Looking for Global Partners Early and Hard - We Have Empty Seats:)

With Global Collaboration Day here I decided to try and find some global collaborators for a project we have been doing in the garage for a few years.  How fun is it to write non-fiction word problems about where we live and share them with others?  

If you are a educators, please visit my collaborative slideshow. Consider adding a problem you create yourself that we may use in the classroom and then think about how you see this fit into your classroom.  I have learned not to come to the table fixated on the details of projects and have made changes along the way.

Don't like the media- Let's change it!

Want to add math talks with the problems? -Sure.

Math Mystery Skypes to launch? - In.

No time for anything crazy but see value in the basics- Works for me!

Feel free to take a look around my site to see other ways we can collaborate on global projects.  I am openminded and ready to work together.  

It's Not Always BIG- Scientific Notation and Population

While many of the lessons I blog about are part of a larger unit/Pbl, the fact of the matter is going global in my math class is more then just that.  I try hard to connect my students with others on a regular basis.  While the study of scientific notation has natural connections to their science class, I launched my class the other day with a discussion about the world population.  Using this website, the students were able to look at population, population growth and consider population density.  

The boys started by choosing 5 countries that resonated with them. While I only had time to have them share 1 of their countries in class, they were excited to have choice and they selected places based on population, places they have visited, places they dream of visiting and heritage. It was interesting to listen to how they connected.  From there, as you can see in the worksheet, they had to find the population, round it, and place it in scientific notation.  One of their wonders, "will China's population growth change now that they have no restrictions on number of children?"  (Great opportunity to talk about statistics, and good data sets based on information over time)  

The boys seemed to be able to understand the importance of using the same base number (range 1 to less than 10) when we listed the order and it was no longer a challenge to order them.  Additionally they were able to better connect that the exponent was connected to the place value.  What an "Aha" moment we had!

After the discussion the boys moved through the real life statistics on the backside of the worksheet.  The boys had big feelings as they continued to practice scientific notation, and remarked that the stats made them sad.  They connected this to their recent water walk with 1st grade and the poverty project we did earlier this year. In the end, this 1 1/2 hour lesson allowed them to gain greater appreciation for their surroundings, and consider ways they can advocate and help others.  Their words, not mine! 

 

"The real world data in this lesson really helped me master it!" -Malyk

So the lessons aren't always BIG and numbers for scientific notation aren't always BIG... but I hope the impact is.  

Celebrating International Women's Day One Loan at a Time

While running businesses in math class provides a lot of valuable math and life lessons, it is important for me to continue connecting their adventures with micro-financing with the many concepts covered in their 6th grade curriculum. And sometimes these lessons appear out of nowhere...

On Friday, the boys revisited the loans they made in connection with Thanksgiving. We took some time to look at how much we had been repaid and what percent of their original loan that equated to.  This forced them to subtract (Kiva tells them how much is still invested), and compute a percent. Each of the boys computed their own statistic, essentially checking the work of Kiva, and brought it to our community meeting.  Out of 21 boys only one students loan is late in paying back.  Immediately the boys calculated if  this was in line with Kiva.org's statistics.   Pretty close 95% vs 98.4%.  We are hopeful:) 

The boys companies are doing well, and we discussed when they would likely dive into lending. One group is 100% paid back and doesn't have a goal of creating larger capital so they are ready.  While another group hopes to buy customized slap bands and needs more capital.  In sharing these observations and realizations we talked a bit about savings and then investments.  I told the boys I would be giving them each a loan in honor of Women's Day and we compared and contrasted our decision making process with the money I give them, which is part of a large portfolio (over $4000) vs their companies which are starting with earnings and a much smaller portfolio.  The boys discussed field partner risk, repayment periods and personal connections to borrowers.  

Monday and Tuesday afternoon's class began with revisiting our loans.  The boys had questions about currency loss and I let them know we would do more with currency as we approached our unit on proportions, but explained a little of this to them. Then we revisited our Thanksgiving loans and computed the mean, median, and mode of our Field Partner Ratings.  All great review! 

Discussing our first loans was a great lead in to the International Women's Day lesson I had planned.  After looking at Kiva's slideshow about the event, the boys spoke about the kinds of loans they wanted to make and got right into lending.  I asked them to think about why they were making their loans, both objectively and subjectively and made them request their loans to me using the prompts, I notice... I wonder... and I connect to...  here is what we came up with...

