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.

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Time To Buzz The Tower

Changing culture is hard. It’s difficult to do it with one class of kids. It’s a major undertaking to overhaul “the way we do things here”.  Last spring someone asked how things were going. I said I felt like I was being assimilated into the collective.

Locutus
“I am Locutus of Borg”. Via startrek.com.

When grades are king and the college pipeline is pretty well established, Doing Things Different™ can be…wearying.

I’d much rather be the guy who creates learning opportunities for my kids. I mean, I can stand and deliver with the best of them, but Photomath and Google and good old copying makes me feel like traditional worksheets and quizzes are a waste of everyone’s time. And after all of that, if I still can’t tell who knows their stuff and who just knows someone who’ll lend them their homework for five minutes, well, let’s not, OK?

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Image via Giphy

I’m sorry. There’s just better ways to do it.

“Students are under the impression that when they are stuck and confused, they are doing something wrong. Think of it this way. What if you went to the gym to work out but you didn’t get sweaty and you weren’t sore or tired? You would probably feel like you really didn’t get any exercise. The same is true for learning. Confusion is the sweat of learning.

If I just tell them the answer, that would end the struggle. What if a person was having trouble doing a pull up for exercise. Instead of giving them some other exercise, I could help them by doing the pull up for that person. Right? No, that wouldn’t actually be useful. However, if I push on the person’s feet a little bit they can still struggle and still exercise. This is what I try to do in these discussions. Instead of flat out answering the question, I often ask other questions for them to consider.”

–Rhett Allain, “Telling You The Answer Isn’t The Answer“, wired.com, October 18, 2013.


 

My guy Matt Miller of Ditch That Textbook fame keynoted at CUE last week. I was able to follow along from a distance via my PLN. He definitely got people’s attention:

Maverick, huh?. For guys of a certain age….


 

I stumbled across my teaching portfolio the other day, filled with evidence of my progression as a teacher, tools and tactics gleaned from the #MTBoSlessons that had migrated from pencil & paper to Desmos activities. There’s a question that stands out to me from the interview process, coming from one of my assistant superintendents. He asked me: “Do you teach math like you teach PLTW?” He meant, do you give students a chance to get hands on, to discover, do you use unorthodox methods to create learning opportunities? Yes. Yes I do. As often as I can. But sometimes I feel like I’m trying to undo 10 years of student habits. Jump through hoops, give the teacher what they want, put the right squiggles on a piece of paper (even if they don’t know what those squiggles mean), get the grade.

Doing it their way has to be easier, right? Less pushback for sure.

This is the best way. I know it in my bones. But it’s a total square peg/round hole situation. Kids want a worksheet they can Photomath and call it a day. Gimme my points.

I want them to think and struggle and learn.

A lot of them are in for a rude awakening next year. We’re in the process of de-tracking our math classes. Everything next year is gonna be faster and more in-depth. If they don’t have a decent math foundation and the ability to think their way through a problem, it’s gonna be a long year next year. I’m a little scared for them.

It is my job to help them build that foundation and learn those skills. But they’re not gonna get either one by mindlessly copying symbols off a phone screen or someone else’s paper. I think they know by now I’m gonna stand my ground. My Twitter bio doesn’t say “stubborn jackass” for nothing. I’m priming them for Desmos Conic Section Art right now. Nothing mindless there. At all.

On the positive, the kids coming up through grade school and middle school are being trained up to think. They will have been 1:1 for half their school careers by the time they get to me, creating and collaborating and knocking down walls. I see what my fellow district teachers are sharing on social. By the time we do algebra together, the kids will have been pushing the envelope for a while. And then, let’s ride.

 

 

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?

Image result for bob ross memes

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.

BB Hlog 3
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.

BB Blog 4.jpg
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.

Image result for deuces gif
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.


Image result for cameron im dying gif
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.

The Doldrums

Current status:

The stops and starts of the second semester are killing my motivation. One of my students pointed out today was our first full school day since last Thursday. We went: Power outage –> three days of school –> Ice Day –> MLK Day –> early release due to lake effect blizzard –> two hour delay.

The doldrums of the school year are here early. And I’m dead in the water.

Doldrums
Image via The Goog.

 

That Phases Of First Year Teaching thing applies even if you’re in your 15th year.

Wise people have suggested a makeover of the school calendar:

What if we just took January off? Let’s miss all the worst parts of winter altogether.

I gotta admit, it’s tempting. It’s still butt-dark at 7:00 am these days. Cold, snow, wind, ice. Gotta build in extra time in the morning to scrape car windows and let the car heat up. Just crawling out of bed is a monumental challenge.

