A Trip On The Sea, With E-Marine

Matt, Dylan and Jasen visited Paul Landino this sunday to see his work in progress Duffy boat.
It is a fully electric solar and wind power vessel and runs on a 46 volt drive system. It has a maglev horizontal wind generator and 12 solar panels. Paul took the boat down the Fort Lauderdale new river at a good cruise of 3 knots. It was a great time and we got to talk to Paul about Matt and Dylan's solar pontoon senior project, as well about the upcoming 2015 Solar Car Challenge.





If you are in florida stop by this Sundays- PONTE VERDE AUTO SHOW.

i will be hanging out with the BRUMOS & INGRAM COLLECTION folks

MY old 72STR Will be on Display neXt to a REAL 67 R :)









Number Sense Conversations

I've put the elevator speeches to rest. Today's two minute speech went well... I think. As one event concludes, I'm excited to resume my ongoing thoughts about number sense and students.

Working with teachers and students, I can't help but be inundated with thoughts about things I miss, look forward to, and will be challenged with this year in and out of the classroom. However, there's one thing I crave more than anything else, and that's working with students, which usually entails having number sense conversations with students.

Today, I had rich number sense conversations with students in Math 7, Math 8, and high school Algebra classes. As I sit here and put the finishing touches on the slides for my upcoming conference workshop, Get Students to Argue in Class With Number Sense Activities, I can't put to words how valuable it is to allow students to talk about math in math class. That's an oversimplification, but we seriously need to provide our students with opportunities to talk to each other, even argue with each other. Mathematical Practice 3:
Construct viable arguments and critique the reasoning of others.
Steve Leinwand sums it up best:
These nine words may be the most important words in the entire Common Core effort. 
Last December at CMC North, I was honored to give an Ignite talk about something I'm passionate about: number sense and student conversations. It's titled: Number Sense: I Don't Like This Game Anymore.

Students are hungry for number sense conversations in math class. I really do believe. If you don't believe me, just put up this picture in your class and ask your students, "How long would it take to use all of that?" Then ask them to convince you of their conclusion.

As October quickly approaches, I look forward to seeing you at an upcoming conference this school year. In the meantime, I hope to post more about number sense.

Number Sense,

Common Core Elevator Speech - Day 7

Day 1
Day 2
Day 3
Day 4
Day 5
Day 6

This is my final elevator speech in this series. My 120-second elevator speech for tomorrow is to focus on rigor. Yes, that's difficult to capture in 120 seconds. However, this is what I'll be going with.

I love how teachers are hungry for modeling with mathematics. That in itself, can be one of the most vital elements to rigor in mathematics.


Common Core Elevator Speech - Day 6

Day 1
Day 2
Day 3
Day 4
Day 5

Did you check out Steve's elevator speech on Day 5? Pretty awesome, right? Here is the second one he emailed me.

"Appealing to an audience that recognizes school math isn't working well enough."
Regardless of what you may think of the Common Core, you must recognize that school mathematics hasn’t been working for far too many students.  You’ve probably heard that the K–12 mathematics program in the United States has been aptly characterized in many rather uncomplimentary ways: underperforming, incoherent, fragmented, poorly aligned, unteachable, unfair, narrow in focus, skill-based, and, of course, “a mile wide and an inch deep.”  Most teachers are well aware that there have been far too many objectives for each grade or course, few of them rigorous or conceptually oriented, and too many of them misplaced as we prematurely ram far too much computation down too many throats. It’s not a pretty picture and helps to explain why so many teachers and students have been set up to fail and why we’ve created the need for much of the intervention that test results seem to require.
These are realities that the Common Core has been designed to fix. How? First, the new standards are common. No longer will publishers cater to a few large states and stuff their books with the union of fifty sets of demands. No longer will our assessments be developed by the lowest bidder and overwhelmingly comprised of low-level, multiple-choice items.
Instead, the prospects of a Common Core set of standards are for shorter, more web-based, better-focused instructional materials and for computer-adaptive, computer-delivered, and instantaneously-scorable constructed response-item assessments.  Second, ignore the misrepresentations and take heart in the fact that the Common Core standards are coherent. These standards replace the vagueness of strands (number, measurement, geometry, statistics, and algebra) with domains, clusters, and well-conceived grade-to-grade progressions of standards. Moreover, they are fair. Many procedures that we have come to teach at grade x, have been moved to grade x + 1, giving us all a chance to build prerequisite knowledge and slow down what has become a drag race through the curriculum. And, lastly, they are teachable. There are only about thirty standards—of varying sizes and depth—at each grade level, resulting in a far more manageable teaching load than the forty to fifty objectives per year that many of us now face.  If you care about your children, if you care about readiness for citizenship and the workplace, and if you care about our future leaders making informed decisions, you should be fighting for, not against, the Common Core.
~ Steve Leinwand

