The stops and starts of the second semester are killing my motivation. One of my students pointed out today was our first full school day since last Thursday. We went: Power outage –> three days of school –> Ice Day –> MLK Day –> early release due to lake effect blizzard –> two hour delay.
The doldrums of the school year are here early. And I’m dead in the water.
Wise people have suggested a makeover of the school calendar:
What if we just took January off? Let’s miss all the worst parts of winter altogether.
I gotta admit, it’s tempting. It’s still butt-dark at 7:00 am these days. Cold, snow, wind, ice. Gotta build in extra time in the morning to scrape car windows and let the car heat up. Just crawling out of bed is a monumental challenge.
It’s that time of year, even if you aren’t the praying sort:
All I know is: momentum is real. Inertia too. I need a push. Maybe helping my POE class learn to code will turn the tide. There are some glimmers of hope from the move to flip my instruction in Algebra II: students who have struggled are getting some small-group attention and it’s paying dividends. More than once I’ve heard a student say, leaving class, “hey, I learned something today!” I’m about to break out DIY Kahoot for a review activity. Because the one who does the work does the learning. Also, this is definitely the kind of group that keeps score. At this point, hey, anything to turn the sails.
Because just sitting here stewing and wishing ain’t gonna move the ship.
It’s not our first go-round with e-learning days. My son’s school did a practice day at the start of the school year, and their half-days for teacher PD are afternoon e-learning days for the kids. My school doesn’t return from break until Monday 1/8/18, so I thought this might be a good day to take in this one from a parent perspective, rather than a teacher.
And I’m off to a flying start, natch:
My youngest has an e-learning day. I'm resisting the urge to live-tweet it. But I did suggest he do a G-Hangout with some of his buds to "work together". He didn't think that was a great idea. 😂😂😂
Having just finished Matt Miller’s Ditch That Textbook virtual summit over break, my head is filled with fantasies of all kinds of cool, techy, collaborative activities his teachers will offer as we sit together at the laptop in the front room.
I think realistically I should prepare myself for standard assignments, delivered electronically. Time will tell.
OK, not quite 9:00 am and the Religion assignment is here. Actually, Liturgy Of The Hours would be a very cool way to start every day. Collect, prayer, daily scripture, reflection time, intercessions.
Math might kill us both (spoken as a math teacher). We’re gonna practice solving systems of linear equations by elimination, and work through some systems word problems. He totally gave me the combination “Ugh, With An Eye Roll” when I showed him the assignment.
That prayer time is gonna come in handy. So is Desmos.
Teacher Me is like, “OK, he’s gonna need help, and motivation, to get this math done. Let’s do this.” Parent Me would be reaching for a Valium sandwich and keeping his teacher on speed dial. Actually, the teachers are all available by email from 10:00 am til 2:00 pm to provide help. But if I wasn’t a Highly Trained Math Person™ this assignment would make me panic.
Note to Self: when my school starts E-Learning days, we need to provide guidance for parents on how to access online help. We’re all embedding help inside Canvas for our students, but we need to train up mom and dad as well.
Shortly after 9:00: Health, Social Studies, and Science assignments are all “read and outline”. He’ll power through those without much need for guidance. Pro-tip: save them for last.
I immediately saw uses in my math classroom. These would be an ideal way for my students to show their thinking during “Estimation 180” or “Would You Rather?“.
But man, would these have been awesome ways for students to show their learning from home on a snow day. Or a way to offer some student choice – make an outline or caption the Big Three Ideas from the reading orFlipgrid your reaction to the reading (or Flipgrid your solution to one of the math word problems – crowdsource an answer key!).
So, I’m a little spoiled. There’s not necessarily anything wrong with playing it straight. Here’s a worksheet, do some math. Here’s a reading assignment, take notes. At least until you know better. I didn’t know better for the first few years in the classroom. It took a lot of digging and connecting and trial and error before I could use all these tools. And I’m for sure not here to tell other teachers how to do their job.