Related image

It’s that time of year, even if you aren’t the praying sort:


 

All I know is: momentum is real. Inertia too. I need a push. Maybe helping my POE class learn to code will turn the tide. There are some glimmers of hope from the move to flip my instruction in Algebra II: students who have struggled are getting some small-group attention and it’s paying dividends. More than once I’ve heard a student say, leaving class, “hey, I learned something today!” I’m about to break out DIY Kahoot for a review activity. Because the one who does the work does the learning. Also, this is definitely the kind of group that keeps score. At this point, hey, anything to turn the sails.

Because just sitting here stewing and wishing ain’t gonna move the ship.

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Stock photo via Pexels.

 

 

 

Let’s Try That Again, Shall We?

I wrote earlier this year about our new department policy weighting test/quiz scores as 75% of a student’s math grade.

We decided as a group if assessments were gonna be that high-stakes, we would need to offer remediation and re-take opportunities. Everyone was given free rein to design their own remediation plan, and most of us modeled ours after the school’s Extended Term program where students who grade out at 53% – 59% can work after school to remediate skills and show mastery with an online program. The payoff is a 60% D-minus for the quarter.

On Open House night I told parents about the new policy, and my plans to offer remediation. They all nodded that retakes were a fair way to balance the need for a performance-based grade with the opportunity to show mastery at a later date. We walked through the math: a 50% test/quiz average and 100% on the daily work (turning in practice sets, participating in Desmos activities and Three-Act Math, attempting all review work) would average out to a passing grade (D-minus) for the quarter.

I launched my remediation efforts after a Unit Two quiz. Only about a dozen students took advantage, and of those, roughly half had already done pretty well on the quiz. Those are the kids who wanted to bump a C to a B.  The kids with an F-minus-minus, who needed a 50% to have a prayer of passing the term? Ghosts. So it’s still a work in progress.

My plan shakes out like this:

I’m late to the party, as usual, but it turns out, I’m doing it right. Want proof? Check out an article by Matthew Beyranevand at medium.com that’s been making the rounds of my timeline:

View story at Medium.com

I was doing this on the fly. I just stumbled into this plan trying to do the right thing for my students, but according to this infographic, I’m right on target:

Image via medium.com.

I think this is what you call the fruits of hanging out with the right teachers online.


So: self-assessment time. How are things going so far? Well, I still only get a dozen or so kids in for remediation and retakes. I’m not sure it’s the right dozen, but the ones who come to me leave with a better understanding of the math we’re doing. So there’s that.

Remediation Roster Snip

Looking at the long game: the opportunity to retake quizzes keeps my students in the game. Nobody is so far in a hole after a low quiz score that they can’t climb out. Nobody is punished for an off-day, or for not learning as fast as someone else in the class.

Bigger picture, in my classes the quiz struggles are intertwined with poor study habits and a weak math foundation. Until I fix those things my kids will always have struggles come assessment time.

We are raising the bar of expectations at my school. That’s not gonna change. I can’t let my kids drown. That’s not gonna change.

Then what support am I providing to my struggling students?

Everything but the kitchen sink. My Canvas page for each lesson includes the slides I use for notes in class (including embedded videos of the example problems), so students can go back any time to see the examples worked out.

There’s also links to math help pages such as Purplemath and Virtual Nerd, and a video of me doing my notes as well as a selection of other videos on the same topic. And every teacher in my building is required to keep office hours (we call it “Flex Time”) for students to come to us for face-to-face help.

One person I showed this bounty smirked, “is that a golden platter you serve everything up on, or just silver?” I know. It sounds like overkill. Like we are babying a bunch of teeangers who are old enough to drive and work and make lots of important decisions. But my students need the support. I don’t know how many of them ever use any of these resources. Not many, based on the hits counter at youtube. But the alternative is to sit back and let them fail. They might fail anyway. But not because I sat on the sidelines and let it happen.

I think Teddy Roosevelt hit it on the head:

TR Moment of Decision
Via lifehack.

I’ve had that quote behind my desk for probably 10 years. I’ve done lots of right things, and lots of wrong things. I know for sure in this case, the worst thing I could do is nothing.

1, 2, Trend

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:

Image result for mib neuralizer gif
“I don’t get this. Any of it.”

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.

tenor
GIF Via tenor.com

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:

 

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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™️.

Yeah, there were kids actually cheering in my class today when they collected gold stars. Thanks, Desmos.

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.

