Flipped Learning

INDOE eLearning Definition
Connecting learners to one another and supporting new learning models for schools. It’s what the Indiana Department of Education’s Department of e-Learning does. Let’s Go…

Just finished up my second Summer of eLearning conference since school wrapped up. This week it was with somewhere in the neighborhood of 350 teachers and administrators thinking around those stated purposes of the IDOE’s Department of e-Learning at #eVillageNWI at Washington Township High School outside Valparaiso.  It was my first time attending this conference that is right in my backyard.

Both days broke sunny and warm. They are really big fans of #StrawberryWater there.

Also, dancing.

In other words, they work hard, they play hard, and they stay hydrated. That’s a good combination for June.


I presented on curating e-Learning day activities. Several local districts are already using eDays to make up snow days, and my district will join them next school year. While popular, it seems no one has quite got it right, everyone is trying to get better, and there are a lot of moving parts. This sounds like a good topic for a lot of smart teachers from different districts to talk about. Especially if it leads to more conversation later, back in their building, with their people.

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Via GIPHY

One of my in-class catchphrases is “there’s a lot of firepower in this room from the neck up.” Truth. There’s really no point in me being the only one in the room talking and thinking on this subject, so I designed the preso so that the attendees would have ample time to group up and hash things out with each other. Then use the last few minutes for sharing out.

It was a diverse group, classroom teachers and administrators from across subjects and grade levels. So although my experience is at the secondary level (math, specifically), the attendees quickly dialed in on their experiences and their students’ needs.

It was awesome.

I had back-to-back presentations the last two sessions of the day. Now, adults are not that different than kids, especially when it’s close to quitting time. What I saw on Thursday at 2:30 was… notable.

When we debriefed at the end of my last session, the awesomeness came spilling out. And it kept going. It was time to head to the closing session (door prizes!) and they were still sharing thoughts.

I learned so much in that 15 minutes, and caught as much as I could in a quick twitter thread when I got home.

  1. Practice ahead of time seems like the critical factor, above all else, for the overall success of e-Learning Days.

We spend so much time building routines in our classrooms, then a snow day turns into a wildcard. What if we practiced eDays until they became routine? Logging in to sites, checking Canvas for directions, submitting work online, contacting teachers thru email or a Google Hangout. For teachers, recording a video with instructions, walking students thru the steps for the expectations for the day. The teachers I listened to told the group they thought that was super-important, to the point where one teacher said she makes every Monday a mock eDay in her classroom.

 

2.  Accommodations for students with IEPs require a lot of our time and attention before rollout.

As one teacher pointed out, you can’t just modify an online assignment the “traditional” way. If students skip questions, those questions will be marked wrong in a Canvas quiz or Flubaroo-graded Google Form or on MyMathLab. Plus, with the option to scramble questions, question numbers won’t correspond for every student. We need to make accommodations for extra time, when time was already a major concern.

 

3.  If we’re going to ask students to use a website or app at home, we better have introduced it in class beforehand.

A survey of students in my building indicated about 40% of students “sometimes” or “most times” needed help using an app or website that had been part of an assignment in class. The teachers in my sessions were adamant that dropping a new tool on students at home was a recipe for student frustration, meaning the eDay work would not get done. Goes back to building routines, and lesson #1 above.

 

4. Anything that makes the students’ job at home easier will pay big dividends.

One teacher said that when she sets up her Canvas page for her elementary-aged kids on eDays, she makes a colorful, graphic “flow chart” with links to each assignment (you can talk amongst yourselves if this qualifies as a “hyperdoc”, but let’s not quibble over small details. It’s clever, and effective.) My high school students will have to navigate their Canvas dashboard to find all their assignments, but maybe I could provide them a template they could use to collect all their assignments, then prioritize them on a checklist.

 

5. Sometimes it’s OK to leave a session with more questions than answers, especially if that leads to a fruitful conversation back in their building, with their planning group.

I was hopeful that would be the outcome of the sessions. I told them up front that I don’t have all the answers, that if they were expecting me to walk off the mountaintop with all the eDay secrets etched on stone tablets, that they were in the wrong room. That was super-empowering. So much sharing and so much learning happened in the small group discussions in the last third of the session time, that I know everybody has at least one big thing they can take back to their building and say hey, here’s something we need to consider doing with eDays this year. As always, 30 brains are better than one. I know the tech coaches and central office admins have been rolling around all the issues surrounding e-Learning days in my district when they roll out next year. I’m hopeful they’ll take into consideration what my groups shared out as well.

 

       6. I’m sure some of my attendees were wondering what’s with all the dancing at this conference.

Since I chaperoned a trip to the Motown Museum this April, we kicked things off (after lunch and all, got to get moving before we get learning) with the Temptations Walk. This photo was after the fact, but we had 35 teachers and administrators dancing in a classroom.


 

All these considerations are in addition to the things we talked about during the presentation such as appropriate length of time for assignments, and what types of assignments will work well on an eDay, or how to adjust for our students who have wifi issues or who have to take care of other family members on a day off of school.