 

Benjamin writes: I notice that my person, María, is a cattle farmer in El Salvador supporting her 13 year old son's education for a bright future for him. I wonder how long it will take to pay back and what she uses her cattle for and how exactly she makes money off of it (milk or beef?). I connect because she is working for her son and to make money for her family. She is making sure her son and herself have a brighter future, and I want everyone's future to be bright.

Noah writes: I loaned to Ruth, in Kenya. I notice that she is asking for a loan for her children's tuition. I wonder if she will spend the extra money on her business. I connect, because I have an education, so I want her children to have one too. 

I notice that Grace is a mother of three kids. I respect mothers and the commitment they make for their children. I wonder if she has a husband because it does not say that in her profile. I can connect to her because I live in a family with three kids and I respect the sacrifices that my mom makes to make my and my siblings life great.

I notice that the person I loaned to is married and a mother of three which means she needs money to pay for her family but she has an education and has worked hard so now she has a stable job raising cattle. I wonder if at the start it was hard for her because she was a women. I connect that she is a women doing agriculture and in the slide we saw it said that many women do agriculture.

Just Getting Started: Making a Difference on Fair Day

First Sale Day

This year's Town School for Boys Kiva Kids are up to old tricks, selling product in the name of micro-lending. As the money poured in from faculty, staff and parents*, the boys got excited to purchase their product and start making money.  Fair day at Town occurs every year the day before February holiday week and it seemed the perfect day to launch this years products.  4 out of the 6 groups successfully received product in time to make this happen.  The two groups that didn't get their product in time have learned lessons about shipping costs (ouch!), inventory issues (out of stock), and that being on top of things and working as a group is very important.  I have faith that watching their peers success on Friday will only in the end make their company stronger in the future.  

*In the past I struggled with the idea of having parents become lenders, however after careful consideration I allowed each parent to give up to 10% to their son's company loan in an effort to bridge communication about the project experience and learning. 

In addition to selling product, the boys have recently learned how to set up spreadsheets, and create functions (They need to this to set up a BOG -Bank of Goggin).  They have also used proportions to discover what their loan size in Kiva Kids would look like on Kiva.org, they have analyzed the Town School for Boys Kiva portfolio to look for trends and gaps, and have had serious discussions about pricing, profit, and building capital.  We are just getting started.

 

 

Here's to the 2016 Kiva Kid Borrowers

The boys have been busy putting together business plans, filling out borrower applications, and discovering a lot about what it takes to put it all together to become proud business owners. With the help of parents and faculty members, some of our teams are well on their way to being funded in the hopes of opening up shop in the early days of February.

 

Check out our Kiva Kids Page

 

I asked the boys to reflect on how it feels to be a borrower and here are some responses:

  • As a borrower, I feel pretty good because our group has been loaned to multiple times. I also feel a bit satisfied, knowing that our group is closer to being fully funded. Being a borrower is exciting because you don't know if you are going to be fully funded, and if you aren't, then you can't start your business. I really hope people will loan to us so we can get started on selling our mesh squishy balls to the students.
  • I feel that as a borrower it is really exciting checking your loaners and how much you have because every time you are that much closer to getting your loan. The one thing that I feel is hard about being a borrower is not being able to use your loan until it fully is funded. For example I found a better deal on our product but unfortunately I couldn't get it because our loan wasn't fully funded yet. But still I can see how we shouldn't be able to because people who get loans through Kiva can't use the money until they get fully funded. The reason they are on Kiva is also because they don't have the money to buy the thing they want.
  • I am so far enjoying the experience because it feels different than being the lender. Our group has been very successful so far, and we hope to stay on track so we get our loan of $60 as soon as possible. To be a borrower, you must have patience because you have to wait for lenders to loan to you, and sometimes that takes a while. 
  • I feel good because we are getting multiple loans and I think we might be a successful business. It may take a while to achieve our full loan, but I am excited. I feel like we are relying on these kind lenders and that paying them back is our priority, but we need to think of how to make good profit while paying back our lenders, and not making mistakes to bring us down. 
  • It is kind of nerve racking thinking of what can go wrong as a borrower. I also think that the process of paying back the loan is scary because you don't know that the business is going to make enough money to pay back the loans.

