Everything Crumbles

Homer and Entropy
From Rocket Boys by Homer Hickam Jr.

“No matter how perfect the thing, from the moment it’s created it begins to be destroyed.”

It reminds me of a line my sainted mother was famous for repeating: “From the moment we are born, we begin to die”.

Or maybe the admonition of the ages: memento mori.

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But that second definition speaks to me as a teacher: “gradual decline into disorder”.

Maybe it’s the time of the year, but in my building there’s definitely a lot of folks on edge. The weekly online threats of school violence probably have something to do with it. It also doesn’t help that due to ongoing construction we still have 1000 cars trying to get into the parking lot thru the one remaining entrance every morning, but still: I know I definitely feel less like I’ve got things locked down this year compared to years past.

A presenter (maybe an administrator of some type? Not sure…) once told the staff at one of my schools “what gets monitored gets done”. I don’t really remember if she was speaking of staff or students, but it applies to all of us for sure. Why do you think we all slow down when we see a cop parked on the side of the road?

Our teacher evaluation tool is set up with this concept in mind. Two-thirds of the points come from evidence of ongoing planning, consistent parent contact, and collaboration with colleagues, they type of things we are expected to do all year. Only a tiny sliver is made up of actual classroom teaching. As one of my math teacher colleagues likes to say: “even the worst teacher can pull it together and look reasonably competent for two days out of the year.” There is an incentive to do the foundational work that goes into effective teaching. “What gets monitored gets done.”


Part of the low-level anxiety I’m feeling is due to parenting a freshman in my building. I have a throw-away line I use for some of my kids: “obsessive Skyward checkers” – that student that is in the online gradebook daily, making sure everything turned in is posted, and checking on the hour over the weekend to see if a quiz grade is entered in yet.

Yeah, I am now officially That Dad. If Skyward charged me an access fee I’d be broke. But I’ve got a first-year student trying to find his way at a very competitive school, who maybe is not the most organized 14-year-old on the planet. It’s pretty much my job to help him stay on top of things. Skyward and Canvas are the go-tos.

I’m not sure my extreme oversight is working. It would probably help if I was more consistent with it. He survived the first nine weeks by the hair of his chinny chin chin. I’ve extracted a promise that we won’t do that again. Plus, the spectre of athletic ineligibility is a powerful motivator.

I mean, he’s still got to learn the words to the school song, right?

I’m pulling out all the stops as I try to reteach him algebra while he does his geometry work. If it works for my students, it’ll probably work for my son. That’s my theory anyway. And that’s what Desmos is for.

 

It’s just one of those things – we’re going to have to sit together every night to keep his geometry experience from spinning into chaos. Nobody likes to feel that they are being micromanaged, but sometimes that’s part of teaching or coaching – checking in and benchmarking every single day. It’s easy to get complacent. He buckled down on a geometry daily quiz retake and the flipped notes tonight. He really didn’t want to do the notes, but he did them anyway. Probably because I was sitting next to him and encouraged him.

But that fleeting success was pretty rare. I’m not a drill sergeant. I can’t make anyone do anything. Never have been able to. My kids, or anyone else’s. And I’m sure that’s where part of the current stress is coming from. I know for a fact I’ve got some classroom things I’ve got to tighten up. Kids do their thing. We try to get them to do our thing. With varying levels of success. But if we don’t try, they won’t try.

And that’s a recipe for disaster. Or at least a gradual decline into disorder.

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Adventures In Desmos: The Quiz

Desmos Systems example

My kids were working on solving systems by graphing last week. Desmos has been making some inroads in my building the last couple years but it’s still not widespread, partially because we fancy ourselves as a school that prepares students for college – meaning that TI rules in our upper grade math courses. I had my students checking their hand-drawn work in Desmos, which led to some interesting reactions. For many, the ability to enter an equation and instantly see the graph made them more confident in their work. Eventually, one student asked me,  “Mr. Dull, why can’t we have a quiz like this?”

Yeah, why not?

I’m not in love with my current quiz for solving systems. Even with the built-in support, it’s still… not me. It’s basically a dressed-up Kuta worksheet.

It sounds like my students are at max cap with pencil/paper systems quizzes too.

What if the quiz reflected the kinds of things we value in class? I know, novel concept, right? But in one of my many internal conflicts, I know my students need to do skills practice and individual written work, and I also want them to dive in to the discovery and collaborative stuff that Desmos does best. How do I marry the two? I’ve already done performance-based assessments (such as the Desmos art project) for conics. What would a Desmos quiz for systems of equations look like?

So I stumbled across a Twitter convo recently that led me to a circles quiz in Desmos Activity Builder written by one of the co-authors of Classroom Chef. (At least I think I saw this conversation on Twitter . I think even put a “❤️” on it but now I can’t find it. But it happened. Swear.) Anyway: OK, good, now I have a template for making my own quiz. Because if it’s good enough for the #MTBoS people, it’s good enough for me.