I love it here in the future. I’ll never go back. And this morning I woke up one year farther into the 21st century.
One of the benefits of modern life is the support that comes from connectedness. When you scratch out that list of resolutions, you don’t have to look far for resources to help you along. You might still stumble and fall along the way, but you know someone’s got your back.
A few years ago the great JenFulwiler put together a Saint Name generator for folks who are looking to jump-start the search for a patron or intercessor. This year I got St. Francis de Sales (patron of writers and journalists). He spent three years of his life going door-to-door throughout the French countryside trying to teach the faith. No one would listen. He had door after door slammed in his face.
I can relate. As Dan Meyer famously said, “I teach high school math. I sell a product that people don’t want, but are forced by law to buy.” At least in St. Francis I’ll have someone to commiserate with.
As an added bonus for 2017, Jen built a word generator. Perfect for those “One Word” or “word of the year” people who are everywhere today.
Of course, because Children Must Play™, some of Jen’s online connects mashed up their saint and word. Hilarity ensued:
People are making up stories about their alter egos that they get from combining their saint of the year with their word of the year and it's MAKING MY LIFE. https://t.co/skgwc4QbL9
I’m Francis Presence. No editor or producer would take that character name seriously.
But, “presence.” Hmmm. Hold that thought….
A few weeks back I stumbled across a blog post by Allyson Apsey suggesting folks make a playlist for the new year, rather than making resolutions. I have the usual resolutions, yeah, but I also have a #2018Playlist. As I wrote when I first encountered Allyson’s post, I wanted a playlist in chunks that could be selected to fit a mood.
We’re at a place in the school year and just life in general where everything is a grind. Fitting that mood perfectly is a song I borrowed from one of my oldest son’s playlists, “Hurricane” by Band of Heathens (covering a Levon Helm tune)
Back that up with “All These Things I’ve Done” from the Killers, and a pair from Tenth Avenue North: “You Are More” and “Losing”, and we’re off to a low-key start to power through day-to-day frustrations.
The mid-section is designed to provide a power boost, or at least an upbeat accompaniment to housework or grading, anchored by Jet’s rave-up “Are You Gonna Be My Girl” (which is also my go-to running song when I need to dig deep):
Queens Of The Stone Age and Greta Van Fleet both deal in an updated 70s sound, providing a bridge from past to present before the Church and Lord Huron bring the thing in for a landing.
So, I’m self-aware enough to build a playlist that is in tune with my needs. What about when we turn the tables? Can I shift gears to meet my students’ needs? Can I be “present” for them? It should be part of the package, like a basketball coach adjusting his playbook to match his players’ talents.
The turn of calendar brings soul-searching and goal-setting in many areas; the classroom is no different. And this year, my tribe has some backup in the form of Indiana Connected Educators. ICE Indiana is offering teachers here a chance to jump-start their 2018 with an “I will” sharing challenge:
This year, I will try to create situations in my Alg II classroom where I can give my students more individual attention. Flipping the notes & the practice sets, and using the "island-peninsula-land" method of flexible grouping. #ICEindiana#INeLearnhttps://t.co/CkIZhGN11W
We’re at the point of the Algebra II curriculum where everything is new and challenging, and more theoretical. My track 3 students are not likely to move on to Pre-Calculus as seniors, almost all will take either probability & statistics or a college readiness bridge course that hits the power standards of Algebra I, Algebra II, and Geometry. They need more time in class to work through practice problems and get help. Looking back to last year, the opposite happened. We would spend almost the entire period on warm-up, homework questions (numerous, because they didn’t get enough time to practice and ask questions in class), and new notes. By April we were all miserable.
So what am I going to try in order to fix this issue?
I am already embedding a video of me working through my notes into the Canvas page for each lesson. My hope is that students who are absent or want to work ahead or need to see the examples worked again can refer back to the video, as often as they need.