There’s obviously work to do here, at an individual level, and as grade-level, building or district groups.

But if I have one everlasting takeaway from eVillage, it’s that I learned. Not just in the sessions I attended. I expected that. After all, there were some outstanding presenters over the two days. I agonized over choices during the same time period on both days. But the bigger story is how much I learned from the teachers and administrators who attended my sessions. I knew they were smart, committed learners. Hell, they willingly spent two beautiful June days inside at an e-learning conference. But it reinforced for me the value of a student-centered classroom.

The teacher became the student. I’d call that “flipped learning” in the best possible sense.

And my eVillageNWI people: Thanks. I’ll see you all again next June. Keep the strawberry water on tap, huh?

 

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One-Man Book Club: Teach Like A Pirate

“Are we ready to start full speed?” Dave Burgess keynoting Day One of the South Shore e-Learning conference in Hammond, IN, June 6, 2018.

Yeah, I know. 2012 was a long time ago. Doing a One-Man Book Club post on Teach Like A Pirate is like live-tweeting an episode of The Office I’m watching on Netflix. But it’s what I’m reading right now and the thoughts are spilling out of my head onto my screen, and for many of my colleagues at the South Shore e-Learning Conference it was their first exposure to this loud, crazy SoCal guy. I wanted to watch the show through their prism, and the experience stirred up some memories.

Dave Burgess keynoted a conference I presented at last week. Leading up to the two-day event I went to the library and got his book. Even though I’d seen him outline his TLAP philosophy with Matt Miller on the 2016 Virtual Summit, I was pretty psyched to get the In-Person experience. I still wanted to read the words in black and white.

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Image via Goodreads.

(Burgess runs at like 7000 rpm. My laid-back Vegas kids used to tell me I talked too fast. If they were in a room trying to listen to the Teach Like A Pirate keynote their heads would have exploded. Having read the book was like having built-in subtitles for the presentation. 10/10 would recommend.)


 

I just finished my 15th year of teaching. I was a pretty by-the-book guy at the beginning. Things have changed since those early years, thanks in part to a lot of reading, a lot of connecting, a lot of trial-and-error. And error. And error. Let’s just say I’ve been trying to get better for a while. Reading Teach Like A Pirate, my mind snapped. I recalled a long-ago online conversation I had with Matt Vaudrey, co-author of Classroom Chef.

If you’ve read the book or seen the TLAP preso, you know what started my reverie. The Six Words.

TLAP 2

“It’s Easy For You. You’re Creative.”

TLAP 3

I remember struggling with classes that weren’t buying what I was selling. I remember spending prep time and after-school time searching for activities and lessons that would get my students’ attention. I remember being amazed at what my fellow math teachers were rolling out to their students. Everything I found online was brilliant and clever and creative. I remember thinking, “there’s no way I could come up with stuff like that on my own.” I remember falling flat on my face many a time.

But I remember having success just often enough to keep trying. Which is good, because as one of my favorite UNLV professors used to say, teaching is like being a performer. And you have to nail 900 shows a year.

All these years down the line I should point out, she never told us how tough the audience would be for those 900 shows. Or that they’d be able to tune us out with a tiny little computer they’d all carry in their pockets.

As Burgess says: “Would your kids be there if they didn’t have to be? Do you have any lessons you could sell tickets to?” I felt like I had to work harder than anyone else because before I could teach my kids anything, I needed to make them want to show up for my class. I used to tell them, “someday I’ll be that old, bitter teacher who hands out a worksheet then goes to read the paper with my feet up on my desk. But today ain’t gonna be that day.”


 

 

 

I’m not a pirate. Not a good one, anyway. But I’m down with Lesson Design. Which, it turns out, once you get past the bandanna and earring, and the grilling analogies, is what “Teaching Like A Pirate” is all about. Intentional lesson design, every time.

I’ve got a certificate on my classroom wall from ETS. It’s a Certificate of Excellence for my score on the Math Praxis exam. Me and a couple of my UNLV classmates studied hard for that test. The semester of student teaching we met three times a week after school at a coffeeshop/bookstore near where we all taught in Vegas to work through problems from the study guide. But the State of Nevada also requires a passing score on the Pedagogy test for licensing. Ugh. That one is not as easy. My idea of lesson planning as a pre-service teacher was limited to:

  1. Check the section in the textbook
  2. Select example problems
  3. Select guided practice problems
  4. Select homework problems
  5. Rinse, repeat

That’s all. And on the Praxis or in the classroom, it wasn’t good enough.

I eventually stumbled across Dan Meyer and the greater MTBoS and started to get an idea of teaching with the end in mind. It’s a concept that Bill Hanlon of the Southern Nevada RPDP introduced to us. It was a unit design tactic he called BAM, but it applied equally to lesson design. Later on I was exposed to Desmos, and then Hyperdocs. All tools for designing lessons from the ground up, thinking deeply about what questions to ask, what I wanted my students to ponder, what tools and resources they would need.

I’ve claimed as a class motto for years, “You want better answers? Ask better questions.” Turns out I have common ground with Burgess there too.