Then, time to go to work. For my first time, I’ll take it. I wanted to leverage the power of Desmos, recognizing that the collaborative piece is kind of by design going to be missing if it’s a quiz. We used the graphing tool, the sketch tool, the text boxes and the multiple choice option.

Plenty of explaining their thinking:

Explain Elimination

I wanted to be able to see their math work too, so for several problems I had them do the work on paper, and enter their answer in a text box on the Desmos screen.

And, because Children Must Play: Draw a dinosaur.

 

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I definitely didn’t do myself any favors by setting up the quiz this way. I traded the self-grading ability of a Canvas quiz for the power of Desmos to support my students in their efforts to show their understanding of the math. That means I’m grading their pencil/paper work as well as their entries into Desmos. I had visions of me spending untold hours over a period of days trying to grade 90 quizzes.

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So, a spreadsheet. Turned out to be the quickest I’ve turned around a stack of quizzes in quite some time. I made a column for each screen in the activity, then went screen-by-screen with the Desmos activity open in one window and the spreadsheet in another, recording the points by screen for each student. I set up a column at the end for their poster points, another to sum each row, and one to double the points so I could make the 15-question quiz worth 30 points in my gradebook.

Desmos quiz spreadsheet
Pow. Done. Now to dump the scores into Skyward…

Automating at least part of the grading cut my overall task time by half, if not more. My kids were stunned when I reported back on Monday that I was nearly done grading.


So how about student feedback on this project? Mixed. Many students appreciated not having to graph lines by hand. Others were stressed by having to switch back and forth between pencil/paper and a chromebook screen.

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A couple were pretty blunt:

  • I feel that the quiz could be taken on paper
  • Please just put the quizzes/tests on paper.

And their answer to the question “How closely does this statement reflect your feelings: “I feel we should use Desmos (including its ability to graph, sketch, and submit answers) for some quizzes in the future.”” averaged 3.2 on a 1 to 5 scale. Right down the middle.

As for my reflections, I’ve got a couple of thoughts:

  • I’m definitely interested in integrating a Desmos into assessments in a way that matches how we use it in class.
  • I’m not sure I did a great job of that with this quiz.
  • Honestly in looking back, there’s nothing about this quiz that was so Desmos-dependent that it couldn’t have been done on paper.
  • So from a SAMR standpoint, this was substitution-level.
  • Desmos activities are extra-awesome as formative assessment tools.
  • Does that translate to Desmos quizzes as summative tools?
  • I still think that a good Desmos quiz is out there for me.

There’s a lot of firepower from the neck up out there in my online PLN. I’m gonna keep searching for some examples of existing Desmos quizzes to use as models. Plus, my department chair offered some useful feedback on my first try, things I was able to integrate into the quiz before I rolled it out to my students. I feel like my colleagues in the department can help me match the tool to the task as well.

Might be a good topic for an informal PD-brainstorming sesh after school someday.

If that happens, I’ll write about it here too.

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Matching Their Pace

 

We anticipated having to make pacing changes when we detracked Algebra 2 this year. Planned for it as a team all throughout last year, in fact.

But knowing it’s coming, and adjusting pace to match my students is two different things. My track 2 friends are grating at having to slow down and re-teach more often than they are used to. Meanwhile, I’ve been able to hit the throttle and open up the engines already, coming from a track 3 background.

Everyone on my team is veteran though. We’re staying on our toes, ready to call an audible in class based on our students’ needs.

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This week we wrapped up our foundations module with a day of solving word problems with algebra. I use the flipped class model, and as we reviewed notes at the start of class,  my students let me know right from the jump they did not feel real confident in their abilities: “How did you do that? Like, I don’t even know where to start!”

So we took a minute. Walked through an example from the notes, decoding the text, marking important information. But what my students really wanted to know was, how do you write an equation from all that mess?

My online PLN pretty much lives in my head these days. Now it’s time to lean on my people, in class, on the fly. I brought a little Jon Corippo (and his nachos analogy) with me as we talked making dinner. The Protein – Veggie – Starch framework that we all follow when plating up dinner. Could we look for a model that fits the information in the word problem?

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So lets break it down. I showed how we went from concrete to abstract with a verbal model template and an algebraic model over the top.

Then I offered a choice – we could do some pencil/paper math (I had a short practice set ready to go), or we could try… something different. I had tipped them to three-act math in the video notes for the section. What if we did that for real, in class, right now?

Let’s roll. Let’s do Social Math.

So on to the Taco Cart.

Taco Cart Snip

I knew we were on to something when they called out pythagorean theorem unprompted to calculate Ben’s walking distance. And then started doing the math. We compared methods as students determined walking time (some were very formal, writing out d = rt, showing work, doing dimensional analysis (!) and canceling units. Others were a little more back-of-the-envelope, insisting they could just divide (Why?).

