Piece By Piece

Image via giphy.

Last time we talked math in this space, I was trying to figure out a way to squeeze way too much content into the last five weeks of school, while still giving my students a chance to practice the skills and giving me a chance to assess their understanding, all while keeping a tiny sliver of their available brain cells focused on math stuff. Because it’s another fantastically gorgeous early May in The Region.

It's May In The Region
“Road Conditions: Wet”.  No kidding…

This week, I needed a performance assessment idea for Conic Sections. I also need to overlay final exam prep with new material in the finite time remaining before June 2.

And, I want to play with Desmos. Or rather, I want my students to play with Desmos.

Put all those ingredients in a blender, hit “Smoothie”, and you’ve got Piecewise Function Art!

Desmos piecewise staff picks

See everything up there labeled “Conics Project”? This project plan of mine is not a new idea, obviously.  I first came across it when Amy Gruen posted about her pencil/paper project back in the day. My co-teacher and I modified it for our Algebra II course that included several students with IEPs.

And then it sat in my back pocket for years until I changed schools and was assigned to Algebra II again this year.

The #MTBoS Search Engine tells me there are some awesome teachers getting cool stuff from their kids regarding this type of project. Check out Lisa Winer and Jessie Hester, to name two.

So I used their work as a starting point, customized it for my students, made up a packet with some sample art, my expectations for the project and the points scale, annnnnd away we go….

I insisted they did the pencil/paper planning first. I want them to make some fun & cool pics, yeah, but first and foremost I want them to get good at moving between representations of functions, and to get some reps on writing and graphing conics. I gave them two days to roll it around and plan at home, maybe sketch a quick picture or two. Then I planned for a pencil/paper Work Day in class Thursday, with the expectation (slightly unrealistic, it turns out) that they walk into class the next day with a list of equations. Then input equations to Desmos on Friday, with the project submitted via Canvas by the end of class.

Docs here:

Alg II (3) Conics Performance Assessment

Alg II (3) Functions one-pager

The initial reaction was… lukewarm: “Ugh”. “I’m taking the L.” “I can’t do this.”

Come on now. Don’t give up before you even try.

Most of them didn’t pick up a pencil before classtime Thursday, putting them in a hole to start. Fortunately I built in support, posting a Desmos Activity (via Stefan Fritz) to our page for them to play with, so they could see how to fine-tune an equation, and to restrict the domain. But the best progress was made in class on Thursday, when I convened some small groups, answered questions, walked through a couple of quick examples of drawing a graph and working backwards to its function rule, and also showing them how to translate a graph.

Next thing you know…

This slideshow requires JavaScript.

Guys, for real. In my least interested class, I had 26 kids engaged, helping each other out, graphing, writing, struggling through the rough spots, cheering for each other and squealing with delight at themselves.

If they aren’t at home right now high-fiving themselves, they should be.

Then Friday, the Big Finish:

OK, in reality, my students needed a lot of support to bring this project in for a landing. A lot of them made a pencil/paper design that was way too ambitious to finish even with two days to work in class. Many were asking questions Friday that they should have brought to me on Wednesday or Thursday. Most got down to business in class on Friday, because it was the due date. But almost no one was remotely close to being done.

There’s two ways to handle that: 1) “Too bad, so sad, I told you guys to get started on Tuesday and you didn’t so now you’re out of time and out of luck. F.”

Or: 2) “Look, I can see you guys are making progress. How many of you are happy with your picture as it is right now? Not many, right? But you’re making good progress and probably could turn in something really fantastic with a little more time? Cool. The due date in Canvas is today, but with a time of midnight. Go home, finish it up, turn it in before you go to bed and we’ll call it good.”

In his autobiography “My American Journey“, General Colin Powell stated often one of his life’s guiding principles: “Never step on another man’s enthusiasm”. Good advice from a great man. I’m in, all the way. Why crush my students’ spirit just when they are hitting their groove with Desmos and putting together the equations for a whole big mess of functions? Math is happening here, people. I’d rather ride that wave, let them finish and give me something they can be proud of.