TLAP 4

Then Burgess goes on to include a section with literally hundreds of questions a teacher can ask when planning a lesson, questions that can spark creativity and create hooks to student engagement. Pretty much everyone I know can take two or three or six of these questions and create something incredible in their classroom. Without a single trip to Goodwill.


 

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It turns out that once you get past the pirate persona there is a seriously good teacher who is passionate about not just punching a clock, but in creating learning experiences for his students. And Teach Like A Pirate makes clear that there is no secret sauce, except for a willingness to take chances, to accept failure as part of learning, and to recognize that nothing great comes easy.

TLAP 1

I don’t know about greatness. I’m still trying, still learning. I doubt I’ll ever have a “guest speaker”. But we sing and dance a lot in my classes, get up and move around. Use visual hooks. Stick crazy memes and GIFs in my slide deck. Try new things. Shift on the fly when it’s called for.

Maybe I’m not such a bad pirate after all.

Leyahs Card

 

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:

Buying The Groceries

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Coaching is a rough gig. Especially when your successor wins about a million Super Bowls. Image via Yahoo Sports.

Back a million years ago, when dinosaurs roamed the earth and I still talked about sports for a living, the New England Patriots parted ways with their coach, Bill Parcells, after the team made a Super Bowl appearance. He was not super-pleased. In fact, he had a parting shot:

“If they want you to cook the dinner, at least they ought to let you shop for some of the groceries.”

I get what he’s saying: if you are holding me accountable for the performance of 53 guys, I should get to pick which guys they are. Well, teachers don’t get to pick. But in the right place, they get to pick how they teach. In one of my first conversations with my new department chair (now a district-level administrator) when I hired on, I found out that our department was moving in the direction of classroom -level autonomy. The state decides what you have to teach, yeah, but you get to decide how to do it.

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I’m a Stuck-In-The-80s loser. Sue me.

 

Use a textbook? Fine. Ditch the textbook? That’s cool too. All about Three-Act Math and Desmos Activities and WODB? You do you.

We do a lot of planning as content teams. Our main focus during this school year is detracking. Instead of offering three ability-grouped sections, there will be “Honors Algebra II”, and just-plain “Algebra II” next year. Those are the options, kid. So we’re spending a lot of time figuring how to support our struggling learners in a faster-paced environment.


Now, they’re not coming around tomorrow to make a movie. Nobody here is doing anything earth-shattering and disruptive, but it is obviously cool to have the freedom to teach in your own style.  Occasionally, monumentally cool things happen. Sometimes, it’s a smaller victory. In classic “happy accident” style, I may have stumbled across something cool this week, in terms of the order in which material is presented for maximum learning.

We’re in the midst of a (short) trig unit. Right angle trig, sine and cosine graphs, that’s about it. “Coterminal angles” and “Functions of any angle” gets a drive-by. Law of Sines and Law of Cosines get pushed back to Pre-Cal. There’s probably more emphasis on graphing. But: What if the order flip-flopped? Graph first, then tackle coterminal angles and the general definition of the functions?

Maybe with a Desmos activity?

Yeah, let’s do that.

I feel like I’ve got to lay a pretty good foundation with the graphs. Maybe, emphasize that the graph is periodical and hits the same value multiple times. I think the visual will help my students grasp the concept that there is a sine & cosine value for all of those degree measures, then we can go from there.

My 2nd hour wasn’t having it:

 

 

My 5th hour response: marginally better. Then I was out Thursday for an all-day curriculum planning meeting (coincidentally). So we’ll see. If the periodic nature of the sin/cos functions take root, I’ve set the table for Friday beautifully.


 

We quickly recapped the sin/cos graph assignment Friday at the outset of class, pointing out again how the graph of the function repeats. I’m guardedly optimistic. Let’s roll with Desmos, huh? We started with a card sort of definitions – letting the students do some word root detective work.

Desmos Trig 1

They had some mild success at matching words, images, and definitions, and we took a couple of minutes to make sure we were speaking the same language.

 

(H/T to some of my online PLN friends who helped me tweak this activity. Protip: when smart people give you advice, take it.)

After a couple more screens where we pondered the cyclical nature of the graphs, it’s time to get to the meat and potatoes.

Desmos Trig 3

Good news: pretty much everybody could sketch a 135 degree angle. Also good news: most could recall the ratios for sine and cosine. So let’s push the ball upfield. Here’s how to calculate the ratio of any angle. Go.

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We ran out of time before we could dive deep into the idea of positive and negative values for the functions.

Ironically, this activity connected much better with my 2nd hour than with my 5th.

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But what can I say? Friday afternoon, after lunch, sun shining thru my windows….

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Hey, I recognize that guy…

At least some of them let their creativity shine thru as well.


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So, did this little tweak in the order of sections pay off? Not in a fireworks/shooting stars kind of way. I think the visual of the animated unit circle/sine graph was huge. And I think the Desmos activity was an improvement over me standing there and dishing out notes and giving a written assignment.