We had math fights and we had people working together and we had people laying math on top of their common sense and we had a big reveal.

‘Cuz, you know, students cheer while watching a video in class, like, every day, right?

And: we had students leaving my classroom that day feeling like they were pretty good at math.

So that was cool.


In my first five years of teaching, I’d have never done that. I wouldn’t have known enough to change gears completely. I didn’t have the tools, or the experience. We’d have done more stand & deliver examples (Including me asking them afterwards “Does that make sense?”, and them nodding back at me, lying), more review pages, more me talking.

I’m glad somewhere along the line I learned a better way. The experience to recognize my students need and to recognize the right tool at the right time, its just priceless. They did all the work to figure out if Ben or Dan would get tacos first. I just sat back and watched the magic happen. OK, I asked a question or two along the way, but you know what I’m saying.

We talked recognizing patterns today during the notes review. I told them once you crack the code, algebra is pretty much all angel choirs singing and duckies and bunnies and rainbows and unicorns.

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OK, maybe not really.

But It’s pretty damn sweet when you get to watch students realize they can do things they didn’t think they could do.


 

Three years ago I followed through on a commitment to begin blogging as a way to reflect on my practice. I’m not really even sure that blogs are a thing anymore, but I’ve got a handful that I read on the regular (Blogroll is over there to the right).

My online PLN is blogging their way thru August in the #MTBoS Blaugust2018 challenge. Check out the complete list here. While you are there, sign up to join in the fun. I’m waiting to read, learn, and grow with my Teacher Twitter people.

MTBoS Blaugust2018

Happy New Year!

My last full day of summer broke humid, rainy, and with a to-do list as long as my arm.

To Do

Our ongoing construction work kept us out of the building all summer, but here in modern-day times, let’s face it, wouldn’t you rather do curriculum mapping and lesson planning from the outdoor office? Plus, that gave our IT guys time to upgrade the furniture and electronics in BL122:

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I’ll have students sitting at those workstations in 90 hours or so.

Fortunately I’ve been doing my prep in bits and pieces the last few weeks, so it’s mostly just (literal) housekeeping stuff, and pushing the ball a few more yards down the field in regards to matching activities to my Algebra Lab (freshman support) class.

But my First Week is planned out.

Looking back on my Day One plans from last year, the goal is the same, just with the activities stretched out over a week. Gonna build the culture, meet some people, and (oh yeah) sneak a little math in there too.

We’re in our second year of a 1:1 environment in my building. And for the first time in a while I’m teaching freshmen. I want to establish some classroom norms right from the jump: collaboration and discovery.

The activities are sourced from The EduProtocol Field Guide and my online PLN. Fifteen years ago this would have taken all summer. Here in the future, well, let’s just say it’s good to have people, you guys.

The first half of EduProtocol is devoted to what the authors, Marlena Hebern and Jon Corippo, call Smart Start activities. They are designed to establish culture and get students hands-on with the tools they will be using throughout the school year. Honestly, it is The First Days of School for the 21st century.

So, here we go:

In Algebra 1 Lab 

  • Frayer a Friend (Hebern & Corippo)
    • As long as we’re playing “Getting To Know You”, let’s get to know everybody.
  • Iron Chef-style Student-Built Open House Slide Deck (Hebern & Corippo)
    • I feel like this is a way better use of our time than me reading the syllabus to them. Plus, the parents will probably dig that their kids made the Open House preso instead of me.
  • 100 Numbers task (via Sara Van Der Werf)
    • “Modeling Group Work” & “Getting Students Talking”. That’s my plan.
  • Mullet Ratio (Via Matt Vaudrey)
    • If I do this right, I’ll have students talking about math before they do any actual math. Wish me luck.

The Algebra Lab course is designed to be hands-on, activity-based, a support for our struggling freshmen. But you know what? My juniors can use the same support. They are going to get the same opportunities as the 9th graders the first week in my class.

The big thing here is, I don’t want to give lip service to collaboration and the activities we do in a 1:1 environment and then be (as Corippo calls it) a worksheet machine.

Worse, I don’t want to drop some of this stuff on them three weeks into the year, and expect them to be experts at navigating online (or offline, for that matter) experiences without guidance and practice. I found last year that taking a few minutes to walk thru finding buttons and functions on Desmos or any of the GSuite tools was a wise investment of class time. And the whole point of EduProtocols is that the activities are just a shell that can hold any content for any grade level. They are designed to be repeated. So let’s start now, huh?

This plan for week one should get them collaborating and working with the tools we’ll use all year. Most of our teachers are relative newbies to a 1:1 environment. We’ve got a year under our belt, and I imagine we’ll be learning throughout this year, trading tips with each other and getting better.