So, midnight it is. And we all get better, together, at teaching and learning.

Piece by piece.

Hockey Sticks

Yep, that’s frost on the inside of the windows.

When you drive an old car you get used to some rough sounds.

You also get very attuned to new, strange sounds. To the point where you almost don’t need an engine light to know when something’s not right.

So it is when you teach Algebra 1 frequent fliers, or in my current position, Track 3 Algebra II students with “Junioritis“. As my math coach in a previous district once told a room full of algebra teachers: “Your students have been going to school now for what, 11 or 12 years? Don’t fool yourself. They are not going to instantly start liking math all of a sudden just because you are their teacher this year.”

Image result for math student meme

So we started a chapter on exponentials and logs last week. We kicked the whole thing off with a day of graphing exponential functions by making a table of values. How did it go, you ask?

“I didn’t get to the back page because the front page made me cry.”

Yep. Rattle-rattle-thunder-clatter…

How do we fix this? (Hint: The answer is not “Call the Car-X Man.”)

We go Back to Basics:

Opened up class with the odds of a perfect NCAA bracket, graphs included. Because, the first day of the tournament (mid-day games, yo) dominates my students’ attention like little else.

Odds of a Perfect NCAA Bracket, Graphed

Then on to the bellringer – a Would You Rather on the evergreen task: would you rather have (insert giant sum of money) for a month’s work, or would you rather get one penny the first day, two pennies the second day, four cents on the third day, and so forth, with the daily pay rate doubling each day.

Several students lowered their shoulder and did the grunt work, either on calculator or on paper. And the answer became crystal clear. They actually “justified their answer with math”. Serious “light bulb” moments. (“Woah!……..”)

Then we walk through graphing an exponential with a fractional base, from the previous day’s assignment. Once I reminded (and showed) them that a negative exponent means write the reciprocal to the positive power, things fell into place. And hey, wait a minute. The shape of that graph looks very familiar. Like, we’ve seen it before. Maybe, today even…

I Feel Like I've Seen This Graph Before
Mind. Blown.

They still freeze up any time they are asked to graph a function from an x-y table, but I think they left class that day having a little clearer view of the *concept* of an exponential function. For just one day, I’ll take it. Let’s just say I’m guardedly optimistic. We’ll do some review at the end of the week, and a partner quiz on the day before Spring Break.

Not willing to rest on my laurels, next we pave the way for Inverse Functions. With a Desmos Activity borrowed from Jonathan Schoolcraft and tricked out with some Iron Giant themes.

Inverse Function AB Screengrab
Desmos Activity Builder, grab a bat. You’re up.

Moral of the story: it’s my job to stay in tune with my students’ level of understanding, and back them up when it’s needed. Visuals, a chance to play with numbers, and a chance to manipulate graphs definitely helps.

Or I could sit in a corner and mutter H – E – Double – Hockey Sticks. Those are the options.

Observe Me

That’s how you become great. A bit on the NSFW side, but the basic theory holds. As John Shedd mused: A ship in harbor is safe, but that’s not what ships are built for.

So this week I received an email from a new colleague.

Took me about three seconds to reply in the affirmative. Before I could change my mind.

I’m down. Anything for the team. And seriously, anybody that intentional about getting better at teaching is my brother.

Truthfully: for a second, I wasn’t sure. I’m new here. My fellow teachers are really, really good. I have nothing to hide, but still. What if he comes in here and I’m actually terrible? What if my kids pick today to regress to middle-school?

But several members of my online PLN are all-in for the #ObserveMe movement credited to Robert Kaplinsky. There’s a whole lot of aweseome, risk-taking teachers putting, uh, themselves out there.  So yeah, come take a look. Tell me what you see, good and bad.

Maybe that’s a bit selfish on my part. I mean, I want to know what my colleagues think of my work. And I want to share all the awesomeness of the #MTBoS and the “Classroom Chef” mentality with all my fellow teachers. But it does take two – someone willing to invite, and someone willing to accept. That happened this week….. aaaaaand they’re off.