 

Little Changes in the Hope of Making A Big Difference

The 6th graders have been busy working on their Kiva Advertisement project.  While I haven't had an opportunity to post, it's not because we haven't been working.  As in years past, I introduced the project with the driving question, How can we create advertisements that encourage new and existing kiva lenders to make a loan in _(blank)__ geographic area? In addition to that driving question, and inspired alongside my own grad school work on research, I decided to concentrate on the following questions:

How can we be better consumers of statistical representations?

How can we be better creators of statistical representations?

My goal for the Kiva project this year, on top of getting my students to empower many lives across the globe, is take a look at the rubrics, grading process, research components and intentionality of everything we do.  The first stop on this "Year of Change" was to recruit the help of the library team in the hopes that we could create some common language, reinforce protocols for using sources, and discuss citations. We got this and a whole lot more.

Ms Stuart visited our classroom after the launch and provided examples of advertisements that were much more similar to what we were looking for then the examples I had been able to provide in the past.  While I had never heard of Ad Council, I certainly had a good time reminiscing about some of their famous commercials, "This is drugs, this is your brain on drugs, any questions?".  To learn more about Ad Council you can watch this quick video .  Ad Council fits right into what we are trying to accomplish in our project and I am so glad Ms. Stuart introduced us.

The boys were not only engaged in the examples provided but they were also very knowledgeable abut appropriate sources, creative commons and the libraries resources.  So, I pushed them on their way to discover a little bit about Kiva and the countries they decided to focus on.  At this point, they have all had short interviews with me where they presented the statistics they are going to use to convince others and are about to begin creating.  Commercials, Infographic Posters, Brochures and more... all coming your way soon from the GARAGE! Stay tuned, we are just getting started!

What a finish!

What a YEAR!

2014-2015 

When it was all said and done and the boys said goodbye to 6th grade, I sure hope they felt good about what they accomplished in math class.  Not only did they learn real practical skills that can be applied to life (collaboration, problem solving, perseverance and inquiry to name a few), the in's and outs of small businesses ownership, social entrepreneurship, and financial literacy but they also learned about the financial status and lifestyles of others across the globe through math lessons.  The were empowered by the faculty and staff of Town to help alleviate poverty through lending and from what I saw, they felt good doing so.  

 

During the last two weeks of school the, the Town School borrowers collaborated, pooled their money and energy and went for a final push to clear out all existing product and create a joint product that students would talk about.  Through inquiry, problem solving, price point checking and coupon searching, the boys came up with Town Tiger Sunglasses that were certainly a hit! With each group contributing $30 to the product, they not only saw their contribution double in a few days, but they felt the excitement of being able to empower more borrowers through intentional giving.  

And while the boys finished school a week ago, and likely the excitement for lending has been replaced with the energy and thrill of  vacation, I am proud to announce the final numbers on the lending team of 2014-2015.

$1010.17 in profits/loans to Kiva.

$41.95 in donations to Kiva  

In addition to the 36 loans they were able to complete before summer, they have 4 more loans waiting for the Kiva Council to lend in September and the extra $10.17 was added to the donation.  Well done.  Rest well this summer boys, knowing you made a difference. 

 

Stay tuned for next year...

Annual Reports 2015 - Celebrating Another Great Year

It's been a busy week or so in 6th grade math as the boys prepared to present their Annual Reports to peers, parents and Kiva Executives.  The boys did a great job presenting their materials, allowing the crowd to vote on a loan, and sharing their stories.  Take a moment to check out their presentations.  Consider showing your support by joining the Town School Friends and Family lending page.  

You will see their presentations hyperlinked to the company name on slide #6 here.

Excited to have another $925 in the Town School for Boys lending team to share with entrepreneurs and others around the world.  Well done Class of 2017!




Changing Perspective with the Change Series #livingonone

With the goal in mind to teach graphing AND taking a closer look at how global poverty effects people in many ways, we decided to watch Living on One's Change series and incorporate the creation of and identification of appropriate graphs into the unit.  It was interesting to listen to the boys reflect on the variety of ways that living in a state of extreme poverty can effect your life.  The boys were thoughtful in their statements and really began to connect with the film series.  Feel free to read about the 2 weeks leading up to this to understand the context.  