So here I am: about to start Year 16, and still learning. It’s a good place to be. And as ugly and frustrating as Twitter can be many days, I’m thankful for my online PLN that has pointed me towards tools and resources I can use to craft learning experiences for my students. I’m working on that (imaginary) Classroom Chef certification, still. Or at least trying to figure out how to put together a decent platter of nachos.


Royko One More Time
The epigraph from One More Time, a collection of Mike Royko columns.

It’s a little odd… I don’t have the usual melancholy end of summer feel right now. It’s a little more like New Year’s Eve. Planning a meal, reflecting on the year gone by, and anticipating what is to come. A little nervous, as always, but: it’s a good nervous.

So, to my teacher friends: Happy New Year!

 


 

Three years ago I followed through on a commitment to begin blogging as a way to reflect on my practice. I’m not really even sure that blogs are a thing anymore, but I’ve got a handful that I read on the regular (Blogroll is over there to the right).

My online PLN is blogging their way thru August in the #MTBoS Blaugust2018 challenge. Check out the complete list here. While you are there, sign up to join in the fun. I’m waiting to read, learn, and grow with my Teacher Twitter people.

MTBoS Blaugust2018

One-Man Book Club: The EduProtocol Field Guide

I hang around online with a group of runners who call themselves the Sub-30 Club. It’s a group started by University of Florida professor and Runner’s World writer Ted Spiker. Every now and then he’ll throw out a new challenge to himself and invite group members to join in. A couple of years ago it was the 100-day Burpee Challenge. Insanity.

I completed it, by the way.

Sub 30 Burpee props

So the other day, looking to make a breakthrough in his training, Ted was curious about a set number of burpees for time. Like, say, 25. And the race was on.

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My baseline. For comparison, one of my local Sub-30 runner friends knocked his out in like 70 seconds, and he’s trying to get under a minute.

Ugh. I’m not good. How did that happen? I mean, I know how that happened, but, damn.

Numbers Never Lie.

It’s good to get a check on yourself from time to time. But then, what do you do with that? I know where I want to go. How do I get there?

Let’s make a plan.


 

Sixteen years. You’d think I’d have this “Start of the School Year” thing nailed by now. But every year I want to get better.

Just like going sub-3:00 for 25 burpees, “Wanting to get better” and “the concrete steps to getting better” are two different things.

That’s where EduProtocols come in.

I first heard the term when Jon Corippo guested with Matt Miller on the 2017 Ditch That Textbook Virtual summit. He was talking “The Fast and the Curious” and “Iron Chef” and definitely got my attention.

I got the gist of it. It sounded like a routine, or a habit of quality lesson design. Eventually, after hearing Corippo again and reading a variety of stuff and checking out some slide decks inspired by his work, I got the implementation piece: “EduProtocols” is how Corippo and Marlena Hebern refer to the idea of a “shell” activity that is student-centered and can hold any content.

It sounds right up my alley. So I stuck the book in my Amazon cart, waited for payday to hit, and pushed “buy”. (Full disclosure: I don’t have any affiliate links. When I link a book on here it goes to Goodreads. I’m not trying to sell anything and I don’t make a cent. Just sharing my thoughts on stuff I read. So click away.)

EduProtocols
The EduProtocol Field Guide by Marlena Hebern and Jon Corippo.

The authors are up-front right from the jump: It’s not a “read cover-to-cover” kind of book. Unless you want it to be. Then you do you. Otherwise, take what you need now, come back for more later. Good strategy. But I had like two weeks till the start of school when the book hit my mailbox and I definitely wanted to wedge some of my plans into the EduProtocol shell.

The book starts with about a dozen “Smart Start” protocols that are designed as ways to start the year (or a new semester). Some are familiar such as the Frayer framework, or a paper airplane design challenge. All are designed to create a culture in your class, and offer tweaks for younger grades. As far as I’m concerned, it’s “The First Days Of School” for the 21st century.

(The interview embedded above is part of the CUE Craft Ditch Summit and goes away after August 10. Sorry.)

The following chapters outline EduProtocols that have a familiar design such as the Great American Race or Cyber Sandwich. My math people who are familiar with the Three-Act Task will find a chapter contributed by John Stevens, co-author of The Classroom Chef. The common thread in all of them is the 4 Cs and the use of technology in service of learning. Many of the ideas themselves are not new (go google “Iron Chef” and “jigsaw”) but in particular for teachers in a 1:1 classroom who are trying to get more student-centered, these protocols will bring about that “lightbulb” moment when pondering your lesson designs.

4Cs Throwdown
Hey, adults can have that “ah-hah” moment too. Corippo and Hebern drop the 4 Cs on a group of principals in the book. Hilarity ensues.

As an added guide, each section includes a list of Academic Goals and Teacher Big Ideas to help match up activities with learning outcomes. And Marlena Hebern has helpfully loaded some templates onto her website. It’s a gold mine. Your kids can be Iron Chef-ing or Cyber Sandwich-ing tomorrow.

