At my building we’re in Year Two of a 1:1 environment. There are a lot of things you can do with a device for every student. Some of those things are even better than pencil and paper tasks.
Not everything is gonna make fireworks explode.
Tasks like My Math Lab and Canvas quizzes leverage the technology for self-grading practice or assessment, and that’s cool. It’s got its place. Kids get plenty of reps and instant feedback. Saves teachers a ton of time grading so they can get down to the business of using what they learned from those formative assessments to adjust instruction. I’m not sure I want 25 kids staring at screens all day every day tho. I need some interaction, and in math, some pencil/paper practice as well.
There are things that outlive their usefulness. Then there’s this table of perfect squares/perfect cubes I ripped from my cooperating teacher 10^6 years ago that I still use. Because my students still keep it to use it as a resource after they fill it in. #teach180#iteachmathpic.twitter.com/L7JOA0u2hk
I launched a flipped instruction model at semester last year to carve out more time in class for students to work together on problem sets and to get help from me when needed. That part has paid dividends. That classtime is pretty valuable real estate. Could I get even more out of it for my students? I mean, I see all of them every day, even if it’s only a quick two-minute check-in. The piece I could get better at is holding them accountable for taking the notes, and being more formal about checking for understanding.
There are a lot of ways to do that too. I’ve been enchanted by the prospect of introducing eduprotocols to my classes this year. We’ve done an Iron Chef-inspired student-created slide deck for the open house, and we’ve used Cyber Sandwich to great effect in Algebra Lab. Launched Worst Preso Ever in Lab last week and my kids had a blast.
“I’ve never done this before and this is so much fun!”
“Can we do this again? No other teacher lets us put memes in our slides!”
But where JonCorippo hooked me was The Fast And The Curious. I first saw him on Matt Miller’s Ditch That Textbook Virtual Summit. Jon’s a pretty good interview if you get the chance to catch him. (Quickie tutorial on TFATC from Matt Miller here). The game app Quizizz is what makes the whole thing run. It still takes time to create, probably about the same amount of time as a Canvas quiz, but has the added benefit of cutthroat competition. That leader board had them cheering and agonizing all through the first 15 minutes of class. Plus Quizizz offers a ton of data including overall class accuracy, student accuracy, and percent correct for each question.
That’s the real benefit. After the quiz is done, we look for areas where we can give some instant feedback and remediate problem areas. Then we take the quiz again. There is pretty much guaranteed to be improvement, and for my Algebra Lab students that is huge. They feel (accurately) that they’ve learned something and that they are now primed to work on their regular Algebra teacher’s daily assignment.
“Mr. Dull, can we take that quiz over? I think we can do better.”
Yes. We. Can. (After we look at a couple Qs together). Looks like The Fast And The Curious checked all the boxes:
That sounds like a win to me. Wait til tomorrow when we do it all again and push their accuracy rate through the roof. I told them we were shooting for 95% at the end of the week. From their response at the beginning of class, I might as well have told them we were gonna fly to the moon.
By the end of class tho… I think they believe they can do it.
When I dropped the news on my students last week, one of my kids said, ”We should play a game, Mr. Dull! Like Musical Chairs!”
OK, I’ll bite. That actually sounds like a pretty good idea.
I put out a call for advice:
OK, one of my Algebra II students just suggested “Math Musical Chairs” as a game we should play soon. (We have a convocation schedule/short classes Monday). I have an idea of what this would look like. Any of my math people done it? Suggestions for me? #MTBoS#iteachmath
Basic design was four problem sets at each table, with a decreasing number of problems. Everybody is in for the first two rounds, after that there is one less problem at the table for each successive round.
I ran the activity in four classes back to back today. I had a pretty solid idea of how it would all play out but I’ll admit, I made up some things as I went.
Like: how to keep students engaged throughout the class period. I knew the “once you’re out, you’re out” model of the actual musical chairs game would not work – too many people standing around watching, too much incentive to not participate. That will never do.
Solution: floaters. Anyone who is “eliminated” becomes the go-to person for help at their table. And, everybody starts over every round. So nobody is knocked out in the first five minutes and is never heard from again.
So that was the upside.
The downside: some problems were a little too challenging (I used Kuta to generate the problems, trading speed for control over content) so I spent a lot of time circulating the room jump starting students who were blown away (not necessarily bad, just I wanted the activity to be a little more self-run), and the corollary: a lot of evaporation happens over the weekend.
But in a couple of classes the culture of collaboration kicked in and students started helping each other, which was pretty sweet.