The bigger story is the freedom to re-arrange things in such a way that it benefits my students. Writ large, my Alg II planning group met last week to ponder some options for next year, including SBG, but we also took a hard look at the course from a power standards standpoint. We front-loaded the course with Alg II standards, pushed the trig section back to the end of the year, and flip-flopped a couple of units to get balance between 3rd and 4th quarter. Standards-Based Grading has some folks curious, and is being strongly encouraged, but individual teachers have the option whether to implement it.

Sounds to me like as seasoned chefs, a lot of us will be buying our own groceries next year. I feel a little bit like Bobby Flay already.

Bobby Flay
Image via Food Network

Desmos Art 2.0

One of the hallmarks of the MTBoS is constant refinement and reflection – taking something of your own or someone else’s and making it better.

The conics unit has come and gone in my Algebra II classes, and like last year I want to do a performance assessment. Back in the day this assessment was Amy Gruen’s piecewise functions picture. With the advent of Desmos it’s now a digital version of the same project. (I wrote about last year’s here). Then in early summer I saw the tweet that let me know how much better my project could be for my students.

Dropping the image into Desmos first, then creating the equations to match the image? Brilliant! That led to a pretty productive online conversation, and to me making some slight changes to my plan for this year. My big takeaways from last year were:

  1. my students selected some very cool but also very challenging pictures to duplicate
  2. they needed massive amounts of support writing equations to match lines and curves
  3. probably not everybody did their own work

Providing massive amounts of support is what Desmos does best. That scaffolding probably means less frustration, and less cheating. At least that’s what I’m telling myself.

Fingers crossed
Via Tenor

Started before break with a functions review (Alg II (3) Functions one-pager), not only of conics but of all the functions we’ve learned this year. The day back from spring break we learned how to match equations with lines or shapes in a picture with this Desmos activity.

Then I introduced the project, and offered a carrot (it’s a quiz grade, you guys!). And away they went, seeking pictures.

 

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They found standard-issue high-school-kid stuff: lots of cartoon characters, superhero or sports team logos, palm trees and flowers. I had them make a (rough) sketch of the image on grid paper, then try to identify equations of four functions that would be included in the final product. I wanted them to get used to the idea of seeing small sections of the larger whole, and finding ways to describe that section in math symbols. We also walked through the process of setting up an account in Desmos, opening a new graph and bringing in the image, and saving the graph so they could access it again.

Double Double
Making ’em hungry before lunch. Double Double, coming up.

By Day Two, we were ready to start getting serious about making some math art.


 

They were pretty excited about this project when they were googling around for images, finding their favorite characters or sports teams. They were less excited about this project when it came time to start writing equations.

A couple wanted to straight-up quit. I’m gonna use all my powers of persuasion to try to convince them otherwise. That, plus walking through the process, step by-step, of writing a general equation, then adding sliders and tweaking values until the curve matched up. I’m not sure it helped.

I did notice that very few of my students actually completed the reference sheet. And (in a related story) almost none had any recall of any function equations except y = mx + b. That is definitely part of the issue – a huge disconnect between a shape on a screen and the math symbols that represent it. And truth be told, that’s part of what I wanted this assignment to do – to cement that relationship.

Best-laid plans, right? I’ve got some work to do.

showtime


 

The morning of Day Three, the putative due date, one of my struggling students came in for extra help on the project. She left with a smile on her face, having made serious progress. Plus she agreed to act as a “resident expert” in class, helping out her tablemates when they got stuck. We made some halting progress as a class, but no one is close to done. Several of my students did say that they understood how to write an equation for a line or curve, and restrict the domain, just that it was going to take a long time and a lot of tedious work. So, similar to last year, with about 10 minutes left in class I offered a reprieve, shifting the due date to Monday. Then I’ll accept whatever they have and go from there. I set up the grading rubric in such a way that the points are weighted toward planning and less on the finished product, so the kids who laid down a foundation can still get a reasonable grade even if their final product is…. incomplete.

But I also want to be able to show them what their project could look like, with a little bit of persistence:

 

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Just a little something I threw together over the weekend. 44 equations later…


 

The breakthrough for many came when they started to use vertex or intercept form for their parabolas. The ones who completed the functions reference sheet caught that first. I showed everyone on Monday, which of course was too late for many folks. Next year I’ll highlight that option earlier.

So, they begrudgingly turned in their paper/pencil planning work, along with a link to their Desmos creation, on Monday. Just like last year, some bit off way more than they could chew. Some got frustrated and quit. Some gave me a half-finished product. But the ones who stuck with it were able to turn in some pretty cool stuff:

 

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Oh, yeah, and this from a student as she turned in the assignment thru Canvas:

Desmos Student Comment
Yeah….

My big takeaways:

  1. I need to steer them towards reasonable images to duplicate. Avoid frustration and shutdown right from the jump.
  2. I need to encourage my students to use the vertex form of quadratics. Anything that makes the movement of the curve more intuitive is good. I think eventually that will help cement translation of functions.
  3. I need to enforce the preparation steps that I built in: the reference sheet, the paper sketch, and the four function equations by hand. I need to help them draw the connection between curves on a screen and the associated math symbols.