I know for me, it always helps to have a planning partner, a sherpa who has been up the mountain to help me find my pathway to accomplish the goals I have for a class or a year.

Over the summer, one of my go-to members of my PLN tweeted at me that the book was definitely worth the money. She wasn’t lying. These EduProtocols will be part of my lesson design toolbox for a long time.


Three years ago I followed through on a commitment to begin blogging as a way to reflect on my practice. I’m not really even sure that blogs are a thing anymore, but I’ve got a handful that I read on the regular (Blogroll is over there to the right).

My online PLN is blogging their way thru August in the #MTBoS Blaugust2018 challenge. Check out the complete list here. While you are there, sign up to join in the fun. I’m waiting to read, learn, and grow with my Teacher Twitter people.

MTBoS Blaugust2018

Go-Tos

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Chicago sunset, from the beach at Ogden Dunes. Photo cred: me.

I pulled into the downtown parking lot of a church that offers a community dinner one night a month. Our parish rotates thru making and serving the dinner twice a year. The lot features a pair of high-quality basketball hoops at either end (Indiana, right?). Another parishioner looked at the hoops, and then at my son and I walking across the lot and said, “I wish I had a basketball in my trunk.”

I mentioned that I remembered reading once (maybe in this book) that one of Indiana’s most renowned players, a prep, college, and NBA star, used to keep a ball and a pair of basketball shoes in his trunk. That way, if he ever happened upon a good pickup game while he was out and about, he could suit up and play.

Apparently that’s not as unusual as it sounds, at least according to Chris Ballard of Sports Illustrated:

I began playing pickup ball when I was in grade school and continued throughout high school and college. When I got a car, I kept a basketball and hightops in the trunk so I’d always be prepared if I happened upon a game.

— Chris Ballard, “Pickup-Basketball Artist“, Experience Life, April 2014.

My friend and fellow parishioner admitted he actually keeps a fishing pole in his car all the time.

Me, it’s a beach bag 24/7:

 

That way, I’m ready at the drop of a hat. Usually the payoff is an incredible sunset, but sometimes it’s the spring break afternoon with a chair, a drink, and a good book. Or, treating visiting family to an impromptu day with water and sand and sun and a few thousand of our closest friends.


All this inspired a late-summer-vacation thought: What are my go-tos in the classroom? What’s in my “go bag“?

Honestly, it’s all stolen. Go here if you’re looking for incredible math ideas. I wrote a few years ago about how Themed Bellringers (another, uh, “borrowed” idea) was finally paying dividends halfway thru the year.

But all this stuff has to come from somewhere. And, it needs to be planned for intentionally. My beach bag has a blanket, sunscreen, bug spray, a soccer ball, a football, and I keep 3-4 beach chairs in the trunk. The essentials. Same thing the year I was a travelling teacher, pushing a cart from room to room every day all year. I dug a plastic bin out of the garage, and used it to keep my daily needs – whiteboard & Vis-a-vis markers, pen/pencil, hall passes, paper clips, page protectors containing my roster/seating chart, handouts for the day, post-its, a couple of other things, all in one place.

So what’s the story this year? There are a couple of things floating around in my head. First, the Algebra Lab class I’ll be teaching. It’s an extra block of support for our struggling freshmen.

Speaking of support, one of my online teacher friends had a laundry list of awesome suggestions for ways to keep that class from turning into an unofficial (and unhelpful) study hall:

All of those activities/concepts are designed to get students thinking about math and talking about math and reasoning their way thru problems. That’s going to be the focus of the year, and I want to establish that culture starting on Day One. My job is to match up the activities with the Algebra 1 curriculum map, so that each week we take a deeper dive into the topic they’re working on with their Algebra 1 teacher.

And: the occasional opportunity to play.

Second, EduProtocols have been bouncing around my TL for the last 8 months or so. The book is sitting in my cart at Amazon waiting for a payday. The authors, Marlena Hebern and Jon Corippo, are generous with sharing their tools and I think this might be the next step in my evolution as a teacher in a 1:1 classroom:

(Oh, BTW, that’s “Fast and the Curious”. Sometimes my brain and fingers struggle to get synched up).

That tweet was me processing a video convo between Jon Corippo, Cate Tolnai, and Matt Miller from the CUECraft Ditch Summit. It’s a pop-up summer PD program running the week of July 25-29.

The guests definitely got my attention when they started talking about ways to engage students in a 1:1 classroom and cut down on the piles of (let’s be honest, kinda worthless, meaningless) papers to grade/provide feedback. Another Miller collaborator, Alice Keeler, is fond of saying anything that can be graded by a computer, should be. I know what she means. There is definitely a need for students to get in some reps with the skills we teach, but there is also (here in the 21st Century) plenty of ways to provide engaging opportunities for students to learn, collaborate, create, present, and get feedback, all in one class period, all without their teacher popping a vein.