(“Play 8TEEN, Mr. Dull! Play 8TEEN!”). Extra added bonus was the cred which comes from knowing when to ride the volume control to mute class-questionable content.
My super-Type-A students wanted more reps than they got, which is an occupational hazard around here. I’ll get them covered on the actual review day Wednesday (alg ii 8.1 – 8.4 review packet).
So the activity can use a little tweaking, but overall it’s a keeper. The kid who suggested it tried to deflect credit but I was sure to thank him for his contribution. Students gave it a “we’d play that again” at the end of class, so I’ll take that as an endorsement. On a short day I got what I wanted, plus I think I have another game to add to my review toolkit.
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:
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.
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.
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.
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.
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.
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.
My colleagues in Track 3 also had low scores overall, so I’m not alone, but still…
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.
Specifically, I have several questions:
We’re detracking – what’s gonna happen to this group next year when everything gets faster and more in-depth?
How do I hook the ones who were utterly disinterested?
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”?
How do I hook the ones with a really insufficient math foundation?
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?
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.
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.
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.
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:
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:
my students selected some very cool but also very challenging pictures to duplicate
they needed massive amounts of support writing equations to match lines and curves
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.
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.
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.
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.
I fear a low-grade panic is setting in amongst the troops as they face the challenge of the Desmos Art Project. They are despairing of ever being able to write equations to match shapes. We are headed for crushing defeat unless I can rally them. #teacherlifepic.twitter.com/W07Xuac4K3
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.
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:
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:
Oh, yeah, and this from a student as she turned in the assignment thru Canvas:
My big takeaways:
I need to steer them towards reasonable images to duplicate. Avoid frustration and shutdown right from the jump.
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.
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.
I love it here in the future. I’ll never go back. And this morning I woke up one year farther into the 21st century.
One of the benefits of modern life is the support that comes from connectedness. When you scratch out that list of resolutions, you don’t have to look far for resources to help you along. You might still stumble and fall along the way, but you know someone’s got your back.
A few years ago the great JenFulwiler put together a Saint Name generator for folks who are looking to jump-start the search for a patron or intercessor. This year I got St. Francis de Sales (patron of writers and journalists). He spent three years of his life going door-to-door throughout the French countryside trying to teach the faith. No one would listen. He had door after door slammed in his face.
I can relate. As Dan Meyer famously said, “I teach high school math. I sell a product that people don’t want, but are forced by law to buy.” At least in St. Francis I’ll have someone to commiserate with.
As an added bonus for 2017, Jen built a word generator. Perfect for those “One Word” or “word of the year” people who are everywhere today.
Of course, because Children Must Play™, some of Jen’s online connects mashed up their saint and word. Hilarity ensued:
People are making up stories about their alter egos that they get from combining their saint of the year with their word of the year and it's MAKING MY LIFE. https://t.co/skgwc4QbL9
I’m Francis Presence. No editor or producer would take that character name seriously.
But, “presence.” Hmmm. Hold that thought….
A few weeks back I stumbled across a blog post by Allyson Apsey suggesting folks make a playlist for the new year, rather than making resolutions. I have the usual resolutions, yeah, but I also have a #2018Playlist. As I wrote when I first encountered Allyson’s post, I wanted a playlist in chunks that could be selected to fit a mood.
We’re at a place in the school year and just life in general where everything is a grind. Fitting that mood perfectly is a song I borrowed from one of my oldest son’s playlists, “Hurricane” by Band of Heathens (covering a Levon Helm tune)
Back that up with “All These Things I’ve Done” from the Killers, and a pair from Tenth Avenue North: “You Are More” and “Losing”, and we’re off to a low-key start to power through day-to-day frustrations.
The mid-section is designed to provide a power boost, or at least an upbeat accompaniment to housework or grading, anchored by Jet’s rave-up “Are You Gonna Be My Girl” (which is also my go-to running song when I need to dig deep):
Queens Of The Stone Age and Greta Van Fleet both deal in an updated 70s sound, providing a bridge from past to present before the Church and Lord Huron bring the thing in for a landing.
So, I’m self-aware enough to build a playlist that is in tune with my needs. What about when we turn the tables? Can I shift gears to meet my students’ needs? Can I be “present” for them? It should be part of the package, like a basketball coach adjusting his playbook to match his players’ talents.