***The lesson plan we created to compliment the series can be found here***  

While I recall both the emotional and intellectual conversations that went into the daily routines, it has been a few weeks since we completed this project and I thought it be best to share statement from the boys.  I apologize, we have been busy:) Here are a few direct statements.  

Natural Disaster Responses:

"I think that it's sad that what people worked for is all gone at a snap of a finger"-Brandon

"I think that it is sad that if your just surviving without any disasters and then when one happens you have almost nothing and there is very little money that you have to rebuild your life"-Josh

"I wonder how they survived after the hurricane and how they were able to afford their food. I also wonder how long it took them to get back to how they used to live".-GJ

"It seems very hard to live like that because all that you work for to get enough money to LIVE, is all gone when this disastrous problem appears, and I noticed how the man said after the hurricane two years before now, all the crops, all the corn, everything was destroyed, and the only thing he could do was work even harder to live his life like he used to" -Roger

Employment Responses: 

"I thought it was sad that almost no one in Pena Blanca actually had some kind of steady job, and that most people were farmers or laborers. I think that Guatemala has to take these concerns seriously and needs to seriously invest in new infrastructure. And like John said, giving them money is not going to solve the problem. These people actually need some source of income, not a handout that will last them a year or so. Guatemala must also find new ways to create jobs so people like Victor have an opportunity to have a better life." -Cassius

I think that the government in some some countries should try to make more job opportunities that are formal. It was crazy that in Peña Blanca, there were only a few people with formal jobs. And the people that DID have formal jobs were so excited about having a job like sweeping the floor in hotels and cleaning toilets. -Ben

"When you can't make money then your kids can't go to school and then they can't get a good job so the circle continues."-Charlie

"There was a connection that was with the farmers having to deal with living on $1 a day or even less sometimes. I connect to other people in the world have the same issue and it made me think that if one plant goes bad your paycheck goes down." - Spencer

 

This glimpse of commentary above is just that, a glimpse. The boys spent hours talking about what they learned from the screening of the film Living On One and the gathering of data. They found connections between geographic areas and statistics and challenged me through perspectives I hadn't considered.  Example: "Why are all the poverty stricken countries in the southern hemisphere?"  These boys and enabled me to see both the statistics and their own critical thinking skills in ways I hadn't before.  

Engage in this experience.  Bring real world MATH into your classroom. I promise you it will give you a change series of your own.  #livingonone

Educating About Kiva = Change Makers?

The 6th grade boys have been actively educating our K-8 community about kiva.org.  Visiting classrooms, creating developmentally appropriate presentations and asking and answering tough questions truly allows me to see the knowledge and skills they have attained through this project thus far and the empathy they are feeling for others across the world.  

The boys have presented to many grade levels and grandparents/special friends over the course of the last few weeks.  They have gotten good at feeding their peers questions in order to round out the presentations, speak firmly about their thoughts and answer tough questions about the importance of micro finance, the issues with global poverty, what's been their favorite part about working with Kiva and my fave from a 2nd grader...

So would you consider yourselves change makers?
— Town School 2nd Grader

In addition to a clear introduction and a Q and A session many of the groups presented the boys with a multimedia component.  Take a moment to enjoy.  More on they way!

Kindergarten-Second Grade

Kiva as Superhero's - Poverty the Villain

Third-Fourth Grade

About Kiva

Upper School and Greater Community

Save a Life (New Version Coming Soon)

What is Kiva?

Global Wor(l)d Problems with a Mystery Skype Twist

While over the years we have been successful in finding partners to share our math story problems with, I was always nervous that the project wasn't allowing me to discover as many collaborators.  My fear was that while I was giving someone a project to do, I wasn't meeting another teacher half way and collaborating on how to make it a meaningful project for each side. 

Excited about the responses I got on Edmodo and Twitter this year for the project (Although these don't always work out), I had the boys begin the creation of the 2014-2015 wor(l)d problems before being in touch with Parul from the American School Foundation of Monterrey.  Parul and I were introduced by Jennifer Klein of World Leadership School and within days of our introduction we skyped.  

