the scorekeeper in each group. The students write their guesses for Rounds 1-4 (or 5) on their own separate sheet of paper. I recommend that it be torn into strips so that they are harder to recognize. And the teacher provides the index cards, one for each student. Make sure that the students give back the index cards so you can reuse them for the next period. The students may keep their "guess cards," so there should be one for every student in every period.

The second page is for the Jeopardy game -- just as with the Daffynition game, there should be index cards, with the number of points on one side and the question (um, the answer, since the response is the question) on the other. In my class the questions were taped to the front board. In this version of the game, the categories correspond to the four lessons covered earlier this week. Of course, some lessons, such as Lessons 3-1 and 3-2 on angles, are tailor-made for Jeopardy, but unfortunately we haven't quite covered the lesson. Of course, we'll get there next week. I didn't include a Final Jeopardy Question, but here's a tricky one:

Final Jeopardy Category: Types of Polygons

If two points lie in the interior of this type of polygon, then the segment joining them lies in the interior.