What if…. I followed the lead of several teachers in my department who are flipping their instruction? Students watch the video on their own, take notes, and write a brief summary (picked that up from PoojaAgarwal‘s Ditch That Textbook Summit session with Matt Miller). Then the bellringer is a quick formative assessment to gauge their understanding and engage prior knowledge, and the bulk of class is spent on working through the practice set. As Matt Miller and Alice Keeler point out in their book Ditch That Homework, this gives them access to a trained professional teacher when they need help.
OK, so now we’re building in work time in class, but what about my kids who need extra help? There’s still one of me and 30 of them.
Divide and Conquer, baby. Divide and conquer.
I picked up a strategy about 10 years ago at a workshop. Two downstate Indiana teachers who paired up to share their two classes developed a differentiated instruction method they called “Island – Peninsula – Land”. Based on a quick formative assessment (walking around and peeking over shoulders, even), the teacher quickly sorts his students into three groups:
The Island group is completely self-sufficient. These are the “just give me the assignment so I can get it over with” students. They don’t need my help, so they can go off and do their thing.
The Peninsula group can mostly do the work, but might need a boost from time to time. They can send an envoy to the Island group to ask for help with a specific question.
The Land group does not know how or where to start. They need the most help, so I sit with that group for the session.
It’s been awhile since I’ve used this tactic. The last few years my classes were all “Land” – I really didn’t have anybody who could work through a set of problems on their own, so I shelved I-P-L. This seems like as good a time as any to resurrect it.
Gonna run this by my department chair and get ready to roll on 1/8/18.
And don’t be bashful. Jump on the #ICEindiana hashtag on Mondays and Try, and Share, and Encourage, and Remember, and Learn.
We had a Lockdown Browser training at school last week. We have the Respondus browser at our disposal for Canvas quizzes. When it’s in use, students cannot leave the site, open other tabs, print, or do a screen cap.
I didn’t go, but I heard stories. Horror stories of the lengths students will go to cheat on a test. Live Google chats, Snapping each other, sharing photos of a test with friends either in class or with students who will have the class later. All the stuff we all used to do in hallways back in the day, just instant and visual. One of my Lunch Bunch said, “It’s like an arms race. We get tech-savvy, they get savvier.”
And it’s true. At my former school (where I taught PLTW and math in a computer lab) I saw students constantly searching online for answer keys to their other teachers’ worksheets or workbook assignments. I knew then that as we moved towards 1:1, if we were still handing out paper worksheets and expecting students to legitimately do the work we were kidding ourselves. We were gonna have to learn a new way to teach, pronto.
As a result: More and more I’m moving away from traditional assessments to performance assessments where students display their mastery by creating something. I did a Desmos Art project as an assessment for comic sections last year (that one’s gonna return, new and improved, this spring). And a super-ambitious DIY Row Games project for rational expressions. That one was a perfect for for the short Thanksgiving week, adapted to radical expressions.
I told them they were gonna get a chance to turn the math inside-out. I told them it was a quiz grade. And I turned them loose.
Panic ensued. “We’re supposed to make up our own stuff? How?!?” “We don’t even know how to do it forwards. How are we supposed to do it backwards?” That just means we’ve got a teaching opportunity. Let’s take it.
Eventually they came up with some pretty cool stuff. I count it as a win.
But I see what’s going on here. We had a brief discussion about it around the lunch table. On my most recent quiz (solving quadratic equations) only 7 of 48 students could identify whether a quadratic was factorable, and then properly factor it. One colleague said her students are “factor-phobic”… that they’ll use the quadratic formula on everything. Another veteran laid the blame at the foot of multiple choice tests – students FOIL all the distractors until they find the right answer. Either way, students end up being too reliant on shortcuts and tricks and miss the underlying skills. Then when they need them, they’re lost.