The assignment is is a keeper. But I bet you it won’t look exactly the same three years from now as it did this week. In fact, I’m counting on it.

When The River Runs Dry

Donna And Buzz
Conceived Without Sin, Bud MacFarlane Jr., St. Jude Media.

“… he with blind faith, feeling nothing; she with visionary faith, feeling everything.”

For me it’s both. Sometimes in the same week.

I started Holy Week at my parish’s 24-Hour Prayer Vigil. I selected an intention card submitted by a parishioner who attends our Spanish-language Mass. The intentions were universal tho: Peace for the world, and prayers for the kids in the family, especially that they would find the faith.

I prayed the Sorrowful Mysteries kneeling before the Blessed Sacrament in our chapel. Meditating on the events of the Passion. It hit the depths of my soul. I was as emotionally engaged in prayer as I have been in a long time. Adoration has that effect on me in general, but this was unusually strong.

Later in the week I took my youngest son to Notre Dame for an afternoon. We’re not alums, or even subway alums, but when you grow up in Catholic schools with nuns for teachers and the most famous Catholic university on the planet an hour away, that “thing” for Our Lady’s university never really goes away. It was a popular choice for dads and kids during spring break I guess, since we were far from the only family wandering around campus, snapping photos of the Golden Dome and the Hesburgh Library.

 

What I really wanted to see for myself tho was Sacred Heart Basilica and the Grotto. We walked through the heavy wooden doors of the beautiful church, selected a pew, let the organ music settle over us, knelt, and began to pray together.

And I was dry. Couldn’t feel a thing. Same story at the Grotto. I’ve literally waited my entire life to kneel there and light a candle and pray an Ave, and… nothing.

Doesn’t mean the prayers aren’t useful. Don’t believe me, take the words of a saint instead:

“In you, today, he wants to relive his complete submission to his Father,” she wrote in 1974 to a priest suffering his own spiritual blackness.  “It does not matter what you feel, but what he feels in you . . . You and I must let him live in us and through us in the world.”

David Scott: “Mother Teresa’s Long Dark Night“, chapter 17 in The Love That Made Mother Teresa (Manchester, NH: Sophia Institute Press, 2013): 107-113

“Through us in the world.” Hmmm.

 


 

I feel that dryness with Twitter right now. I kind of live in three worlds there: I follow a lot of sports stuff, and a lot of political/news stuff in addition to all my teacher connects. There’s some overlap, of course. Some of it lifts me up right now. The Notre Dame women winning the NCAA basketball championship, for example.

Or an epic thread of priests and lay folks pondering the Easter Vigil. (Seriously, click through and read it. All of it. This nonsense I’m writing will still be here when you get back.)

But the Teacher Twitter stuff…. I’m scrolling right by lately. I glance, maybe. I go, “oh, yeah”, and then I move on. Or worse, I read it and go “ugh”. Truthfully, there’s a lot of stupidity out there in the Twitterverse. None of this is new by the way, just seems to be weighing on me with a little more force these days. People treat each other like crap. Political divisions are leading to derangement. Plus, unoriginal putdowns spread like dandelions. I enjoy a little snark as much as the next guy but everything is only so funny after the 100th time you read it. All of that led me to declare a one-day social media fast for myself on Good Friday. (That is a link to the past as well: tradition amongst my group growing up was all TV and radio was silenced from noon until 3 pm on Good Friday. Not a bad habit to revive, I think.)

I’m getting ready to present at a couple of Summer of E-Learning conferences in June. That has me focused. My two regular chats are always a learning experience. Those things energize me. But mild social media addiction aside, sometimes I feel like I could take or leave the rest of it.

Maybe it’s just the lull of Spring Break, getting mentally ready for the stretch run. (39 school days left, not that we’re counting or anything). Did my brain intentionally shut itself off to teacher stuff online, both to clear space for Holy Week observances, and to clear the mechanism for the fourth quarter? Maybe I’m supposed to be turning my attention outward, go “all-in” on my classes so that the world, my students in particular, can see what I’m really about.

I have the final quarter planned out. We’ve got some cool stuff coming up in Algebra II, for real. The last 9 weeks of the last required math course my students need to graduate can feel like a long march through a parched desert. I’m hoping for spring storms to hit and rush through a dry creek bed, turning everything green again.

 

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Me and Sam at The Narrows, Zion National Park, summer 2016. Splashing around in the Virgin River is a great payoff on a 107F afternoon.

 

College of Arts and Sciences

Growing up, every Tom Cruise character was that super-confident, super-cool guy that could bluff his way through any situation with quick wit and a smile. Who didn’t want to be Joel Goodson or Brian Flanagan or Maverick?

But I definitely also had an appreciation for people who planned every move with military precision. Who could see the downstream consequences to actions that everybody else missed. See: Jane Craig in Broadcast News. So: going by the book, or flying by the seat of our pants? Painting by numbers, or just making some happy little trees?

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Is teaching an art, or a science? If you’ve been around the game for awhile, you’ve probably concluded it’s both.