Parul was excited to collaborate on the project with her 7th graders as she felt that their was a true need for her students to practice more word problems.   However, she really wanted to make sure that they students got more out of it then just problem solving.  She felt strongly that we needed deeper engagement and we began to brainstorm.  Parul suggested a skype call to start the conversation and immediately I agreed with a "yes and... can we do a mystery skype to get the students excited about doing word problems about the other location?".  In full agreement we set forth a schedule for the coming weeks/month. 

While the mystery skype call had to be put off due to service days and vacations, we successfully scheduled two mystery skype calls, with two of our classes, for last Friday.  Funny enough, we had planned to have all my boys do this during snack break but we hadn't considered day light savings time and the fact that San Francisco does spring forward, but that Monterrey does not.  We were able to successfully figure out a solution-thank goodness!  Flexibility continues to be a major component to the success of my global partnerships. 

In true Goggin fashion I wanted to organize the boys for questions and answers, but Parul suggested we keep it a little more "loose" and allow the students to engage in a way that works for them.  While it went against my instincts I accepted this idea, gave the boys a few specific roles (journalist, mappers etc...) for the call and monitored from within.  

The students from Mexico were able to figure out that we were from San Francisco during both calls, but my students struggled to locate the exact city in one of the sections.  This is not surprising, they are likely less familiar with Mexico's cities and towns then the students from Mexico are about California cities. 

The students are currently working on completing each other's word problems (Mexico and San Francisco) and the hope is that during this process the students come up with questions for their new friends.  We hope to Skype in late April/May and discover more about one another's schools, cultures and cities.  I am so glad that we collaborated on this project together as I am quite certain that working together and bringing together different ideas and perspectives will give this project more value to all. 

 

 

Come join us. Bring your ideas.  Engage your students.  And Practice Math. 

 

More Loans...

While the boys are awfully nervous about giving up their capital, the 6A class successfully made 3 loans to day in class.  While the bank accounts are low, the boys have product to sell and are confident they will be able to make repayments this month. We welcome these new friends into OUR community!

Emma is from the Philippines.  We feel connected to this country because we know people from there.  Emma is married with 8 children, and she needs money to care for them. The impact of this loan will go far beyond Emma herself.  Emma has had 13 prior loans and we feel confident we will get our money back. -Sports Ball Inc

Imelda is part of the Ngasoma Road Group and is planing to sell food which will also help her community. She has five children still in school and we are confident she will pay back because it's her second loan. She paid back successfully in the past.  Annual income $1700 in Tanzania and we feel that the money we are able to loan will make a difference. -Bouncy Ballers

We want to lend to Roset because she is a single mother with 3 kids.  She is buying a goat to slaughter to feed people of her community.  Through these meat sales she dreams of expanding her market.  Just like us!  We can't believe Uganda's income is $1500 so we would like to lend to her.  -Bouncy Ballers.



It's Lending Season! Take Note!

Today marked the first day of lending for the 2014-2015 young businessmen.  While they have had the opportunity to  make group loans and free loans from Kiva, today marked the day that a group of young men from our Kiva Kids program had successfully made enough money to lend to an entrepreneur of their choice. Today marked the day where 4 boys from Bouncy Ballers decided that they would make a loan in the hopes that it would change a life.  Today marks the day that the loans from our faculty and staff that empowered our boys to start businesses, eventually empowered others from across the globe.  So who did they lend to?  

Meet the Takondwa group from Malawi.  

When asked why they decided to lend to this group the boys eloquently said:

  • They are a group
  • This is their second loan
  • By selling second hand clothing they are making money to help her children, but they are also helping others from their village get the clothes they need-double impact.

Great work boys on being the first to be financially secure enough to make a loan. Just 6 weeks in from being fully funded and doing fantastic work!

(Side note-Malawi is in Africa and Ebola is in Africa was also part of their list-this obviously led to quite a discussion on geography, Africa as a continent and accessibility and didn't make our top 3 reasons!)

Global Connections Everywhere!

It's been an exciting few weeks coming out of the garage and I am happy to share the following news from the Garage. Let's just say we are busy going global!

Kiva Council gathered Town School Swag left over from last year and set up sales. During our weekly meeting, the boys opted to make a new connection and with our profits supported an orphanage.  While our club rarely rears off course from lending, and never gives money to other organizations, we took a moment to incorporate Coiser orphanage into our recipient list.  The orphanage's goal is to create a poultry farm that allows them to be financially self sufficient.  Naming a chicken after our school? We are wishing the orphans at Coiser our best and give a big "Hello" to our new Town Garage mascot.  In addition to the $25 we used for our chicken, we raised $275 for Kiva.org.  

