Levels of classroom fun have been suspicious lately. Like, am-I-still-drawing-a-paycheck-for-this? suspicious.
I showed ’em Lokesh Dhakar’s Illustrated Guide to Coffee Drinks today which is a really cool stacked-bar graph.
He includes a pronunciation guide which was good fun for my ESL girls.
You’re like, “So there’s your shot of espresso. How much chocolate syrup do you pour in compared to the espresso.”
The class says, “half!”
You’re like, “So if the espresso goes ‘glub glub glub glub,’ the espresso would go … ”
“… and the steamed milk … ”
“glub glub glub!”
“… and the whipped cream … ”
“Ha ha you people are crazy! Whipped cream doesn’t go ‘glub’,” you say. “It’s more of a ‘kshhhh’.”
And you kinda leave it there with that surreal exchange.
The Big Conviction
Demand for nonroutine analytic skills has increased sharply.
Levy and Murnane’s The New Division of Labor.
Here’s the big conviction: the ability to interpret and create this kinda nonsense is an essential skill, something out of the new canon.
Dot plots and best-fit lines are becoming routine and sub-routine. Microsoft’s got auto-content wizards churning those out. Instead, can you take a big freaking table of data and analyze it for corruption? Using which sets? Which kinds of graphs?
Best way to practice that with high school students? Have them analyze something totally random and totally nonsensical (like coffee drinks) in a very serious, non-routine way.
- Dhakar also has an Illustrated Guide to Baseball Pitches that’s worth a second glance.