Let’s be honest. Thinking is hard. Everyone (grownups included) is always on the lookout for an easy way out. But assessments like this, and Desmos activities, give my students also have a chance to dig deep, to make connections between the steps of an algorithm and the skills needed to solve open-ended problems. To learn the math, not the shortcuts. And I get that they can still cheat, and will. (Thanks, Adam and Eve!) But I’m kind of on a quest here. A quest to get them to do it the right way, not the easy way, because I think the right way will result in learning happening. And maybe help them be better prepared for classes (and life) to come.
It’s not pretty. The best stuff never is. But I’ll take imperfect and real every time. As Nelson Algren famously wrote of Chicago:
I wrote earlier this year about our new department policy weighting test/quiz scores as 75% of a student’s math grade.
We decided as a group if assessments were gonna be that high-stakes, we would need to offer remediation and re-take opportunities. Everyone was given free rein to design their own remediation plan, and most of us modeled ours after the school’s Extended Term program where students who grade out at 53% – 59% can work after school to remediate skills and show mastery with an online program. The payoff is a 60% D-minus for the quarter.
On Open House night I told parents about the new policy, and my plans to offer remediation. They all nodded that retakes were a fair way to balance the need for a performance-based grade with the opportunity to show mastery at a later date. We walked through the math: a 50% test/quiz average and 100% on the daily work (turning in practice sets, participating in Desmos activities and Three-Act Math, attempting all review work) would average out to a passing grade (D-minus) for the quarter.
I launched my remediation efforts after a Unit Two quiz. Only about a dozen students took advantage, and of those, roughly half had already done pretty well on the quiz. Those are the kids who wanted to bump a C to a B. The kids with an F-minus-minus, who needed a 50% to have a prayer of passing the term? Ghosts. So it’s still a work in progress.
My plan shakes out like this:
Offer remediation opportunity to students
Make parent contact (email blast in Skyward)
Student meeting with me after school to review quiz and identify areas of need
I was doing this on the fly. I just stumbled into this plan trying to do the right thing for my students, but according to this infographic, I’m right on target:
I think this is what you call the fruits of hanging out with the right teachers online.
So: self-assessment time. How are things going so far? Well, I still only get a dozen or so kids in for remediation and retakes. I’m not sure it’s the right dozen, but the ones who come to me leave with a better understanding of the math we’re doing. So there’s that.
Looking at the long game: the opportunity to retake quizzes keeps my students in the game. Nobody is so far in a hole after a low quiz score that they can’t climb out. Nobody is punished for an off-day, or for not learning as fast as someone else in the class.
Bigger picture, in my classes the quiz struggles are intertwined with poor study habits and a weak math foundation. Until I fix those things my kids will always have struggles come assessment time.
We are raising the bar of expectations at my school. That’s not gonna change. I can’t let my kids drown. That’s not gonna change.
Then what support am I providing to my struggling students?
Everything but the kitchen sink. My Canvas page for each lesson includes the slides I use for notes in class (including embedded videos of the example problems), so students can go back any time to see the examples worked out.
There’s also links to math help pages such as Purplemath and Virtual Nerd, and a video of me doing my notes as well as a selection of other videos on the same topic. And every teacher in my building is required to keep office hours (we call it “Flex Time”) for students to come to us for face-to-face help.
One person I showed this bounty smirked, “is that a golden platter you serve everything up on, or just silver?” I know. It sounds like overkill. Like we are babying a bunch of teeangers who are old enough to drive and work and make lots of important decisions. But my students need the support. I don’t know how many of them ever use any of these resources. Not many, based on the hits counter at youtube. But the alternative is to sit back and let them fail. They might fail anyway. But not because I sat on the sidelines and let it happen.
I think Teddy Roosevelt hit it on the head:
I’ve had that quote behind my desk for probably 10 years. I’ve done lots of right things, and lots of wrong things. I know for sure in this case, the worst thing I could do is nothing.
Second quarter is underway. Quadratics are here, in all their parabolic glory. In Algebra I, the quadratic unit was pretty much the culmination of the year. In Algebra II, it’s the end of a quickie nine-week refresher course.