That sounds like a class I’d go to.

So, I’ll order the book. It will be my last “teacher read” of the summer. Anything I can use, I will. Then I’ll pack my teacher Go Bag. Intentionally.

 

Lifetime Achievement

I stumbled across a release from the UNLV College of Education the other day, reflecting on the career of the school’s Math Learning Center Director Bill Speer, who just happened to be my Secondary Methods professor when I was working towards my teaching degree. He was president of the Nevada Mathematics Council at the time, and got me to my first (and to date, only) NCTM National Convention.

I recall at least an anecdote, if not a bit more, about each of my college math instructors. For Dr. Speer, it was a tale he shared with us of  “The Epiphany”. Five years into his teaching career, he had a student who was struggling with figuring square roots by hand. Dr. Speer walked him through the algorithm time and again, but the student eventually came back with a piercing question:

Why?

Dr. Speer recalls that question caught him a bit off guard. Until then, nobody ever really cared about why you did the steps. He sat down with the student and they figured out The Why together. He told us that moment changed the way he taught, forever.

That change culminated this year in the NCTM’s Lifetime Achievement Award.

The UNLV release included a quote from the Dean of  the College of Education, Kim Metcalf:

“And there are tens of thousands of people who now teach a certain way, and hundreds of thousands of students who have learned or are learning math in a way that is the direct result of the work and research of Bill Speer.”

Woah.

I’m one of them. So if my students ever wonder why I “teach weird”, now they know who to blame. And I hope I always remember to take time to answer every time they ask “why?”


 

Meanwhile, in Indiana:

Damon.

He’s one of those people who is known by a single name. At least in this state. Bob Knight made a recruiting visit to watch him play in eighth grade (before recruiting middle schoolers was a thing). He’s Indiana’s all-time leading scorer amongst boys players, and he led his high school team to a state championship in front of 41,000 fans in the Hoosier Dome in 1990. He went on to become an All-American at Indiana University, leading the Hoosiers to the 1992 Final Four.

His son is a junior now, playing at the same high school and wearing his dad’s familiar number 22. So, you know, no pressure, right?

“I love basketball, and it’s a challenge,” he says. “I know people expect me to be like my dad, and I’m not my dad, I’m my own person. I think it’s a good challenge, and I like challenges. A last-second shot, I’m the one that wants to take it.”

Pretty level-headed 17-year-old, all things considered.

Meanwhile, here’s Damon on the whole thing:

“For us, we’ve just tried to teach them the right way to handle it,” Damon says. “There’s going to be a lot of good and a lot of bad that comes out of it. For every person that thinks you’re great, there’s going to be 10 people that think you’re not very good. That’s part of it, so just try to have fun playing the game. Basketball’s going to end for all of us at some point. It’s what you learn through the game that’s important.”

In front of us, Brayton is driving and finishing on the left side, using the rim to ward off 6-5 David Ejah of Fort Wayne Carroll.

“I’ve always told my kids: However good I was, and that can be debated, I don’t want them to be as good as me, I don’t want them to play like me,” Damon says. “I want Brayton to be the best player he can be, whatever that is. Whether you shoot it as well as anyone else, are as athletic, as big, I want you to go out and compete as hard as you can, and whatever happens, I’m going to be pretty happy as a parent.”

Damon The Middle Aged Dad
No big deal. Just the greatest scorer in state history sitting in the stands drinking coffee and watching his boy play ball. As one does. Photo via Jenna Watson of the Indy Star.

Isn’t that kind of what we all want, whether we are teachers or parents? Teach them right, sit back, and let the chips fall?

I doubt seriously any of my students will remember me 10 years from now. I keep connected with quite a few of them on social media, and I love watching them become adults handling their business. Whether it involves math or not.

I don’t have a learning tree like Bill Speer does. I’m halfway through my teaching career, getting ready to start Year 16 in a month or so. I’m closer to 70 than I am to 30. (Not by much, but still). I’ve probably taught a bit less than 2000 kids in that time. My influence? Minimal. But all my kids have gone on to do life the best they can. I can live with that. It’s a “small L” legacy, which is cool by me.

They aren’t their mom, or their dad, or their math teacher, or anybody else. They are themselves. Which is hard work, but also, pretty damn rewarding.

One day Brayton won’t be “Damon Bailey’s son”, he’ll just be whatever he turns out to be.

And that’s the real lifetime achievement.

 

You Do You

What kind of education conference did I attend this week? Well, one keynote speaker managed to work “Bless your heart…” and a Pusha T v. Drake reference into the same hourlong presentation. Literally, something for everybody.

(Side Note #1: Now keep in mind: you can say “bless you” like “thank you” and that’s one thing, but there’s no mistaking the meaning behind “bless your heart”.)