Joshua Eyler of Rice University turns the question on its head in a 2015 blog post, proposing that “the most effective teaching is that which helps students learn to the greatest extent possible”.

So how might we change the art vs. science question to reflect this positioning of learning?  Though we’ll have to sacrifice the nicely compact nature of the original, a new version of this question might ask whether achieving a deep understanding of how our students learn (both in general and about our fields) is more of an art or a science.

The sorts of collaborations with students that might reveal this knowledge could certainly be called creative and even artistic.  I also think there is something of an art to being attuned to students’ individual approaches to learning (or their Zones of Proximal Development) and adjusting our strategies and techniques accordingly in order to ensure we are helping as many students as possible.

What about science?  I have to admit I’m biased here.  As someone who is writing a book on the science of learning, I lean more heavily in this direction.  Because learning has its basis in the neurobiological mechanisms of the body, I think science has much to teach us about learning.  Learning is also rooted in the social world as well, so the fields of sociology and psychology provide further opportunities for understanding.

Brain science and psychology and making adjustments on the fly for what our students (collectively or individually) need at the moment? Yeah, that sounds exactly like what teaching is. “All Of The Above”.


That was us a couple of weeks ago. I know the look I saw on my kids’ faces after the logs quiz. It’s never a good sign, but that “I don’t get this and math is stupid and I quit” feeling in February makes for a long last 13 weeks for everybody involved.

So I called an audible.

I’m hardly the first to roll out this activity. My favorite instructional coach was doing Barbie Bungee before I was even teaching, long before Twitter and Desmos had even been thought of. The great Fawn Nguyen and Matt Vaudrey have raised it to an art form.

But I gambled that it would be just the antidote for the Math Plague that was threatening to decimate my classroom. Plus, worst-case scenario, I could justify it (at least to myself) by saying that the linear concepts and DOK 3 activity would be ideal for my students in the weeks leading up to ISTEP re-testing season.


 

I leaned heavily on Mr. Vaudrey, who is kind enough to post his materials for anyone to use, and to reflect on his own lessons so that folks downstream might be able to anticipate the stumbling blocks for their students. I teach in the new STEM wing of my school, in what eventually will be a combo computer lab and build/makerspace. So I had some essential ingredients on hand: measuring tools, lots of space, and plenty of surfaces at a variety of heights. What I didn’t have on hand, I sought out: eight bags of #32 rubber bands at WalMart, and 8 WWE wrestling figures from my son’s collection.

Day One I tried to hook them in with an insane missile silo bungee jump, then set them up with a figure, a bundle of ten rubber bands, a data collection sheet, and let them go about the business of jumping.

Perfect world: each group of three or four students would have had about 8-10 data points. Reality: most got 4-5. Several got only 3, and one group managed to record only one distance. Those guys are gonna need some extra support.

BB Blog 2

Day Two, time for some estimates backed up by math: How many bungees would be needed to jump off the top of my projector? How far a jump could their figure make with 25 bands?

And in one of those glorious moments of teaching, I had set the hook. Students were madly pouring over their data, trying to use it to give legit estimates to the questions.

BB Blog 1
Teamwork, baby. Teamwork.

(It was about this moment that I decided that I would honor their efforts at thinking and reasoning and doing actual math on their own by entering some points for the three-day project as a quiz grade. By department policy quizzes and tests account for 75% of a student’s grade, so a good quiz grade is like finding a hundred-dollar bill on the ground outside your classroom.)

So we dumped data into a Desmos graph, let some groups with few data points share some numbers from other groups (that’s that extra support we talked about), made a trend line, set a horizontal line at 533 cm on their graph, and talked about how many bands they’d need to safely make a jump from the top of our two-story Robot/Quadcopter Arena.

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Letting Desmos do the heavy lifting to free up brain power for thinking.

Quick group huddle to compare numbers, then after a few minutes of table talk I stopped to see each group, ask about how they came up with their number, and (this is key) have them agree on one number, write it down on their page, and circle it.

Day Three, the Tournament Selection Committee has announced the pairings, and the teams are ready to jump.

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Not that I’m craving attention or anything, but yeah, I totally posted the brackets on the window of the arena that faces a heavily traveled hallway.

I pre-assembled strands of ten bands to accelerate the assembly process, then students built their bungees and gathered, two teams at a time, on the second floor. We quickly found out that everyone in my 2nd hour class had seriously miscalculated the number of bands they needed. Fig after fig crashed to the floor. Lacking other options, and wanting to avoid the buzzkill of a six-way tie for last, we finally decided the “less dead” fig would move on.

The afternoon class seemed to have had some better estimates and we had some competetive matchups, as well as some gamesmanship as some teams attempted to scrunch two or three bands together in their hand on the railing to avoid a figurative skull fracture (high school kids, right?). The extra-long bungees in 2nd hour made a great math conversation starter (“what happened, you guys?”). I used Matt Vaudrey’s feedback form, and found out that Barbie Bungee was a near-unanimous hit.

