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**It's hard being a teacher. **

We all know how hard we work, and the myth that our 'holidays' means time off, only does us a disservice.A friend of mine recently shared with me her frustration with teaching:

When I first started teaching there would be at least 3 teachers each working alone, to prepare 3 different sets of lesson plans based on one established curriculum. Each of the three teachers would communicate learning objectives in 3 different ways and learning would unfold differently in each of 3 + classes according to the preferred teaching style.We thought together about what that meant:

- not tripling of effort, rather 3 to the power of 4 potential points of difference
- inconsistent learning opportunities across a range of students
- confusion amongst students and their parents about what was meant to be achieved.

**We came to one very OBVIOUS conclusion -**

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** Working independently is just not working smart!**

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**On Working Collaboratively**

Recently, I was ill and unable to teach my classes for a whole week. During that week, I was also not equiped to 'prepare' a two and a half week Probability Module for my Year 8 classes that I would need to begin upon my return.

To my great relief, when I returned to work, I was buoyed by some

**amazing collaboration**by my Year 8 colleagues, who developed a**flipped Learning****Probability**__using the free online platform from__**Module****Stile Education**so that all the students could have the same learning outcomes and learning experiences.**Contributing to Collaborative Feedback and Improvement**

I learned so much whilst engaging with this collaborative probability module about formative assessment, flipped learning and using STILE as an at home learning platform. And I wanted to contribute to the ongoing collaborative feedback and improvement process. So, I am developing and trialling a Year 8 level

**Design Thinking**project to add to the module based on Dan Meyer's Three-Act Math 'Money Duck' Activity.

Design Thinking the 'Money Product'

Design Thinking the 'Money Product'

I am adapting a 'Money Animal' project following the ideas described by Dan Anderson's blog post "142 - Money Duck".

Design of the Product (Curiosity, Creative and Critical Thinking, Enterprise)

- Design their 'Money Product', within costing parameters;
- Explore various mark-up and profit options, making a decision about the sell price;
- Explore and select the probability distribution of the 'prize money';
- Design the 'selling' simulation that has the buyer randomly select their product.
Market Day (Critical Thinking, Decision making, Truth)

- 'Money Product' designs will be presented, with the price and probability distribution of winnings available for buyers to make purchase decisions;
- Students will be given a set amount of pretend '$' to spend on products;
- Students will use a 'account balance' sheet to keep track of their expenditure;
- Buyers will engage in a simulated purchase that determines which of the pre-determined number of products the buyer will purchase (random);
- Sellers will determine overall profit made.

Since we are approaching summer here in Australia, I think this activity will make the final 3 weeks of school a lot more fun, and the collaborative engagement with my colleagues will ensure that next year we will all have less work to do, and students will achieve a more consistent learning objectives and activities framework.

And I can only sincerely thank my colleagues who were

**SMART ENOUGH to ENGAGE IN COLLABORATIVE LESSON PLANNING**