Via Bless Your Heart, Tramp: And Other Southern Endearments by Celia Rivenbark

(Side Note #2: “You do you” is the rough equivalent outside the South. Sounds like it should be a good thing, often kind of a sideways putdown. But not as clear-cut. Sometimes it’s just, “yeah, cool, man, go ahead, do your thing.” Which is fine.)


In a time when you can be anyone, reinvent yourself over and over, authenticity is a rare commodity.

As an example, the first-year NHL franchise Vegas Golden Knights are unabashedly Vegas – the pre-game show, the social media presence, the community outreach. Given a chance to build their brand from the ground up, they picked a 21st century combo of local flavor and connectedness.

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Image via NHL.com

 

As I process the two days, I’m rolling around those keynotes, and teacher growth, and the idea of authenticity.

So, those SSeLearn keynotes – Dave Burgess & Josh Stumpenhorst. A little bit of contrast in style: Bombast and Thoughtfulness. The Pirate and The Teacher Of The Year.

There’s some blowback out there in the online educommunity regarding TLAP – like, do I need all this costume stuff, and do I have to be that loud?

Only if that’s “you”. Because kids can smell fake a mile away. But if Dave’s methods hit home, there’s nothing wrong with amping up the enthusiasm in your classroom.

If Dave Burgess is a Tony Robbins disciple, Josh Stumpenhorst comes from the Daniel Pink school. He believes there are things that motivate students, and those things are probably not what you’d guess. Especially if you were trained up with behavior charts and an emphasis on grades. And when you sit with him and listen, you just know he’s right.

The keynotes were great. Inspiring. And as for the breakouts, I really appreciate the teachers who took time to craft a session, to share what they’d found with us. The vast majority of the presenters at #SSeLearn were regular classroom teachers, sharing like they’d share in the faculty cafeteria or in a department meeting, just amplified to a larger audience.

At South Shore, teachers had a chance to figure out who they are, to get help with tools that can help them on the journey, and how to connect with people who have been there.

Teachers had 200 sessions from which to choose, giving them the opportunity to build their own brand from the ground up, to reinvent themselves, to “do you”. Cool thing was, I sat with Catholic school high school teachers from Illinois, kindergarten teachers from Hammond, tech coaches from Porter county, all in the same day. Sometimes all in the same room. Diverse people, diverse needs, and based on the feedback I read, everybody got at least something they could use out of the two days.


The day two keynoter dropped me a line to thank me for some of the tweets I sent out during his preso. Which was kinda cool.

Josh is more my style by the way. During his keynote he referenced innovation day at his school, calling it “a thing we’ve been doing for the last 11 years” and shared some photos and stories of student learning that had happened as a result. What he doesn’t talk about was how large a role (note: a Very Large Role) he had in launching Innovation Day at his school, and in helping other schools kick off their own editions. He’s an author and speaker and, oh yeah, a former Illinois Teacher of the Year who got take a photo with the President of the United States, but when you sit in on his session he’ll tell you he’s a librarian and a dad and a husband and a runner who has found out some things about teaching and learning, and wants to share them.

Being chill is so cool.

I don’t need to be twitter famous. I don’t need a million followers (although I like big round numbers as much as the next guy.) I’m pretty comfortable in my own skin, I’ve learned to listen more than I talk, and to offer help when I can but also to accept help when its offered. Which makes the South Shore conference way more than a chance to re-connect with teacher friends from my old district. It’s a chance to keep working at being me.

The South Shore conference has grown in three years from a one-day event for 300 or so School City of Hammond teachers to a stop on the statewide Summer of eLearning schedule with more than 1000 people in attendance. It only gets better from here.

As you might have guessed, I’m not the only one who feels that way. Ryan Eckert, an elementary school principal in Crown Point, was inspired to start a twitter chat to keep the learning going. The turnout on the first night was fantastic and the conversations led to further connections and sharing of resources. Share and support. That’s what we do.

So, my fellow #SSeLearn learners, you do you. Our kids are gonna reap the benefits.

 

P.S. Mad props to the team that launched this awesome event and keeps it flying year after year:

My Summer Vacation

Fight!

If you know anything about Twitter, you know you don’t have to spend much time there before stumbling into a spirited back-and-forth. Two conversations dominate my timeline these days:

  1. How I spent my summer“: reading a stack of teacher books vs. sitting on the beach
  2. What exactly are we doing here?“: the traditional math stack of Algebra through Calculus vs. Burn It Down. Like: Why Algebra II? Is Calculus every student’s Mt. Everest?

(Actually, those convos take place online every year at this time, but just like the first time the sunset inches past 8 pm, they catch my attention every time).

Futurist/marketer/author/blogger Seth Godin weighed in on the topic the other day on his blog:

“What would a year of hands-on truth-finding do for a class of freshman? What mathematical and vocational doors would it open?