I always ask the boys to make loans intentional and to really consider the money, the person and the business.  Here are some of the boys thoughts:

  • Richards is the head teacher of summit primary school. It is a mixed school in a rural area of Uganda. He wants to buy a uv filtration system so his students can get and drink clean water. I believe this is important because water is a necessity in human life and water has been a necessity forever.
  • I think we should loan to Caroline. Caroline will use this loan of 350$ to help pay for her fathers health needs. She is 51 years old and lives with her parents in Barra Puntod, Lopez Jaena. I believe this will really make a difference if she can help her fathers health.
  • We definitely should loan to the Nasommor Group so they can get a water filter. Access to clean water is extremely important so people don't get sick and it is definitely necessary in places that don't always have good water.

 

6th Grade Advisory has found a new set of friends in Kenya. We hope that this is a lasting relationship and that we will eventually introduce our friends to the 1st graders of Town School when they embark on their country study of Kenya.  I was introduced to Emmily via facebook and I couldn't be happier to engage with her.  My 6th grade advisory was excited to share "A Day in the Life of Morning Meeting" with the children fro Cheery Children Education Center.  While we have noted that a skype call may be difficult with the time zone, Emmily and I decided we could send some videos exchanges back and forth, get to know one another, and take it from there. I am excited to learn more from our friends in Nairobi, Kenya.  Here is a video about lunchtime at Cheery:) 

 


If you recall, last year's 7th Grade worked on statistics using the United Nations Millennium Goals and came up with some wonderful projects.  In the end they chose to organize a "Walk for Water" during our final week and we raised $300 for Waterproject.org We just got word that our project is finished and the Coleb Primary School currently has clean safe water.  



The 5th Grade Boys spent last week learning about word problems and creating their own to share with others across the globe.  Check out what this year's group came up with!  We are always looking for partners to share problems with so please spread the word. We currently have a collection of problems that you can find here.  Look out for updates on places we discover through word problems throughout the year.


Lastly, 6th grade boys are actively discovering micro finance.  The project was launched last week with a 40 minute simulation from One Hen.  The boys used the simulation to discuss community issues that may exist in rural sub saharan Africa. It was interesting to see them address education for all, healthcare, jobs and opportunity, low incomes, lack of access to banking, and gender inequality to name a few.  All the while they were supporting one another using an informal trust group model.  Today, we had the opportunity to brainstorm how we can model micro-lending in our own community.  Check out what we came up with and discover how you can support the 6th graders upcoming entrepreneurship adventure in the days ahead. 

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Excited about the possibilities! How far will we go?

Breathe....Work. Sleep. Work More. Sleep Less.  The start of any school year for me starts like this. Doesn't matter how many years you have been in the game (for me this is 17), the beginning of the school year always brings about its challenges.  The sense of unknown surrounds everything. How much math will they know?  Will they get this concept in one day?  Can I really accomplish all that? How many parents will I be talking to?  Another meeting?  

Alongside all that, it's too easy to forget that what we can accomplish with a certain grade in May is way different than what we can accomplish with the new students of that grade level in September.  This can lead to a very draining feeling. I mean, we do have to address that pencils are not to be sharpened while others are talking and practice daily that a circle of chairs can be created in under 30 seconds if we put our individual needs aside and look out for the team.  

Isn't that exactly what September is about? Revisiting what it means to be on "our" team? Whether for the boys it's their new classmates in section A or  B, and for us teachers to remember what it's like to put the mission, values, children and time of school before our own personal needs (don't know about you but the laundry didn't seem to pile up so much in July), transitioning back to the school year is hard on everyone. 

But then their is the moment, just before the dust settles, that reminds you why you are here in the first place. And just before I settled in to math journal pages and preview and review problems, it was a bunch of 12/13 year olds that reminded me that this year is going to be one helk of a ride.  