The plan for the day? A Desmos activity. On phones. First time on the small screen. So, kiddies: let’s find out together. (As an aside, we are headed towards a BYOD 1:1 environment so we are encouraged to begin piloting this school year. The carts in the math department are spoken for, so taking a page from one of my favorite risk-taking teachers, I scouted out a Desmos activity that I thought would work well on the small screen, logged in as a student to test it out, saw what I needed to see, and decided to let it ride.)

Yeah, so they got to scroll down to see the text entry box. Other than that…

As for the activity: Awesome formative – I knew what they knew (and didn’t know) right away. Although I’m not sure how much of that had to do with math knowledge and how much was related to navigating the slides, especially on ther phones.

The “Wait And See” mode that students love: off. Instead of waiting for me to write stuff down, then copying it, the students, working in pairs, had to think through the questions and come up with answers. Win!

Still a little off task. Not as much of a win!

(I think students are way more tempted to play around on their own phones than on school-issued devices. Also, it’s easier for me to see who’s playing around on a bigger screen.)

Interest definitely waned at the end. But that’s on me. The end of the activity is a word problem, which is like hand-delivering a kryptonite sandwich to class. So would I do it again? Yeah, if it’s the only way to get them doing Desmos activities, phones are better than nothing. But in a perfect world?

Next time: get the cart.

And: Oh yeah. Observe Me.



Linear Review: “Children Must Play” Edition

Image result for teacher at the board meme

So: Quiz Review.

I promise my students at the start of each year that I will never drop a quiz on them without scheduling a review day. Now, if they happen to be absent on that review day, that’s on them, not me, but still. I’m not here to play “gotcha”, right?

I also learned way early in my career that me standing at the board and working out problems while they watch me like I’m a trained seal is the worst kind of review.

Seriously, “Sit and Get” didn’t work the first time. Why should I think anything has changed because there’s a quiz tomorrow? So for a while now I’ve been on a quest for quality review activities. (Looking at you, Speed Dating.)

But the reality is, anything can get stale if you let it. Even really good, student centered activities. It helps to have a deep bench. Mix it up. Keep ’em on their toes.

Between the MTBoS and the Classroom Chef/Ditch That Textbook crew I stalk follow online, there are virtually limitless ideas out there. Beautiful thing is, creativity breeds creativity. Reading about my fellow teachers taking chances and putting themselves out there inspires me.

So come time to do linear review with my Algebra II classes, I planned a double-barreled approach: A Desmos Activty based on my Clark County School District enrollment trend project (trend line, writing equations, making predictions), and (inspired by Rafe Esquith, who wrote in his book “Teach Like Your Hair’s On Fire” that as test prep he’d have his students predict the common mistakes that generated the distractors on the California state tests), a Make Your Own Kahoot.

I assigned the Desmos Activity as a do-at-home, which was probably a mistake. Other teachers I follow have had great success using AB this way, but the mistake I made was not priming the pump with an in-class Activity. Not too many of my students logged on to try it out after-hours.

Live and learn. I did do a little crowdsourcing for the slides, and got some good feedback.

That’s a good first step.

Still, I took some time the next day to debrief and walk through (OK, more of a 10k-pace run) through the activity screens, pointing out how the students that attempted the activity had the chance to apply what they had learned about slope to a (semi-) interesting problem.

Next up: a chance to dig in to the common mistakes that derail my students. Time for “Make your Own Kahoot!”

It was a two-day review of linear equations for an Algebra II class, which sounds excessive. But I think it was worth it. Day one, I challenged them in pairs to write their own Kahoot!-style multiple-choice question. With good distractors. No ridiculous, obviously wrong answers, but instead answers generated by common student mistakes, just like the testing companies do.

Photo credit: me. Brainpower credit: my kids.
How many ways can you mess up slope? Let’s see…

Then I collected the questions and answers and went home and made the Kahoot quiz.

Next day, we played their quiz.

