Back in May, in the midst of working on my presentation for a couple of IDOE Summer of e-Learning Conferences, I shot my district’s Director of Secondary Curriculum (also my former DC who sat in on my interviews) an email with the work in progress. I asked him to take a look and see what I was missing. He gave me some great advice about modeling exactly and explicitly what a Three-Act Math task looks like in the classroom, and he also stated that I should include a nod to the “why” of Three-Act – what’s the research behind it?
Who knew I was completely on-trend?
I’m far from the first to note the evolution of Ed Tech themes. When I first stumbled upon some of the teachers leading the way in integrating tech in the classroom, the trend was tools – how many can we use, what’s new, what’s first, what’s cool.
Gradually the focus has changed to pedagogy – how can we use technology to support teaching and learning? And every session I attended this week that featured tools led with research justifying the lesson design.
It was notable. And, obviously, good. The tech should serve the teaching, not the other way around.
The second thing that jumped out at me on Thursday dawned slowly. I spent my first two breakouts in math sessions, one with Denis Sheeran and another led by Emily Bruning and Robin Conti of the Indiana Department of Education.
Sheeran presented on the 1:1 math classroom, using the tools we give our students for something other than $250 pencils or e-worksheets. His session featured sites like Which One Doesn’t Belong, Would You Rather, Open Middle, Desmos Activity Builder, and hyperdocs.
Things that have been staples of the #MTBoS ever since I’ve been on twitter.
The #eVillage conference is smaller and more rural than my “home” SOEL conference in Hammond. Out of 300 attendees, let’s make a wild guess and say 15% were high school math teachers. That’s 45 of us, who were probably all at at least one of those two Thursday morning sessions. And I saw a lot of knowing nods when Sheeran asked if we were familiar with these tools. In the Middle Of Nowhere, IN.
The MTBoS has gone mainstream. Which is good. Selfishly, I didn’t feel like such a misfit being in a room with My People. But more importantly, this classroom culture change has taken hold with the rank-and-file in the classroom, far beyond the twitter-famous math teachers I’ve been stanning for so long.
But everything blew up in my mind in the next session, where IDOE reps gave us a status update on the state’s Math Framework.
That was kind of eye-opening. Less than half of our students feel a sense of pride about school during the day and basically about one out of every six days on average we are engaging our students with something other than Stand and Deliver & here’s a worksheet.
Not even once a week!
It made me want to keep track in my own classroom next year. But give the IDOE credit. They are trying to turn the battleship around. And I met a bunch of good teachers this week who will be pulling on the steering wheel.
It started with a series of statewide IDOE workshops. My DC attended one last school year and told me when she came back had she known what the content was she’d have taken me along.
It was all #MTBoS/#iteachmath stuff. The stuff I’ve been doing for years. They’ve updated the state website to align various activities with each standard. All Three-Act and NCTM Illuminations and Desmos stuff.
And I sat there and thought, OK, here we go. Everything that had been considered “fringe” math teaching practices, accessible to only a few well-connected or really brilliant teachers, is now normative. This is the baseline.
The future is gonna be so awesome you guys.
I hope I’m there to see it.
Sometimes I wonder if all the side work, all the googling and twittering and connecting is worth it. I mean seriously, I could stand and deliver and worksheet and quiz myself senseless, and everyone would be happy.
But then, you find your people and you don’t feel so alone.
I got a book recommendation from the Queen Of Camp eVillage last school year.
So, she pretty much nailed that one right on the head. I worked #ZamboniLakeSuperior into my preso, which turned out to be kind of prescient. I was able to connect it back to Sheeran’s keynote, so attendees at my session could get a real-life sense of what it looks like.
I’m working my way through Sheeran’s book Instant Relevance.
Three Ways. That’s a Ton Of Snow. The Logo Game. So much of what Sheeran wrote about, I’ve done, in some way, shape or form. Not because I’m so brilliant to think it up myself, but because I’ve been connected with folks online who have taught me to seek out connections outside of class and bring them into class so my students can connect our math back outside our walls.
Does that make sense? If you follow me, congratulations. I’m not sure I follow myself sometimes. But bear with me.
I know for sure I need to keep reading, keep tweeting, keep sharing, keep going to conferences, keep learning. Keep bringing what I learn to my building and my department. Some of my colleagues are down with it, some aren’t. Some folks have their own thing they are trying to share with me. I should pay attention to that too.
Honestly, I spent a little time Thursday basking in a sense of smug “told you guys” satisfaction. But I also felt even more like I’m fighting a bit of an uphill battle.
“So, tell me, do you believe in a zone, or a man-to-man defense?”
You’ve been in that meeting, too, huh?
I don’t know if my style is gonna win any state championships. But I do know it is the best way to teach for kids. Which in the end is really what we’re here for, right?
I’ve always kind of dug the way the leaves on the trees turn their backs when a storm is coming. The outflow of a storm brings winds and a temperature drop that is unmistakable. You don’t need to be a Ph.D. in physics to tell when change in the weather is coming.
Just gotta pay attention to the wind.
And then maybe bring in the patio chairs, because the stuff is about to start flying.