And based on what I see and hear when we start talking “axis of symmetry” and “zeroes of a function”, I have to assume Algebra 1 never happened. Agent J, do your thing:
I’ve had to reteach foundational skills in every chapter thus far this year. We literally start at Level Zero with everything.
My kids are good kids, just… math is not a priority to (most of) them. That’s cool. Let’s build in some support then. We can’t just plow thru the sections, throw a day of review at them and give a quiz, then move on. It’s a recipe for disaster.
Multi-day review is now the new normal. One, Two, Three days… whatever it takes.
This time around we started with a set of review problems, split between standard form, vertex form, and intercept form. Students group up, bounce ideas off each other, peer-tutor and correct, all while I circulate and help my students who are most in need of a push to get started. Worked-out answer key is on Canvas so students can check their work, even outside of classtime.
Then the next day: Two Truths And A Lie. Hey, all the cool kids are doing it. Sarah Carter and Jon Orr are amongst those who wrote about it. And after this day, I can see why:
Massive amounts of thinking and collaborating and getting up and moving around and proving. Awesome. Here’s the document I put together for the students to use (pdf): Two Truths And A Lie Template.
Day Three it’s Marbleslides. Happens to be a Friday, which is perfect. Because Children Must Play™️.
By the way, Marbleslides is designed for a 2:1 environment. Matt Vaudrey is among many who are very large proponents of pairing students up on one device for purposes of fostering student conversation and collaboration. I made sure to include “talk it over with your partner, make a plan, draw a ramp with your finger, before you start randomly changing numbers” in my directions on every screen. I think it helped.
We’ve changed our in-school professional learning model from late-start Wednesdays to a quarterly Half-Day PD this year. The first afternoon session of the year took place a couple of weeks ago, with a triple focus:
The Canvas LMS as curriculum map and parent portal
Formative assessments driving instruction
Increased Depth of Knowledge, with an emphasis on integrating DOK 3 tasks.
Our department chair related her frustration about the fruits of a planning session with two of our teachers, putting together an in-depth activity as they try to amp up DOK: “We spent 3 hours making one problem!” These are three really good teachers, people.
You guys. Desmos. Desmos Desmos Desmos Desmos Desmos Desmos Desmos.
I totally appreciate the effort, but, damn, let’s not kill ourselves trying to reinvent the wheel when there are approximately 3 billion awesome activities at teacher.desmos.com. I told my colleagues, “I don’t know how many of you guys are using Desmos activities, but it’s a machine for cranking out DOK 3 opportunities in your classroom.”
Plus: Classroom Chef & Ditch That Homework. We ordered a set of both books for everyone in the department and passed them out at our department meeting today. Except for me. I already ownbothbooks. I offered to read along with anybody who wants to do a mini-book club.
Who’s with me?
Trying not to be “that guy” but where we’re headed with being detracked, & being 1:1… it’s the elephant in the room. We’ve got a ton of work to do. The other emphasis going forward is making sure our graduates are ready for the workforce or to handle entry-level college math. Our lower-track kids this year… aren’t. Sorry. We need to give our kids a chance to think deeply about math, to reason, to notice and wonder. We know the lower-track students have been sliding along, getting by with minimum effort and no real understanding of the math. That’s not a knock on their previous teachers. It’s what they’ve told us and what we’ve seen with our own eyes. Our guidance counselors have told us horror stories of kids trudging into the office complaining how hard Algebra II is this year.
Thing is, we owe them the chance to do this. If you don’t believe me, believe someone way smarter than me:
Anyone that still thinks that Algebra 2 shouldn't be offered in high school hasn't spent time with a college kid struggling in college algebra, while being absolutely aware that what they learned in High School mattered greatly, as they learn even more.
We’ve got the tools. We’re not the first math department to stare down this challenge. In a conversation with my former department chair, now an administrator, I said “we’re trying to change the culture of the classroom on the fly here. We can’t wait until our kids are “ready”. We need to move forward with what we know is the best way to teach, and be confident that our students will rise to the challenge.”