Then a performance assessment (Graphing Quadratics Three Ways Miniposter Project) for graphing parabolas next week. They are making a Green Sheet for notes. I sent home a reminder through Canvas including a photo of the skills they should be able to display:

Green Sheet 5.1 - 5.2

Maybe there’s a better name than “review”. “Practice” maybe? Or “extension”? Right now I feel like I’m gonna just call it “teaching” and leave it at that. Because we can’t just leave them there….

I know I’m falling off the pace, a luxury I won’t have next year when we de-track Algebra II. But for now, it’s doing what we have to do for the kids to get what they need to get.

So trendy. That’s a bandwagon I’ll gladly jump onboard.

 

 

Everything Is A Nail

The old saying goes: when the only tool you have is a hammer, everything is a nail.

My corollary:  when you are a teacher, every book is a teacher book.

Yeah, I love Matt Miller‘s and Alice Keeler‘s stuff. And John Stevens and Matt Vaudrey. Rafe Esquith and Dave Levin and Frank McCourt and Mr. Rad. Lots of good Xs and Os stuff in all of them.

But I get my best thoughts on teaching from some very non-traditional sources.

 


 

One of the first times I drew a connection between a book I read and classroom life was in my very first education course at Calumet College of St. Joseph. Dr. Elaine Kisisel assigned us to read Tuesdays With Morrie by Mitch Albom. I never remember the quote correctly, but 20 years later it’s still the first thing I recall from reading the book:

“So many people walk around with a meaningless life. They seem half-asleep, even when they’re busy doing things they think are important. This is because they’re chasing the wrong things. The way you get meaning into your life is to devote yourself to loving others, devote yourself to your community around you, and devote yourself to creating something that gives you purpose and meaning.”

–Morrie Schwartz, Tuesdays With Morrie

Maybe it just stands out because I was making a career change, but that line spoke to me. I remember reading once that at one time a person’s last words were considered admissible in court because no one would willingly commit a mortal sin by lying with his last breath. Facing death, Morrie was handing down his life’s wisdom to his friend and former student. This moment felt really important to me.


Amir Abo-Shaeer started the Dos Pueblos Engineering Academy and Team 1717. The D’Penguineers were one of the FIRST teams featured in Neal Bascomb’s book The New Cool. I’ve always thought it would make a great movie (“The Feel-Good Story Of The Year!”). The story begins with the reveal of the FIRST robotics competition game. The hype video shown at the event included an anecdote from the story of the Apollo program, pointing out that when Neil Armstrong first set foot on the moon the average age of a NASA engineer was 26 – meaning that eight years earlier, when John Kennedy laid down his challenge to put a man on the moon within a decade, those men and women were in high school. Where my students sit.

Woah.

So, what incredible things will my kids be doing 10 years from now? I can’t wait to find out.


In a roundabout way, I owe my teaching career to baseball. That was my game coming up, both to play, and to obsess over. I was that guy who spent every summer day all day playing sandlot ball with my neighborhood buds, played Strat-O-Matic for hours on end (keeping reams of statistics along the way), memorized averages, collected baseball cards, all of it. More than most, I was drawn to the numbers that described the game. And when Bill James and sabermetrics came in vogue, yes, more please.

When it came time to pick a subject area to teach, I thought back how I loved that math helped make baseball come alive for me – gave me insight into the game. I wanted to be able to help students see math making their world real too. So, math it was.

After teaching a few years, Big Data Baseball hit me right where I live. The once-proud Pittsburgh Pirates had fallen on generational hard times. Led by down-on-his-luck manager Clint Hurdle the team was unable to compete with big-market teams and their near-unlimited ability to spend on talent. The team’s braintrust recognzed they couldn’t outspend their competition, but they could out-think them. Using advanced metrics and unorthodox stategy, the Bucs battled back to respectability. Two things happened. Hurdle, facing a firing and the likely end of his career in baseball, was willing to put his old-school methods aside and roll the dice with the plan proposed by his young quants in the front office. Second, the front-office number-crunchers brought everybody to the table… coaching staff, scouts, bean-counters all had their say. And they built a playoff club out of the ashes of a laughingstock.

I’m reminded of the comeback story that needs to be told at my former school. Struggling along with low state accountability grades, and facing state intervention, my principal convened a group of teachers, laid out the plain truth of the situation, and challenged them to come up with a plan to turn things around. Given the chance to design their own plan, rather than having something imposed on them from above, my colleagues in the middle school responded, and not only improved, but earned national recognition.