Every day we spend teaching hand factoring of binomials to non-math majors is another day we raise mathematically illiterate kids. What are we waiting for?”

— Seth Godin, “More Better Math“, May 30, 2018

Since I changed schools and started teaching Algebra II to mostly non-college-bound students two years ago, well, I wonder if all my kids time is best spent on these topics. They vote with their brain cells and their focus of attention during most of the spring semester, that is for sure. My Algebra II finals sucked. Like, way worse than I expected. Nothing like anticipating the final day of school, then encountering a stack of tests that make you want to start a bonfire. In the middle of the classroom.

tenor
Via Tenor

My colleagues in Track 3 also had low scores overall, so I’m not alone, but still…

chart
Avg: 44%. There were two actual scores of 0/50.

Sometimes I have long thoughts about whether I’m doing this right. Which, well, thinking about that qualifies as a good use of reflective teacher time over the summer.


Buzz blinking
Source

Specifically, I have several questions:

  1. We’re detracking – what’s gonna happen to this group next year when everything gets faster and more in-depth?
  2. How do I hook the ones who were utterly disinterested?
  3. How do I hook the ones who don’t care if they fail because they’ll “just retake it in summer school or credit recovery”?
  4. How do I hook the ones with a really insufficient math foundation?
  5. How do I hook the ones who are used to playing the game of school and putting the right squiggles on a piece of paper for a letter grade?
  6. How do I get them to think….

 

I don’t have answers. I mean, if I did, I’d share, right?

I do have a lot of time to ponder the questions. Preferably while sitting on a beach or reading a book. Educational or otherwise.

Meanwhile, I’m just gonna hold on to a couple things from this year for a minute.

Because my summer vacation is here.

Don’t Look Back

There’s pretty much two kinds of people in this world:

Bravado vs. sadness. Learning opportunities, or more evidence that the world is unfair. You pick.

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“OMG, look at us! We were babies!” Yeah. Yeah we were. Hell, I had hair. Photo cred: Roger C. Ott.

This week we celebrated 25 years of marriage. I wouldn’t trade a minute of it for anything on the planet. But, would I change some things if I could?

Honestly, I’ve messed up plenty of times. And learned something from the pain every time. I’d rather not hurt. Or have the people I love hurt. But I’m thankful for the chance to learn, and grow as a person, and grow closer to my loved ones. So: “My Way”? Or “A Lot Of Things Different”?


We’re at the time of year when buyers remorse is setting in for some of my Algebra II students. They are recognizing that they’ve blown off the last math course they need to graduate, and (170 days in) it’s too late to fix.

The options are summer school, credit recovery, or alternative school.

It’s not fun. When everyone is counting days to summer vacation and you are looking ahead to a 6:30 wakeup call and a bus ride across town and a teacher going on and on and on and on about math.

Image result for eye roll gif

And it’s not a fair trade. 180 hours of social time, versus doing the work that needs to get done to move the ball forward, and get a step closer to walking across a stage with a diploma in hand. I think, given the chance, they’d have made some different choices.

I can tell they are feeling pain, because their frustration is directed at me these days. What I know after doing this for a while: 17-year-olds are great at “IDGNF” bravado, but they suck at hiding true feelings.


Which all has me thinking: What “Teacher Habits” do I have that I would change? I make a list for myself at the end of every school year, as I’m making copies and filing grade printouts and filling up my recycling bin: what worked and what didn’t? What could I do different next year? After 15 years there are some areas that I’m pretty set in my ways. But the greatest benefit of being a connected teacher is: there’s always someone with a different way (and maybe, a better way) out there. Is this the year to flip the script?

I’ve got a change coming next year. I have a straight schedule of math. No PLTW. Which is a little odd, since my district’s efforts to re-launch PLTW is pretty much how I ended up here, but hey, Teaching Motto since Day One is: “Roll With It”. They tell me what to teach, and who to teach, and where, and I take care of the rest.

Two of my sections will be an Algebra Lab for incoming freshmen who hate math and hate school and probably will hate me. (I know, they haven’t met me, but give them time). My department chair approached me with the proposal: a supplemental class to shore up their Algebra I class. No homework. All project-based. DOK 3. Grade is based on in-class participation.

She knows me so well. It took about two seconds to say yes.

I’ve been training for this my whole life. And I know where to turn for ideas:

*cough* #MTBoS *coughcough*

It’s gonna be a year to do a lot of things different. And to do it my way.

Satchel Paige said “Don’t look back. You never know who might be gaining on you.” But honestly, sometimes a look back is the best thing you can do to put yourself on the right pathway in the future.

Plus, every now and then, the view is fantastic.

Dont Look Back
Sunset over the old Ivy Tech building in Valpo. Now an artist colony and micro-business incubator.