The turn of calendar brings soul-searching and goal-setting in many areas; the classroom is no different. And this year, my tribe has some backup in the form of Indiana Connected Educators. ICE Indiana is offering teachers here a chance to jump-start their 2018 with an “I will” sharing challenge:
This year, I will try to create situations in my Alg II classroom where I can give my students more individual attention. Flipping the notes & the practice sets, and using the "island-peninsula-land" method of flexible grouping. #ICEindiana#INeLearnhttps://t.co/CkIZhGN11W
We’re at the point of the Algebra II curriculum where everything is new and challenging, and more theoretical. My track 3 students are not likely to move on to Pre-Calculus as seniors, almost all will take either probability & statistics or a college readiness bridge course that hits the power standards of Algebra I, Algebra II, and Geometry. They need more time in class to work through practice problems and get help. Looking back to last year, the opposite happened. We would spend almost the entire period on warm-up, homework questions (numerous, because they didn’t get enough time to practice and ask questions in class), and new notes. By April we were all miserable.
So what am I going to try in order to fix this issue?
I am already embedding a video of me working through my notes into the Canvas page for each lesson. My hope is that students who are absent or want to work ahead or need to see the examples worked again can refer back to the video, as often as they need.
What if…. I followed the lead of several teachers in my department who are flipping their instruction? Students watch the video on their own, take notes, and write a brief summary (picked that up from PoojaAgarwal‘s Ditch That Textbook Summit session with Matt Miller). Then the bellringer is a quick formative assessment to gauge their understanding and engage prior knowledge, and the bulk of class is spent on working through the practice set. As Matt Miller and Alice Keeler point out in their book Ditch That Homework, this gives them access to a trained professional teacher when they need help.
OK, so now we’re building in work time in class, but what about my kids who need extra help? There’s still one of me and 30 of them.
Divide and Conquer, baby. Divide and conquer.
I picked up a strategy about 10 years ago at a workshop. Two downstate Indiana teachers who paired up to share their two classes developed a differentiated instruction method they called “Island – Peninsula – Land”. Based on a quick formative assessment (walking around and peeking over shoulders, even), the teacher quickly sorts his students into three groups:
The Island group is completely self-sufficient. These are the “just give me the assignment so I can get it over with” students. They don’t need my help, so they can go off and do their thing.
The Peninsula group can mostly do the work, but might need a boost from time to time. They can send an envoy to the Island group to ask for help with a specific question.
The Land group does not know how or where to start. They need the most help, so I sit with that group for the session.
It’s been awhile since I’ve used this tactic. The last few years my classes were all “Land” – I really didn’t have anybody who could work through a set of problems on their own, so I shelved I-P-L. This seems like as good a time as any to resurrect it.
Gonna run this by my department chair and get ready to roll on 1/8/18.
And don’t be bashful. Jump on the #ICEindiana hashtag on Mondays and Try, and Share, and Encourage, and Remember, and Learn.
In the coaching world, best practices filter down in a hurry, through coaching clinics or word of mouth. Everybody wants something more effective they can use at their own level.
That’s true for sports and true for teaching (see: MTBoS Search Engine). Take an advantage and leverage it.
The question is, how transferable are some of those practices? What works for Tom Izzo might not work for your kid’s Boys and Girls Club Team. You gotta pick your spots, and meet ’em where they are. (Also, see MTBoS).
The last couple of years I’ve been helping to coach my youngest son’s middle school CYO hoop team. They are good kids, they like the game and each other, but we practice twice a week. Maybe one of our guys will play high school ball, tops. We’re not exactly Jordan’s Bulls or the Showtime Lakers or LeBron’s anybody. The kids mostly want to hang with their friends and have fun and maybe win some games (because winning is fun).
We mostly want them to learn a little about the game and learn how to be teammates and to grow as young Catholic men. And maybe win some games (because winning is fun).
They want to be Vikings. And it showed in the results.
Truth be told, we play some CYO teams like that too. Teams that are talented and well-coached and play with intensity for 24 minutes. Nothing we do works. We prepare for a press and still commit a million turnovers. We can’t be too mad at our kids. They do their best. The other team is just… better, sometimes.
Those games are super-frustrating.
There are teaching days that feel like that. I’m doing everything right, using the best practices (traditional & non-traditional) out there. And yet I can’t break through to my kids. Can’t reach them. Real talk? Some of them don’t want to be reached. And I go home feeling like I just got outscored 15-0 to end a half. The game’s over and there’s still two quarters left to play.
But… I can’t be too mad at my kids. They’re good kids. They’re killing me slowly. But they’re good kids. They really just want to get out of school and get on with their lives. Unlike my ballplayers, they didn’t ask to be here. I wish they cared more. I wish they tried harder. Or at all. I wish they wanted to do well as much as I want them to do well. I wish they’d listen. Just a little bit. And then maybe they’d find out they’re better at this math stuff than they give themselves credit for.
