English-Arabic Glossary – Quadratics

Hello, مرحبا!

I’m slowly improving my glossary of math terms in Arabic, and I’ve posted an updated version below.

Some of the terms in this part of my MPM2D course are new to everyone, so the Arabic translation isn’t always helpful (e.g. the word “parabola” or “قطع مكافئ” has little meaning to any student before now, regardless of their language background).

There are a lot of terms in this part of the course, so I’ve moved into a landscape format to try to fit everything. Hopefully the font size is still large enough.

If you can help with translation, I would appreciate it!

Quadratic Relations Terms – Updated 2018-11-11 (PDF file)

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Welcome to e-Learning. You can’t use the Internet.

It’s the first day of my e-Learning course and a student from another school board sent me an apologetic email.

The student was sorry to inform me that their board has blocked student access to all of the web services we use to communicate.

no-learning

This isn’t just inconvenient; it’s preventing the student from joining the community of learners that we’re developing.

When will the fear of failing their students outweigh their fear of the Internet?

Math RPG – revised and starting tomorrow

I’m going to start the Math RPG with my Grade 9 class tomorrow. It’s a way to help track and encourage homework completion, performance on evaluations, and “academic behaviour” (like getting extra help).

Here’s the sheet each student will use:

Math RPG Character Sheet and Rules.png

The character tracking sheet.

Here’s a PDF: Math RPG Character Sheet and Rules

I have two units left in the course to play with it (Measurement and Geometry), so that’s why the Levelling Up part is so short on the student version.

I’m wondering who is going to ask for a +1 Magic Sword… :)

See my previous post for longer-form rules and examples: Math RPG?

Math RPG?

I started working on a Math RPG based heavily on the Bullet Journal RPG (BuJoRPG) at Emerald Specter. I’ve been trying out a modified BuJoRPG for myself, and I wondered if something similar might motivate some students. At the least, I’m hoping it’ll make academic behaviour tracking easier and more visible.

Here’s my first draft. Students will track their own progress (I’ll check their homework completion, probably). Let me know what you think, and if you have suggestions!

Math RPG v0.1a

My not-polished list of signals to think through

Heading home after another EdCan Network Regional Exchange.

I need to write down some of my ideas for signals that I see in our world. Later I’ll try to apply them to education, to see what might have value in our space. Feel free to comment and help me out, okay?

  • custom, handmade, “bespoke” items (personalized, unique, intentionally different, curated)
  • audience and approval (snapchat and instagram, followers, subs, likes, favourites, pruning)
  • return the analog, the analog renaissance (tabletop games, physical books, visual arts, no-phone-zone)
  • mental health awareness (prioritizing individual well-being over homogeneous requirements, arbitrary time, rigidity)
  • results are greater than conformity and compliance (working from home, staggered or varying hours, managers for productivity instead of compliance)
  • science fiction renaissance (thanks Matt Damon)
  • quiet (yoga, adult colouring, gardening and farming, hiking)
  • inefficient activities (games, cooking, pleasure reading, knitting)
  • blurring of retailer and consumer (creator/producer/manufacturer, 3D printing, Uber, freelance)
  • microtransactions (Patreon instead of subscriptions)
  • curated goods (crates)
  • small and local (yarn, food, beer, retail)
  • digital goods (ebooks, virtual currency, access rights)
  • trade facilitation (connecting consumers, eBay, TCG Player, Deckbox.org)
  • premium/pro version/freemium

Okay, that’s it for now until I have time to think some more. Thanks.

Learning at Home: How to be a YouTuber

My son is 8, and he wants to be a famous YouTuber like DanTDM. Although I realize this aspiration may be short-lived, I’m open to the possibility. I also know that he probably won’t find this learning in the Ontario Curriculum.

So I decided I’d better figure out how this stuff works so that I can help him understand (and possibly realize) his dream.

I have a YouTube channel already. I post math and computer science videos, mostly, and a few more personal things. I don’t monetize the teaching videos since I direct my students to view them and that would be inappropriate. It was time to start a new channel.

I wanted a channel with a focus, but that was broad enough to allow for lots of content. The kids and I enjoy watching videos of booster box openings (Magic: The Gathering and Pokemon), and I watch more MTG videos. This is something I know a fair bit about, and I can produce content easily (if not always cheaply).

So Grasley Games was born. These aren’t games I’ve designed (that’s coming, though). Instead, “games” is a verb here.

Logo bold

I started by opening a box of Aether Revolt, the newest set of Magic: The Gathering available at the time. I practised for a while first, figuring out camera setup, microphone, lighting, and how to hold the cards effectively. I’ve done some video production work before, but I was still surprised at how challenging this initial planning was.

I also wanted to try some “actual plays”, recordings of playing games. I’ve recorded about 10 games, but only a few have been worth posting. Lots of camera problems with this stuff.

The channel is monetized, which means that some ad revenue accumulates over time. So far there’s $1.86 waiting for me. Another couple of lifetimes and I’ll pay for that box…

Now for the kids

This wasn’t just for me, remember? Both my kids want to participate too. Now that I’ve learned the basics of setting everything up, they’re starting to make videos for me to post. There are three so far on the channel:

What’s next

They keep asking to make more videos (I got enough stuff for them to make 6 videos each on these topics without any additional investment), so that’s pretty cool. I do want them to see how difficult it is to get eyes on your content when you’re in a fairly niche area, and that consistency is really important (they’re counting on me for this).

I’ve also made other spaces on the web for Grasley Games – we’ll see how these platforms pan out:

Grasley Games on WordPress

Grasley Games on Facebook

Grasley Games on Patreon

Grasley Games on Twitter

What do you choose to learn about when you’re not at school?

I had an interesting talk with the student today about a variety of topics related to schooling and education. I asked her one question which has been staying with me throughout the evening so far. 

“What do you learn about when you’re not at school? What do you learn about because you want to, not because you have to? What are you curious about?”

I think each person’s answers can give some insight into what their passions are. Curiosity is an incredibly valuable commodity, and nurturing it is some of the most important work we do. Let’s help foster the inquiring mindset while being careful not to steal the passion by imposing our structures.