There’s probably a message there about student voice, too. No limit to what our kids will be willing to try when they are looped into the decision-making process. I could get better at that.


Grant Achatz is a rock star. Not the twitter kind. The real deal. His Chicago restaurant Alinea has earned its Michelin three-star rating. Achatz famously battled and beat cancer, as recounted in his memoir Life, On The Line. But before he was Chicago’s hottest chef, he was a kid like any other. He and his dad bought a beat-up Pontiac GTO which they rebuilt from the ground up, giving him an appreciation for how things work that most folks don’t have. Eventually he learned to make magic happen in a kitchen, learning from Charlie Trotter and Thomas Keller. He was diagnosed with tongue cancer in 2007, chillingly ironic for someone whose livelihood depends on his ability to taste. He rolled the dice with his treatment options, taking the path that was most likely to result in him staying in a kitchen versus the one that virtually guaranteed he’d stay alive longer. But in the meantime, he had a business to run. He had to teach his chefs how to taste what he tasted, how he tasted it. It’s a little like Picasso teaching someone how to copy his greatest works, and then create more.

Damn. Sometimes I just want my students to show their work like I do solving an equation. That Grant Achatz turns out to be a hell of a teacher in addition to a guy you wouldn’t mind having over for dinner.

As long as he cooks.


We just passed the 16th anniversary of 9/11. For my students it’s one more thing that happened before they were born. For people who remember that day, it’s hard to bat down the feelings that bubble up each year on the date, even as the attacks and the images and the aftermath recede into the distance. Many heroes were revealed that day, famously including Todd Beamer, a software salesman who was on board Flight 93 that was retaken by passengers and forced down in a Pennsylvania field before it could reach its target in Washington DC. He’s the guy who made “Let’s Roll” a rallying cry. The phrase also became the title of a memoir penned by his widow Lisa. With uncommon grace she recounts the story of their lives together and how she dealt with unimaginable heartache.

One anecdote of many that stays with me to this day was Todd Beamer’s Friday morning breakfast group. A handful of guys who met before work every Friday to talk and hang out. But it was more than that. These guys held each other accountable, making sure they did not prioritize the things of this world, jobs, money, status, above their families. Every business trip, every promotion, every accolade was put under the spotlight. Was more money in the paycheck or a title worth the time it would cost, the late nights, the missed birthdays and anniversaries? A professor of mine at IU used to call that “finding a worthy opponent”. Someone who will call BS on you, and not just tell you what you want to hear.

Secretly, if you gave me a chance to wave a magic wand and receive one thing, I think I’d take a group like that. As teachers we are pulled in a thousand different directions. Things we do in school, side gigs and hobbies, all eat into time with our families. My son had the memento mori discussion with our high school youth minister today. He was relating the conversation to me as we were walking back to our car after a middle school youth group event. I told him, yeah, I know what you mean. I’m gonna wake up someday soon ready to sign my retirement papers, and I’ll say “damn, wasn’t I just 50, like, the day before yesterday?”

Tempus Fugit. So read a good book today. Teacher book? Fine. Not a “teacher book”? I bet you learn something from it anyway that you can use in the classroom tomorrow.


mtbos-sunfun-logoThis is my small contribution to a larger community of teachers who write, tweet, and share and call themselves the Math-Twitter-Blog-O-Sphere (#MTBoS). In an effort motivated at Twitter Math Camp this summer and boosted by Julie Reulbach, teachers are sharing around a single topic each week. Look for the collection every Sunday under the #SundayFunday or #MTBoS hashtags, or at I Speak Math. And don’t be bashful: there’s a google form there so you can jump in too.

 

My Favorite Lesson

My online PLN is blogging about Favorite Lessons this week. I have a handful of topics I really enjoy to teach, such as quadratics. I think this has to do with the subject matter being a challenge for my algebra students, and that there are so many ways to inject life into the subject. I also really like some of the class activities I’ve tried out, but those belong to someone else and have been written about by way better teachers than me. (This fantastic teacher‘s treatment of the In-N-Out 100×100, for instance. I’ve taught that one at two different schools, as well as to teachers at a conference session on building a PLN. It’s always a hit!)

So I want to write about a lesson that is my baby. Rewind to about 2010. The WCYDWT bug got me. Inspired by Dan Meyer, I was always looking for things in the world around me I could use as a hook for math. We had moved back to the Region from Las Vegas a few years earlier. The Clark County School District is the fifth-largest in the nation, with over 300,000 students, and had been growing rapidly for years.  When we lived there, 5000 people were moving into the Valley every month. The district was opening roughly a dozen new schools a year. Then: the crash. I was curious what effect the Great Recession would have on enrollment trends, and dug up a little data. I compiled a worksheet, printed it back-to-back with a grid, and the CCSD Enrollment activity was born.