Virgil Sweet, the coach who came up with the Valpo Method of shooting free throws, developed the steps because in order to get hired he had to prove to the school board he could improve the team’s fundamentals.
I’ve met some brilliant math teachers online, who willingly share their successes and failures. I’ve learned a lot from all of them: what works for me, and my style, and my students. What doesn’t. Someday I hope to meet the MTBoS version of Virgil Sweet. I think I’d take pretty well to his style of coaching.
Second quarter is underway. Quadratics are here, in all their parabolic glory. In Algebra I, the quadratic unit was pretty much the culmination of the year. In Algebra II, it’s the end of a quickie nine-week refresher course.
And based on what I see and hear when we start talking “axis of symmetry” and “zeroes of a function”, I have to assume Algebra 1 never happened. Agent J, do your thing:
I’ve had to reteach foundational skills in every chapter thus far this year. We literally start at Level Zero with everything.
My kids are good kids, just… math is not a priority to (most of) them. That’s cool. Let’s build in some support then. We can’t just plow thru the sections, throw a day of review at them and give a quiz, then move on. It’s a recipe for disaster.
Multi-day review is now the new normal. One, Two, Three days… whatever it takes.
This time around we started with a set of review problems, split between standard form, vertex form, and intercept form. Students group up, bounce ideas off each other, peer-tutor and correct, all while I circulate and help my students who are most in need of a push to get started. Worked-out answer key is on Canvas so students can check their work, even outside of classtime.
Then the next day: Two Truths And A Lie. Hey, all the cool kids are doing it. Sarah Carter and Jon Orr are amongst those who wrote about it. And after this day, I can see why:
Massive amounts of thinking and collaborating and getting up and moving around and proving. Awesome. Here’s the document I put together for the students to use (pdf): Two Truths And A Lie Template.
Day Three it’s Marbleslides. Happens to be a Friday, which is perfect. Because Children Must Play™️.
By the way, Marbleslides is designed for a 2:1 environment. Matt Vaudrey is among many who are very large proponents of pairing students up on one device for purposes of fostering student conversation and collaboration. I made sure to include “talk it over with your partner, make a plan, draw a ramp with your finger, before you start randomly changing numbers” in my directions on every screen. I think it helped.
We’ve changed our in-school professional learning model from late-start Wednesdays to a quarterly Half-Day PD this year. The first afternoon session of the year took place a couple of weeks ago, with a triple focus:
The Canvas LMS as curriculum map and parent portal
Formative assessments driving instruction
Increased Depth of Knowledge, with an emphasis on integrating DOK 3 tasks.
Our department chair related her frustration about the fruits of a planning session with two of our teachers, putting together an in-depth activity as they try to amp up DOK: “We spent 3 hours making one problem!” These are three really good teachers, people.
You guys. Desmos. Desmos Desmos Desmos Desmos Desmos Desmos Desmos.
I totally appreciate the effort, but, damn, let’s not kill ourselves trying to reinvent the wheel when there are approximately 3 billion awesome activities at teacher.desmos.com. I told my colleagues, “I don’t know how many of you guys are using Desmos activities, but it’s a machine for cranking out DOK 3 opportunities in your classroom.”
Plus: Classroom Chef & Ditch That Homework. We ordered a set of both books for everyone in the department and passed them out at our department meeting today. Except for me. I already ownbothbooks. I offered to read along with anybody who wants to do a mini-book club.
Who’s with me?
Trying not to be “that guy” but where we’re headed with being detracked, & being 1:1… it’s the elephant in the room. We’ve got a ton of work to do. The other emphasis going forward is making sure our graduates are ready for the workforce or to handle entry-level college math. Our lower-track kids this year… aren’t. Sorry. We need to give our kids a chance to think deeply about math, to reason, to notice and wonder. We know the lower-track students have been sliding along, getting by with minimum effort and no real understanding of the math. That’s not a knock on their previous teachers. It’s what they’ve told us and what we’ve seen with our own eyes. Our guidance counselors have told us horror stories of kids trudging into the office complaining how hard Algebra II is this year.
Thing is, we owe them the chance to do this. If you don’t believe me, believe someone way smarter than me:
Anyone that still thinks that Algebra 2 shouldn't be offered in high school hasn't spent time with a college kid struggling in college algebra, while being absolutely aware that what they learned in High School mattered greatly, as they learn even more.
We’ve got the tools. We’re not the first math department to stare down this challenge. In a conversation with my former department chair, now an administrator, I said “we’re trying to change the culture of the classroom on the fly here. We can’t wait until our kids are “ready”. We need to move forward with what we know is the best way to teach, and be confident that our students will rise to the challenge.”