The battle lines are drawn in Alg 2. The price of poker has gone up.
Beginning this year, our district has mandated that we weight tests and quizzes as 75% of the overall grade. For track 3 kids, who historically struggle on unit tests, this is a huge deal. They are feeling a little pummeled, watching their grades nose-dive with every assessment. Doing what they’ve always done is not getting them what they’ve always got. Their grade is now performance-based. Mastery is the goal. And the ones that are used to skating by, copying worksheets and guessing on multiple-choice tests are panicking at having to actually do math and support their answer.
“I have no clue, I study the very same way for years and now is the only time that my method hasn’t worked. The 75% is crushing my GPA because “I didn’t show work.” So I have no clue, I don’t have all the free time in the world.”
—One of my students, responding to a survey question on how they could change their study habits to obtain better outcomes on quizzes
That’s like saying, “no fair grading me down on my essay because my spelling and grammar is poor and I didn’t support my argument”. We’ve spent a lifetime letting our low-level students slide, turning our heads, giving them freebie points for busy work and extra credit for tissue boxes (guilty!) and we’re crippling them.
But no creature fights back like a hurt bear.
That goes for kids and grown ups.
My ego is stinging a little bit too. Fight or flight is a powerful impulse. We stopped mid-unit to review when an informal formative assessment showed they were struggling. I started usingJulie Reulbach’sOne-Sheets for unit review. Then I ran the data spread on their Unit 2 quiz and the average score in both classes is about a 45%. Over stuff they learned when they were freshmen. I want to get on my soapbox and have that Come To Jesus meeting with them. But I know from experience that preaching at them won’t change things, except maybe to make it worse.
Teaching them is the only thing that’s gonna work. Took extra care Monday to model “showing work.” Gave them an example of what “meeting expectations” looks like in a job setting (teachers get evaluated too). Offered them a study skill guide from an AVID school. I’ve set up a remediation plan after school, enrolled interested students in it, and emailed all my parents to let them know it’s an option for their child. The students who commit to getting help from me and working to master the skills can re-take a mini-assessment. If they show mastery, I’ll change their quiz grade. I’ve asked my colleagues for advice. I’ve dug pretty deep into my bag of tricks.
Now my job is to listen, and then to do.
Today we used another of my long-time go-tos, the “Solving Systems Three Ways Miniposter Project“. Students divide a poster page into three sections, and solve the same system by graphing, substitution, and by elimination. Of course, since it’s the same system, they should get the same answer all three times, so it is kind of self-checking. But I allow them to work in groups, use their notes, ask me questions, making sure that I support those who need a little one-on-one time. Then they complete some reflection questions about the methods.
Then I’m going to let them replace three exercises on the upcoming quiz with the three worked-out problems on the poster. They don’t know that yet. But on a unit that is universally, historically a disaster, it’s just my way of meeting them halfway.
I figure that’s only fair. Their struggle is my struggle.
My very first go-round at systems of linear equations and inequalities, lo those many years ago, was an eye-opener. I was ready to drop the quiz score, all the scores were so bad. Clearly I must have done a terrible job teaching it. I’ll take the hit for this one, I figured. I related my misfortune to a colleague who had a couple of years experience under her belt. She wrinkled up her face and said, “All algebra I students are bad at solving systems. It happens every year. Don’t drop the quiz.”
Turns out, she was right. Truth: When you find a wise teacher, trust them.
My Algebra II students are struggling more than usual this year though. I covered another teacher’s IED class for a couple of days at the start of the unit, leaving one class of my students with a sub and some pretty thorough video notes, I thought. My first real try at an in-class flip. Thud. But my live class struggled too.
Scale of 1 – 10? They gave themselves a 3.5. No bueno.