Good folks have their issues with Kahoot.

Which is fine. I wouldn’t do it every day, or every week, for that matter. But damn, do the kids love it. You should have been in the class where one kid picked “harambae” as his screen name.  (Get it? Haram-BAE”). Rich.

Doc here: diy-kahoot-ch-2-review-directions.

Are my Track 3 kids learning Algebra? They’re trying, which is what I ask. Are we having fun?

Oh, hell yeah.



Playing Catch-Up

The thought has been bouncing around my head all summer. A prayer. Or a toast, if you will. To all my teacher colleagues who will be starting new jobs in five weeks or so. First-year or veteran.

“May you always be the teacher your interviewer thinks you are.”

Students are a little less likely to give unconditional love than puppies are. Source: https://s-media-cache-ak0.pinimg.com/236x/45/df/4b/45df4b01c55b4c8774b5abedc25eeb1e.jpg

We obviously present our best front at the interview. Our real self, but our best self. Ideally, when school starts, with 30 happy smiling faces sitting in front of us, that real self connects. Theory matches practice.

My own thought is: Culture Matters, In the classroom and in the building.

I’m making a move this year. Starting at a new school, in the town where I live. I already have a couple dozen parents in my circle of people asking me to watch out for their kids. Kids who may or not be among the 180 of mine, out of 2100 or so in the building. No pressure, right kid? I’ll do my best.

But I’m also balancing letting my personality (teaching and otherwise) show. I’m an introvert in real life, so of course I pick a profession where I put on 900 performances a year. Fridays especially are a little wacky. And that won’t change. But my most trusted advisor gave me good guidance this summer: Take a minute. Don’t come in with both barrels blazing. Lay low. Learn the culture first.

“Try and keep up, OK?”

One of my favorite moments in the interview came when an assistant superintendent asked me, “Do you teach math like you teach PLTW?” Meaning: Are you getting kids hands-on opportunities to learn, or just lecturing and handing out worksheets? I was able to show him how the concepts I’ve learned from my online PLN have influenced my teaching. How my lessons have evolved through a better understanding of desired student outcomes, and the addition of some pretty cool tech. I’m pretty much #MTBoS all-in.

A big Interview Pay-off Moment came when I mentioned using Desmos, the fantastic online graphing calculator. My new department chair’s ears perked up. I took that as a good sign. All of a sudden, I started to feel like my teaching style would be a good fit for the culture of the building. It’s a Four-Star school that excels at serving a college-bound population of motivated students. But more and more the administration is seeking ways to serve the kids who don’t fit in that narrow band of kids who play the game of school well.

Early in the summer, I had a twitter convo with my new department chair, regarding the text for my class and available supplemental materials. Teachers have got plenty of leeway to use whatever materials and activities they see fit, if it serves teaching and learning. And that includes pulling sections from other course texts offered by the same publisher. I told him that’s great, because I’m all about ditching the textbook.

The phrasing was partly intentional, but definitely struck a chord. He replied that the department had read Matt Miller‘s book Ditch That Textbook as a group last year.

Hashtag: No Coincidences

I’ve been reading Matt’s blog for a while, I’m fully bought-in to the concepts. Even implemented a few into my work. In a lot of places, that would make me a unicorn. Maybe even at my new school a few years ago, I would have been an outlier. But guess what? Now it’s SOP.

Welcome to The Show.

Thing is, I haven’t read the book yet. I’m already behind my new colleagues. That will never do.

Cool thing though: that personalized learning thing that we keep saying we want to offer our students? It goes for teachers too. Learn what you want, when you want, from anybody, any time. Hell, twitter is one giant on-demand personalized PD for me. So guess what. I’m about to join my department’s book club, from a distance.

Asymmetrical learning, people. Asymmetrical learning. I bought the book, started to tear in as soon as I opened the Amazon envelope on Sunday. I emailed my department chair to see if he had a google doc or written reflection questions from the department book chat that he could share to help me frame my thinking as I work my way through.