GLOBAL MATH LESSON ON HISTOGRAMS

How far can I take the 7th graders?  Well I wasn't sure. So I took a lesson on histograms "global" to see what kind of output I would get.  Using this link on the 20 poorest countries (I loved it because of the pictures), I asked the boys to find a way to create a histogram with the material that had a minimum of 4 ranges.  The boys spent the first 10 minutes just trying to get their heads around the data, which is why instead of traditional "math" homework I had them take a deeper look at the page and I simply asked the following: 

Take a look at the data link from today and point out 3 things that really pop out at you or that you learned and didn't know. Write a full sentence for each of them. Please try not to repeat unless you are adding insight.

Please read the edmodo refections. You will be as ready to go global in math class with these boys as I am.

Breathe. I have a feeling it's gonna be a good one, my friends.  I guess I will sleep sometime in June:)   

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Walk for Water: Town School for Boys Commit to 3 Miles

Do you recall how the 7th grade math class used the United Nations Millennium Goals to study, histograms, graphs and stem and leaf plots and box and whisker plots?  Yes, it was December and January and the boys developed interest and empathy for the world they share with so many others.  And while demanding course work, the dreadful SSAT's and outdoor education trips crowded our schedule, the boys never lost site of what they wanted to accomplish here at Town School.  A WALK FOR WATER.  

While it's been a few weeks since we planned and participated in our walk, I wanted to share what the boys pulled off.  For a week before we cruised down to the Marina Campus and after their final exam the boys split off into 4 groups.  Logistics, Fundraising, NGO Search, and Education.  So what did we come up?

Logistics-The boys decided that the 1.5 mile walk from the Exploratorium to the Warming Hut and back would be the route (3 miles total).  All the 6th and 7th graders would join us on the walk.  6th graders were welcome to sell their new Town water bottles filled with lemonade before the walk and 6th and 7th graders were encouraged to walk with signs or pamphlets to help raise awareness to both global access to water AND the current drought in California.

Fundraising-The boys decided on a penny drive.  84,480 pennies or $848 dollars was their initial goal.  While working drop off for 3 mornings the boys quickly discovered that they were willing to take any coins or dollars they could.  In the end the boys raised $400.  Given the time frame and constraints they were proud. Even if they fell short of their goal:)

NGO search-The boys decided to donate the money from their fundraising effort to The Water Project.  After carefully looking at many organizations the boys felt that the mission of this organization was most closely in line with the mission of our project.  The boys also like that they can track their dollars with this company and they look forward to hearing updates in the future.

Education-Lastly it was the job of the education group to gather sites and information to share with the 6th and 7th graders so that they could be reflective on their walk and in their creation of posters.  Together we came up with this presentation to share with the other classes.  



Kiva Celebration 2014

Another year of lending at Town School.  School total to equate to $7773 by the end of the week.  Happy Lending!

Boys reconsider goals for products and for lending while working through a chalk talk. Everyone has voice as they write their responses and respond.

Boys reconsider goals for products and for lending while working through a chalk talk. Everyone has voice as they write their responses and respond.

Not a bad total for a school that only began lending less than 3 years ago. Here's to another year of making a difference!

The sixth grade boys of 2013-2014 at Town School for boys embraced micro lending like those before them.  Excited and nervous all the same.  They put their heads into running businesses that would further promote global education, lead them to an understanding of global citizenship and allow for them to think way beyond the doors of 2750 Jackson Street.  This experience of course had it's ups and downs.  With half the campus in another location, the boys at times struggled to keep momentum going with just upper school clientele.  But they powered through, collaborating, problem solving, empathizing, and mostly enjoying themselves along the way.  And while it wasn't perfect, is running a business ever going to be?  

From stress balls, to fat dots, to silly puddy, custom t-shirts, erasers and more... the boys held weekly sales and convinced peers to embrace the movement!

From stress balls, to fat dots, to silly puddy, custom t-shirts, erasers and more... the boys held weekly sales and convinced peers to embrace the movement!

I am proud of these boys.  I am proud of what they have accomplished.  I am proud of the money they earned for entrepreneurs around the world.  And mostly I am proud to know that each one of them has accomplished and contributed to something greater than themselves. Perhaps it's true that one sixth grade class in San Francisco, California cannot possibly solve the issue of global poverty... but then again we can try.

 

Sharing our mission with other classrooms around the world. Check out the  youtube video  from our friends:)

Sharing our mission with other classrooms around the world. Check out the youtube video from our friends:)

 

 

 

Please take the time to learn from these boys as they reflect on their experiences in a variety of ways.   Here's to another year of "kiva'ing" as we call it in the garage. $899 dollars strong for these young men!  