So, let’s back up. We need some practice opportunities and a shot at understanding, not copying. We spent an entire class period working thru homework questions and setting up a word problem. That moved the needle a little. Got them to maybe 5. Still room to improve.
Sounds like a job for a Stay or Stray gallery walk. Picked this one up from my instructional coach in Hammond, Rhonda Fehr.
I provided a 9-question practice set, split 3/6 between graphing and substitution. Students group up, take ten minutes to work through problems as a group while I circulate to help troubleshoot. Each group should now have one problem on lock. My job is to subtly notice which problem that is, and assign it to that group as “their problem”. Now they put their work on a piece of poster paper which I strategically place around the room. One student is the “answerer”, the other group members ask questions to get to the point where they could teach it to other groups as they rotate around the room. Now one stays, they other group members rotate to the next station. After each round, a new student (not from the original group) stays at the station to become the new answerer, while everybody else moves on to ask questions at another station.
Trying to make sense of solving linear systems. Too hot to sit & watch me do problems (barf!).
It was hectic. It was loud. That definitely turned off some of my students. “Mr. Dull, they don’t know what they’re talking about.” “I didn’t learn anything from him”. “We didn’t have enough time to figure out a problem/ask questions/make our poster”.
I wanted to give them an opportunity to learn one problem deeply, know it so well they could explain it someone else. I didn’t hit everyone. Maybe just a few in each class. But I posted the original problem set on our Canvas, with a worked-out answer key, and several committed to going home and at least trying the rest of the problems.
So some learned today by explaining to others. Some learned by being taught by peers. Some will go home and get in some reps and check their own work, and learn that way.
My online PLN is blogging about Favorite Lessons this week. I have a handful of topics I really enjoy to teach, such as quadratics. I think this has to do with the subject matter being a challenge for my algebra students, and that there are so many ways to inject life into the subject. I also really like some of the class activities I’ve tried out, but those belong to someone else and have been written about by way better teachers than me. (This fantastic teacher‘s treatment of the In-N-Out 100×100, for instance. I’ve taught that one at two different schools, as well as to teachers at a conference session on building a PLN. It’s always a hit!)
So I want to write about a lesson that is my baby. Rewind to about 2010. The WCYDWT bug got me. Inspired by Dan Meyer, I was always looking for things in the world around me I could use as a hook for math. We had moved back to the Region from Las Vegas a few years earlier. The Clark County School District is the fifth-largest in the nation, with over 300,000 students, and had been growing rapidly for years. When we lived there, 5000 people were moving into the Valley every month. The district was opening roughly a dozen new schools a year. Then: the crash. I was curious what effect the Great Recession would have on enrollment trends, and dug up a little data. I compiled a worksheet, printed it back-to-back with a grid, and the CCSD Enrollment activity was born.
It lived on paper and pencil for a few years. Then along came Desmos, smoothing over the struggle of a paper graph. Then Desmos Activity Builder. And…
They think. They write equations. They analyze data and make predictions. They examine each other’s work. and they think some more.
(They also do some inappropriate teenager things, but what the hell). That’s a day, right there. In anybody’s class. We just spent a department meeting talking about needing to embed SMPs in our lessons and amp upDOK. It was all I could do to keep from leaping out of my seat and going “You guys! I got something I need to show you RIGHT NOW!”
Plus, just the fact that I’m on version 4.0 of this activity makes me feel like I’ve grown as a teacher, giving my students a chance to notice and wonder, appropriately using technology to amplify the learning target, and improving the questions and the way they are asked.
I think my students enjoy it almost as much as I do. Almost.
This is my small contribution to a larger community of teachers who write, tweet, and share and call themselves the Math-Twitter-Blog-O-Sphere (#MTBoS). In an effort motivated at Twitter Math Camp this summer and boosted by JulieReulbach, teachers are sharing around a single topic each week. Look for the collection every Sunday under the #SundayFunday or #MTBoS hashtags, or at I Speak Math. And don’t be bashful: there’s a google form there so you can jump in too.