Call it my One-Man Book Club. Gonna do some thinking out loud in this space as well. Just what the doctor ordered to get me caught up.

And hey, if you want to join in…..

No time like now to get better.




The “e” is for Epic

I’m not gonna lie to you. I love having summers off. As a practical matter, I get to be Activities Director for my very own (Membership: 2) Boys Club of Northwest Indiana. But the opportunity to recharge is awesome. Yes, I plan for the upcoming year. Yes, I reflect on what didn’t work, what did, and what I’d like to change for the upcoming school year. And yes, I attend conferences and/or trainings.

But even for teachers whose summers are packed, that first week off is sacrosanct. Just 7 days to exhale, shake off the weight of 900 performances, and maybe watch a sunset somewhere.

“And this concludes our broadcast day…” Photo credit: Mrs. Dull.

So how did 370 teachers and administrators end up in a high school auditorium at 8:00 in the blessed am on the Monday of the first full week of summer break?

The School City of Hammond offered its first eLearning Day on June 6th. To me, it’s been a long time coming. As one of our assistant superintendents pointed out, in the SCH we’ve got the numbers, but more importantly, we’ve got the talent. The bulk of the presentations came from among the 1000 men and women who teach in the city of Hammond. And oh my goodness. Superior Firepower from the neck up, people.

Also, cool tools. Image via source.superherostuff.com.

Seriously, anyone still mocking urban teachers is gonna have to fight me. You give me any 100 teachers and 3 administrators from that room, let’s start a school, and sit back and watch the magic happen. I’d put this group up against anybody.

Real teachers, sharing real things that really work. Also, sponsors picked up the tab for everything. Whole day was freebie. What’s not to like?

Kristin Ziemke opened the conference with a keynote presentation that set the tone for the day. I was able to reference her talk a couple of times in my own presentation. Her journey from self-proclaimed “Digital Disaster” to a teacher who uses tech as a tool for her elementary school students to show their learning in a variety of ways had teachers ready to open school back up, like, tomorrow.

I found myself nodding as she spoke of “Mini Lessons I Didn’t Know I Needed To Teach” (been there), and stated that “When we invite kids to make something, that is the best representation of what they know and can do today.”

And on a day devoted to tech learning, a guardrail:

In other words, don’t feel like you have to use a million new things. Figure out your go-to tools, then get them in your kids’ hands as often as possible and let them play around. Awesomeness ensues.

I presented on the Desmos Activity Builder, a tool for math teachers to build custom lessons using the power of the Desmos online calculator. Slides are here if you are interested.

I also attended sessions by Chevin Stone on creating formative assessments using GAFE tools, and Katie Bradford on creating and using hyperdocs, which is my main personal learning goal for the summer. Both ladies know their stuff. On a day filled with options, I chose well.

My top takeaway from the day: the different sessions I attended (and facilitated), the tools I got hands-on with, all existed as part of a framework. In reflecting at the end of the day, I realized I had curated my own little Lesson Design seminar. Whether using Docs & Forms for formative assessment, or creating a hyperdoc for a unit review, or creating an activity in Activity Builder, this was all about identifying a learning objective, and then laying out a path for students to follow, and letting them do the work. And the learning. I’m seeing that Google Classroom, Activity Builder, and hyperdocs can be a powerful combination for my classes. I definitely have a picture in mind for organizing my plans in the fall. It’s a fuzzy picture right now, floating around a bit unformed in my head. But it’s there.

That alone was worth 8 hours of my time on a fabulous June day.

But the bigger takeaway? You know that line about where the needs of the world and your passion meet? That was The School City of Hammond’s inaugural eLearning Day.

Thanks, SCH people. Let’s do this again next year. Even if you have to grandfather me in. And invite the rest of the state, shall we?

Wow, It’s Almost Like I Planned That

Back before Thanksgiving Break I had built a lesson around Desmos Activity Builder for the first time.  It had come highly recommended by my online PLN, and I knew it would represent (potentially) a huge leap in teaching and learning in my Algebra 1A classroom. There was only one problem.