Barbie Bumgee Feedback

Would this three-day activity had made more sense back in September when we were doing linear stuff? Probably. Would I have had the confidence to step back from the curriculum map for a minute when my students needed a breather if I hadn’t been hanging out on the periphery of the #MTBoS with its brilliant minds and fantastic lessons and activities? No way. Would I have tried Barbie Bungee without being able to follow a well-worn path? Not sure. I’m down with taking chances in the classroom, but I’m not sure I’d have been wise enough to add the Desmos piece if Vaudrey hadn’t blogged about it. And that made the whole project. We’d have been dead in the water, guessing a number of rubber bands for the Big Jump without it. Which means we would have missed the math altogether.

What I do know is: my students bought it, real learning happened, we all got the stress relief we needed, and I came out looking like an improv artist taking a prompt and making comedy gold.

Brian Flanagan would have been proud. Jane Craig too.

Art. And Science. It’s a Both/And.

 

So, How’s It Going?

Golden Dream Same Time Next Year
From The Golden Dream, by Gerry Faust and Steve Love

So, lots of changes in my classroom since the semester break. Seems like a good time to check in, just maybe a little sooner than Pete Alfano. How’s it going so far?

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Sports Illustrated, November 5, 1984

To recap, I’m trying to provide more opportunities for my students to work together in class, to have the support of their teacher as they work through practice sets. My lever is a flipped classroom. Trying to move in the direction suggested by Matt Miller and Alice Keeler in Ditch That Homework.

So they are viewing the notes outside of class, writing a 3-2-1 Summary when they finish taking notes from my video, splitting into Island/Peninsula/Land work groups based on student readiness to be self-sufficient, getting an opportunity for relearning and retakes on quizzes.

My main goal is to provide a proper level of support for all my students. I had to let go of some things like a rotating schedule of MTBoS-inspired bellringers. Truthfully, that decision made me die a little on the inside, but this wasn’t a knee-jerk decision. I weighed my options. What’s the best way to maximize the math happening when we are together in class? I want them thinking critically, but I also want them getting enough practice on basic skills to make them stick.


After 15 years of teaching I already have a good idea of what independent practice looks like outside of school (hint: not really independent), but I was curious what happens when I ask them to watch a video and take notes on their own, and then write down some questions about their learning.

I got my answer a few days ago when a scheduling crunch inspired me to have my students watch the video and take notes in class. It was actually a very efficient way to get note-taking done – way faster than direct instruction with a million distractions. I figured we could get the notes in and still have enough time for students to try the practice set and for me to get around the room and help.

I found that many of my students were focusing on the examples, taking good notes, backing up the video to rewatch certain parts, writing a thoughtful summary – pretty much the model of how flipped instruction should work.

I also saw kids blow it off entirely, playing on their phones or on other sites. And a few were just forwarding the video to a screenshot of the worked-out examples, copying them down, putting some nonsense down for the summary and checking out.

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Dueces. (source)

In other words, the students who cared before, care now. And the students who tried to slide by before, are still giving me their absolute minimum effort. So, can I snap up a couple from that last group and give them a nudge towards the first group? Good question.

I’m way past thinking that any of the tactics and strategies I pick up from my online PLN are going to be magic dust. They are all just tools in the hands of a teacher, for use to benefit student learning. So let’s use them.


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Image via Imgur

Logarithms are killing my students, slowly, like one class period at a time. It couldn’t be less clear if I wrote the instructions in Chinese. So we’ve taken three days to review: two days with a packet to get some reps in, and one day where I wanted some collaboration and mistake-finding built in.

I’ve been dying to use Log War for a while. But I’m not sure my students are in that place yet where they can rapid-fire evaluate logs. Plus I was a little short on materials and funding to purchase more index cards and labels.

I love how Desmos activities create opportunities for collaboration and making student thinking visible, but I’m also not opposed to low-tech alternatives that accomplish the same goal.

And Sara Van Der Werf’s “Add ‘Em Up” activity made an ideal Plan B.

I endorse this review method. Click through for full details and materials, but the executive summary is: students are grouped in fours, working on butcher paper or big white boards, each with his own log exercise to work out. I give them the sum of their answers as they are working on the problems. If their answers add up to the number I’ve written in the middle of the page, yay us! If not, that’s cool, it’s time to play America’s favorite game show, Let’s Find The Mistake!

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This activity got my students engaged, working together and talking with each other, referencing their notes for help, and it gave me an opportunity to sit with everyone individually for feedback and help. That’s the core message of a Ditch That Anything: teachers need to get face time with students, and build relationships along with teaching standards. That’s the big payoff of flipped instruction, Island/Peninsula/Land, and collaborative review time.

Still – it’s not a cure-all. Sitting with one group, looking at the work provided by one particularly uninterested student…. it was perfect. I asked her, “tell me how you got from this step to this step”. She looked me in the eye and said “Photomath did it. I’m not gonna lie to you. I don’t know how to do this. No clue. Teach me”.

I appreciate the request for help, and I’ll be happy to teach you, but I can’t reteach this unit to you in 10 minutes the morning before the quiz.

Especially not after you’ve been playing on your phone and not doing work for two weeks. That remediation gig is gonna take way longer than 10 minutes.