 

 

 

 

Here are the media components to our celebration.  Well done boys.  As a community we will have a total of $7773 in loans to kiva once I get each of you to make those loans!

Town Toys Inc.

How have we successfully or unsuccessfully simulated microfinancing?  

Infographic

Thingamajigs for Less

How has our experience with microlending changed our outlook

on poverty around the world?

Infographic

Kustom Clothes for Kiva

What is the hardest part of being in a business?

Infographic

Novelty Toys

Who’s lives have we changed through Kiva.org and how?

Infographic

GTS Aerial Products

How can we encourage other students to be good global citizens?

Infographic

Tiger Swag

What did we learn about being both a borrower and lender using microfinance?

Infographic


 

 

 

 

 

Timeline

 

 

 

 

 

 

 



It's the little things. #globalmath

While many of the global projects and activities I write about are large and may be overwhelming to other educators just starting their journey to becoming a global educator, other times I create lessons that simply touch on global as I transform lessons from my traditional math class into something with a global twist.  

This week the 5th graders are practicing powers of 10 and scientific notation.  After having them watch a video at night on the concepts #flippedclass, and working through a few traditional warmups with buddies, I handed them this worksheet and allowed them to discover a little bit about the world we live in for further practice.  This lesson proves that you don't have to sacrifice core elements of your curriculum to go global, but rather you simply use the statistics of the world to practice concepts you are teaching.  Why couldn't they discover more than 5?

Using geohive the boys worked through this document.  I have imaged it here too.

The boys started to choose countries that many of them had never heard of.  And within their inquiry they also discovered population growth and how it differs from country to country.  This led to informal discovery to "why", with small conversations about disease, poverty etc... It was fun for them to look around the room and relate this to the millenium goal posters my 7th graders had made.  The real fun was then watching them use google earth, 360 cities and www.ifitweremyhome to learn more about their chosen countries. Rewarded with this 10 minutes of inquiry, they had no problem heading home to practice their skills a little more.  #balance #blendedlearning

While I continue to hear people say that it's hard to make math global, while reading this recent blog post by Homa Tavangar the following really resonated with me:  "As practice is built around the integration of global themes in everyday learning, you will begin to find that you no longer have to make a difficult either-or decision between test results and global know-how, or between fulfilling mandated curricular requirements and bringing the world to your students. Successful implementation of global education can expand what you thought was possible and create a more fulfilling, productive, life-long learning process for your students and for you—before you even buy plane tickets".  

To me, it's strange not to go global on even the simple things anymore.  The more you immerse yourself in it, the deeper you get, the more you will realize that their is no turning back. Start with a passion and transform it into practice, it will be rewarding for all. 

Where in the World is Sierra Leone? Hmm... I Wonder?

Where is Sierra Leone?

Let's start there. When I was 12 years old, I likely couldn't even answer that question. In fact, I might not have even known to ask it.  But in the last few days I have had the unbelievable opportunity to expose my students and allow them to think and wonder about life nearly 7,000 miles away.  With a little help from www.ifitweremyhome.com, wonder they did...

  • Why is there more of a class divide?
  • Why do they live shorter lives? Why is the chance of dying in infancy so much greater?
  • If they spend so much on health care, what is health care like there?
  • What is it like to make 98% less money than the US but have 2.8 more children?
  • What would it be like to live without electricity?
  • Why is the average annual income only the equivalent of $900 while in the US it is $46,000. 
  • What causes people to die sooner?
  • Does birth control even exist is Sierra Leone?
  • Is their a class hierarchy? 

And to sum it up, I wonder if all of these things are related?  

We had the wonderful opportunity to have the boys listen to Jennifer Klein talk about her 3 week journey to Sierra Leone and address some of their wonders.  We are just at the beginning of our journey, but as we embrace global word problem solving we are sure to dig deeper about the world we share with so many others and challenge our minds.  

Thank you Sierra Leone for sharing these wor(l)d problems with us.  We can't wait to learn more about you, your community and your country in the future!  Word Problems Here:)

Disclosure:  We received these word problems on lined paper and Jennifer was able to lend her camera for the pictures.  I scanned them and placed them in this document to share with others.  Enjoy!