I had to know exactly what I wanted my students to be able to do, and create an activity using a specific tool that would lead them there. On purpose.

snl saturday night live shocked yikes kenan thompson
Source: http://giphy.com/gifs/episode-wire-ck-z94iVkZBL7b68

I know the value of intentionally planning a lesson. We’ve all been doing it since Student Teaching, right? Except for a long time that really just meant picking out what example problems I would do, selecting some Guided Practice exercises, and picking evens or odds for the assignment.

Not. Good. Enough. Not nearly good enough. Not any more.

I had already played around with using the Desmos Online Graphing Calculator to let my students get hands-on with a specific skill. In years past I have had students use it to graph the athletes in one of Dan Meyer’s Three-Act Tasks, “Playing Catch Up“. The questioning and discussing and back-of-the-envelope calculating that took place before the graphing was the big payoff that day though.

But now, I had the ability to use a powerful tool to let my students see the math we were doing in ways that really were not possible with pencil and paper, plus it let me collect and see all their work in real time, and to insert questions at key moments of the activity to focus or tease out their thought. It was time to jump in.

I took a quick look at one of the sample lessons (“Match My Line” by Michael Fenton) for a reference, closed my eyes, held my nose, and jumped in.

The water’s fine.

The Desmos folks do a much better job of summarizing the set-up than I can. Long story short: you create individual screens, which could contain a graphing task, a question for your students to answer, or text, such as instructions or congratulations.You can create as many or as few as you need to get the job done, re-arrange them, add screens…. whatever it takes.

My simple, 7-screen activity riffed off an activity we had done the previous class meeting, when they had generated a list of pairs of numbers that sum to 6. They plotted the points, and noticed that the points seemed to lie in a straight line. I challenged them to use Desmos to place a line through the points. After letting them flail around for a bit, I gave them a simple equation to try out, and see if they could make adjustments to the parameters to graph the correct line.

Source: http://villains.wikia.com/wiki/Snidely_Whiplash

Evil, I know. Especially when Desmos features sliders for exactly that purpose.

Screenshot 2015-11-30 at 9.33.26 PM
“Grab ahold of those blue dots. Slide them around. What do you see is happening?”

Now at least a few of my students were able to move the line into position by adjusting the slope and y-intercept. My next question: “What is the equation of the line you just plotted using the sliders?” I was banking on many of them recalling from their first or second time through the class they could plug m and b into slope-intercept form and Oh Look! Equation!

Target Acquired.
Target Acquired.

Alright. Not too bad for my first time. Easy to set up, easy to use. Students enjoyed it. Learning occurred. And if you guessed that I’m thinking to myself: “Self, what other pencil-paper activities of yours could we migrate over to Activity Builder?”, well, you know me so well.

Dan Meyer spent some blog space on exactly that topic recently. “Desmosify Your Worksheet”… that would make some killer Math Department PD sometime, I think.

One Last Thing, on the topic of planning:

We are heavy into “I Do – We Do – You Do” in my district. Not that there’s anything wrong with that, in general, just that… there’s a better way. A way that’s more student-centered, both in the burden of work and the person doing the learning. Which is, of course, pretty much the same thing.

Kate Nowak presented on the topic at the NCTM Regional Conference in Nashville, and linked to the NCTM page hosting her slides. The shot: “You Do – Y’All Do – We Do” is the preferred order. I’m a convert. A zealot, really.

Via Kate Nowak by way of NCTM.
Via Kate Nowak by way of NCTM. (http://regionals.nctm.org/nashville/plan-a-killer-lesson-today/)

Either way, Activity Builder or Pencil & Paper, I just have to know in advance what I want students to take away, then find a way to nudge them in that direction, ask the right questions, let them rub a couple of brain cells together, then sit back and watch the magic happen.

Like a lot of things, it gets more magical with repeated use.

Do You See The Real Me?