The Irish, 11-point underdogs, were 3-4 and had lost their last three games, all of them in South Bend. They hadn’t lost three straight at home since 1956…. Down the schedule, Navy, Penn State and USC waited to pick over the Notre Dame carcass. Faust was asked by ABC’s Keith Jackson if he’d ever win again.

Jackson: “You have the definite possibility of a 4-7 season.”

Faust: “Yeah, but also one of 7-4.”

That exchange defines the man. “Wouldn’t it be something,” he had said earlier in the week, “wouldn’t it be ironical if it was a game with my first opponent that turned the thing around?”

Somebody Up There May Be Listening“, Kenny Moore, Sports Illustrated, November 5, 1984.

Gerry Faust is an optimist. The faith we share dictates that. I’m more of an optimistic pessimist. But I still believe in the turnaround. If I can’t go 11-0 anymore, can I get to 7-4?  I’m gonna keep looking for things that work, keep what’s good, giving my students what they need, and it’s gonna happen. Come around sometime and see.

Snow Day

Then…

And now..

E-Learning Day email

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:

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.


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Image via Divine Office

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.

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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.

Now, where is that online book again?

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Via gifimage

What good is being a 1:1 G-Suite school if you don’t know how to offer your kids new ways to connect learning? Ditch That Textbook blog to the rescue!

So this email popped into my inbox yesterday. Matt Miller teamed up with guest blogger Laura Steinbrink to offer some cool Google Drawings tips:

  • Annotate
  • Caption This
  • Caption and Comment
  • Picture This And Take A Stance

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 or Flipgrid 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.

But man, a Desmos activity and some opportunities to create and connect and learn would have been awesome for kids staring out the window at the Frozen Tundra. Sounds like all of us who are learning and sharing together online need to keep reaching out and spreading the word. Presenter proposals for South Shore E-Learning 2018 are opening Monday.

 

So, let’s go teach, and learn, together, on a day when Lake Effect Snow is a distant memory.

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Animation of the New Years Eve lake effect storm that dropped like a foot and a half of snow, via weather.gov.

Riding The Wave

 

What kind of day is it out there today? I’ll let the great Barry Butler do his thing:

Third Coast Surf Shop, too:

Surf Mackinaw
Photo via Third Coast Surf Shop IG

 

It’s also the first day of Christmas Break that I had nothing scheduled in the morning, aside from making coffee and breakfast for Mrs. Dull. Seemed like a really good morning to make a list:

Make a List
Because if I don’t write stuff down, I’ll forget. Especially while on break.

The great Colin Powell used to say: “never step on another man’s enthusiasm”. I’d add: never step on your own enthusiasm. Christmas Break will fly by in a heartbeat. Untold number of 911’s will pop up to make some simple task that should take 5 minutes last an hour. So when I’m motivated to knock out some housework, schoolwork, and some #WednesdayMorningPD, I’m gonna take advantage. Because To Everything There Is A Season:


 

I’ve been a long-time fan of Matt Miller. Reading his blog, borrowing ideas, hitting him up for “how-to” help when preparing to make a short G-Suite presentation to some teaching colleagues, reading his books, the whole schmeer. The last two years he’s called in some favors with fellow teacher leaders and organized a virtual summit over Christmas Break. The 2016 edition was fruitful, and when I heard he was planning on a new set of conversations this year, I signed up for email notifications right away.

Then of course, life got in the way. The #DitchSummit opened on December 15, and my district was in session until 12/22. Which the mathematically inclined amongst you will note, was 72 hours until Christmas Day. We cleaned house and made cookies and entertained and shopped and went to Mass (twice!) and met with family and and and and and…

Here it is, December 27, and I’m just now sitting down to check in on the Summit. I know better than to try to binge-watch them all in one day. Plus that would just sidetrack me from my list. So I made a ranking, by topic, ordering the sessions. They are obviously all talented presenters and brilliant people, but somebody has to be first. And last, for that matter.

There are 3 or 4 presentations that I think will directly impact my teaching the second half of the year. I’m pretty psyched to hear from Don Wettrick and Jon Corippo and Pooja Agarwal, but since self-care is kind of a thing these days (for good reason), I opted for Kim Strobel first. I’m a little wary of the “motivational speaker” tag, but her topic, “The Science Of Happiness For Teachers And Students” hooked me in.

The short version is a riff on the flight attendant instructions to secure your own oxygen mask before trying to help others. A burned-out, unhappy teacher is not going to create a very conducive learning environment for his students.

As a guy who broke the “highly effective” scale last year but only graded out as “effective” this year, much to the detriment of my ego, she definitely caught my attention when she talked about the cost of that incremental gain:

Which is at least partly why I took part of the morning to put together my #2018Playlist. And then let it play while folding clothes and doing dishes and whatnot. Which was of course the whole idea behind the playlist in the first place.

 

There’s more to do today. And every day. I’m just gonna ride the wave and keep getting done what needs to be done, interspersed with some opportunities to just sit and chill.

And maybe take a walk on a frozen beach if I’m lucky.