It lived on paper and pencil for a few years. Then along came Desmos, smoothing over the struggle of a paper graph. Then Desmos Activity Builder. And…

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Desmos Activity Builder: CCSD Enrollment

They think. They write equations. They analyze data and make predictions. They examine each other’s work. and they think some more.

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(They also do some inappropriate teenager things, but what the hell). That’s a day, right there. In anybody’s class. We just spent a department meeting talking about needing to embed SMPs in our lessons and amp up DOK. It was all I could do to keep from leaping out of my seat and going “You guys! I got something I need to show you RIGHT NOW!”

Plus, just the fact that I’m on version 4.0 of this activity makes me feel like I’ve grown as a teacher, giving my students a chance to notice and wonder, appropriately using technology to amplify the learning target, and improving the questions and the way they are asked.

I think my students enjoy it almost as much as I do. Almost.


 

mtbos-sunfun-logoThis is my small contribution to a larger community of teachers who write, tweet, and share and call themselves the Math-Twitter-Blog-O-Sphere (#MTBoS). In an effort motivated at Twitter Math Camp this summer and boosted by Julie Reulbach, teachers are sharing around a single topic each week. Look for the collection every Sunday under the #SundayFunday or #MTBoS hashtags, or at I Speak Math. And don’t be bashful: there’s a google form there so you can jump in too.

Define “Emergency”

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Image via stedi.org

I am a former holder of a State of Nevada Substitute Teacher License (very nice day job while finishing up work on my teaching degree at UNLV: Work When You Want To, Sleep In When You Have To). So: I’ve been there. I have a pretty good idea of what a sub needs from me when I’m not there. And: I have a pretty good idea what I need from a sub when I’m not there.

There are basically three kinds of sub days:

  • scheduled in advance, such as a workshop or personal day
  • night before/morning of with time to plan, such as waking up to a sick kiddo
  • unconscious, the reason your office manager asks you for Emergency Sub Plans

This last one is a capital-E Emergency. The middle one can turn into an “emergency” with poor planning.

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So: Let’s not.

My daily goal: everything done a minimum of two days in advance. (You can credit my mentor teachers during my student teaching year for that timetable). That’s a Canvas assignment fully set up with student work documents, resource links, and videos. My notes are set up in Google Slides, with the in-class examples recorded with my doc cam and Screencast-O-Matic. The slides are embedded in the Canvas page so students can access them even if I’m not there. The handouts are printed out ahead of time and waiting on my desk. PLTW is a totally different animal as the entire course is set up in Canvas. I figure that commitment to planning takes most of my days back to DEFCON 5. The sub can point the students to the Canvas page for the day, and everything the students need is there for them. When I worked at a non-Canvas school, I used Edmodo. Google Classroom is another option that several of my teaching colleagues used.

It doesn’t always work out that way that everything is set up in advance, but when it does, that covers 96% of the horrible things that can happen.

For the other 4% there’s my PLN.

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As part of my teacher evaluation I needed to submit an formal emergency sub plan last year. With a little digging, I ran across this from MTBoS superstar Meg Craig – an activity for her ACT Prep class in which students do some research on the score require to gain acceptance to their school of choice. It’s an ideal Emergency Sub Plan: one class period, suitable for all my students, relevant, minimal demands on my sub. I’ve never had to use it, but it’s there if I need it.

I just need one more thing: to be able to set this up in Canvas somehow so my students can get to it while I’m in an emergency room somewhere, without Mrs. Dull having to hack my Canvas account to activate it.

But then, what’s an emergency without a little rampant panic, right?

Know what tho? I’ve got a big round-number birthday coming up this week. My life can do with a little less drama. I’ll take the plan-ahead route and roll the dice.

It’s practically a family motto: Plan for the worst, and hope for the best.

 yep meant GIF


mtbos-sunfun-logo

This is my small contribution to a larger community of teachers who write, tweet, and share and call themselves the Math-Twitter-Blog-O-Sphere (#MTBoS). In an effort motivated at Twitter Math Camp this summer and boosted by Julie Reulbach, teachers are sharing around a single topic each week. Look for the collection every Sunday under the #SundayFunday or #MTBoS hashtags, or at I Speak Math. And don’t be bashful: there’s a google form there so you can jump in too.