Again, I want to thank Steve for taking the time to prepare two awesome elevator speeches. Hopefully, they've inspired you as much as they've inspired me. Maybe you can use parts in your own elevator speech when the time presents itself. It's not too late to add your own in the comments. Tomorrow, I'll post the last and final elevator speech, which happens to be my two minute speech for my district. 

Common Care,

Common Core Elevator Speech - Day 5

Day 1
Day 2
Day 3
Day 4

I have three more days of elevator speeches to share. Now would be a good time to say why I initiated this whole elevator speech series. I was asked by my district to give a 90 second presentation on rigorous mathematics standards. I will be giving this 90 second presentation on Monday at our district's State of the Schools breakfast where many community members, parents, board members, teachers, and administrators will be present. You know, all the stakeholders. In preparing those 90 seconds, I needed to push myself to come up with elevator speeches related to Common Core math standards and rigor. So Day 7 will be my 90 second elevator speech from the State of the Schools.

For Day 5 and Day 6, I'm honored to share two elevator speeches from Steve Leinwand. It was so cool to see an email from Steve in my Inbox, with him saying, "OK - challenge accepted!"

If you've followed my blog, you know I have great admiration for Steve and have been inspired by him numerous times. It won't surprise you that I thoroughly enjoy (and support) his first speech.

"Appealing to an audience that wants more for their children."
It’s only one of eight Common Core Standards for Mathematical Practice, but we can change schools and change lives if we truly implement Mathematical Practice 3:  “Construct viable arguments and critique the reasoning of others.”  In many ways, these nine words may be the most important words in the entire Common Core effort.  We can’t expect students to construct viable arguments unless we ask them “why?” and “how do you know?” and “can you convince us?”  When we ask such questions we are laying the foundation for the reasoning and justifying that represent the thinking that schools need to develop in all students.  Similarly, we can’t expect students to critique the reasoning of others unless we create classrooms where student thinking is valued and students contribute to their own learning within communities of learners.  Moreover, this isn’t just mathematics, but what needs to happen in English language arts, social studies and science as well. So when one cuts through all of the misrepresentations and politics that surround the Common Core, these powerful nine words transcend our differences and capture what every parent and every citizen should be demanding from their schools and for their children.
~Steve Leinwand 

Thank you Steve for sharing your wisdom and fervor. I look forward to sharing your next elevator speech on Day 6.


Goodwood revival

It's been a fun filled past week

Within an hour of landing at London Heathrow airport I was at the Silverstone Porsche driving experience centre

I got to drive the current GB edition Turbo  S on the short twisty track

Also got a side ways drive in the 997 GT2 RS 

Met up with Phil Mcgoven from crank and piston and his XJ 220  jag 

Next up Porsche GB DUDE Jim willows drove done to Red Bull F1 HQ

Many thanks to Helmut Whal for setting up the tour

Next up was the 2 hr drive down to good wood in the 991 Carrera 4 S loaner car 

Typical Goodwood revival morning

The Porsche Classic stand at the revival



A Visit From Tesla Motors

This Wednesday Zachary Jackson from Tesla Motors of Dania Beach stopped by the tech room to see what we are all about. We showed him SK3 and the rest of what goes on in engineering.
We discussed about future events and outside he brought his personal P85 Tesla Model S.
We had a great time and were even able to 3D print a Tesla logo for him to take home.
Thank you Zach for coming to South Plantation High School Engineering!