Image via: http://linguistics.ohio.edu/opie/wp-content/uploads/2013/10/respect-your-readers.jpg

I read. A lot. Some might say too much. I’ll snap up a few pages of whatever I’m reading in morning while brushing my teeth, or as a nightcap before turning in for good. And if find something I really like, I’ll return to it again and again. I must have read Jim Bouton’s “Ball Four” fifty times, Gerry Faust’s memoir “The Golden Dream” half that many, and I can pretty much recite “Pierced By A Sword” by Bud MacFarlane Jr. word-for-word. (It’s OK if you’ve never heard of that last one. It’s Catholic fiction, and for a book written 20 years ago, a lot of seems “ripped from the headlines” these days.)

In a note regarding the second edition of “Pierced”, McFarlane states: “I’m a Catholic (and a guy, and a Notre Dame grad, and a New Jersey native) and this book reflects that.” This week I spent a good amount of time wondering how much of my work reflects me – who I am.

Kids can smell fake a mile away. And that’s a relationship killer. I don’t think I could stand in a classroom 180 days a year, 5 classes a day, and be something I’m not. And truth be told, why would I want to put up a front all day, every day?  What’s the gain? Too much work, not enough benefit. So I find myself checking myself often – to make sure I don’t have to worry about somebody pulling back the curtain.

There is a Purdue University regional campus a few blocks from my school, so each school year we host a new class of pre-service teachers for observations. I know there is supposed to be a sharp decline in the number of students in teacher formation programs in Indiana these days, but you couldn’t tell from seeing all the PUC students in our hallways. Seriously: dozens. I’m hosting two students this semester. I told them when they came to see my Algebra 1A classes for students who have previously failed the course (some multiple times), that what they would see wouldn’t be pretty, but it would be real.

I found out a long time ago if I was going to teach that class, I’d have to teach different. I still don’t have it figured out (believe me, when I do, I’m writing a book, getting a web site, going on the speaking tour, the whole schmeer. And maybe hiring some of my teaching besties as consultants.)

So I’ve been on a quest for a while. Last week one of my observers saw Speed Dating as a review for a chapter quiz. Both guys were scheduled to come in on Friday, which I reminded my students would consist of the usual Friday Fun. “What’s Friday Fun?” you ask?

Well, let’s start here:

Guaranteed two or three of them will be going “That’s my jam!” and be up out of their seat dancing for a minute on that second one. Makes my day, every damn time.

Follow that up with a self-reflective activity, via @approx_normal.

Self Assessment EC

So we did the music, and the dancing, and the reflecting, and then we needed to hook ’em for a month-long journey through the joy of linearity. On a Friday. After Hammertime. So I eased my way into an activity lifted from Dan Meyer.

Alg 1A 5.2 Opener – pairs that add to 6

We backed that up Monday with my maiden voyage into the land of Desmos Activity Builder.

I Got Your 6 Screenshot

I’ve been dying to try it out. Gonna have to write about what I saw, I imagine.

Now look. None of this is a screaming cry for attention. I’m not sitting in my upstairs computer lab plotting ways to get my fellow teachers to notice me and think I’m tech-y and cool. Everything I’ve rolled out is designed to make learning happen. Still, my observers… did they see the real me, or am I putting on a dog and pony show? And my students… they’ve got to think this is all pretty bizarre, right? (At least I’m not alone in that regard.)

Personally, I feel like I should be ready and willing to have anyone walk through the door at any time, on any day, and not feel like “Oh God. Busted.”

Image via: http://www.houseofbombini.com/wp-content/uploads/2015/02/Busted.jpg

Regardless: Nothing strikes fear in my heart like the term “unannounced evaluation”. Even though I know what I’m doing is good, even though I’ve been through it all a million times, even though I get in the zone when I’m in the midst of one of those 900 performances a year, I’m still that guy that gets nervous when he gets called to the principal’s office.

Then one day I read this. Yep, a teacher who told her administrator “Come see my craziest class.”

That takes cajones.

So yeah, I don’t worry too much that they (observers of any stripe) might feel like I’m putting on a show. Here I am…