Day One

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Rampant stress. Like the kind you can feel welling up in your chest.

That was me Friday afternoon, 63 hours before students walk through my new classroom doors to begin the school year.

As background: we’re in the midst of a three-year, $140 million renovation project at my school. It’s being done in phases, so teachers have been shuffling from room to room as the construction project advances. “Flexibility” is practically our school motto.

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Under Construction. That space on the left will be the new music wing. Photo cred: me

My principal is a good guy with a really strong team. I don’t imagine it’s easy overseeing a huge 4-star school that aspires to be a top-10 school in the state each year. Doing that while in the midst of remaking the physical plant sounds like trying to defuse a bomb while someone repeatedly pokes me in the kidneys. There’s a million moving parts complicating the already complex process of opening school. “Building the airplane while flying it”, as the saying goes.

After a day of meetings, I arranged the desks and chairs into pods for a couple hours on Thursday. Good way to burn off nervous energy. These desks belong in the room of the teacher who was using that space last spring while her hallway was rebuilt. I knew intuitively the furniture was probably headed back to her room, but I held out hope her new classroom might be getting a furniture makeover.

Nope.

Walk in Friday morning to this. Surprise!

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Clean slate. At least I’m gonna have some bumpin’ speakers. Photo cred: me

So with freshman orientation and the activities fair eating up my morning, I shot a quick email to my office staff hoping for guidance and asking (gently, since everybody’s got a to-do list a mile long on the day before school opens) who I should see about getting some desks delivered.

Then I went to work. It was the best way I could think of to stave off the vision of my kids sitting on the floor for class Monday. I’m a first-day veteran. I know what my job is: to be ready to teach on Day One. They’ll tell me what to teach, who to teach, and where to teach, and I’ll take it from there. Friday’s Motto: I’ll do what’s in my hands and trust that others will do what’s in their hands. It’s all good.

(Sounds a little bit like this post from Sarah Carter, whose One Word Goal for the year is “grace”.)

And by the time I left the building at 5:00, the custodial staff was rounding up student desks from all corners of the building and delivering them to my room. Just like I knew would happen.

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  • Broke: Here’s the Syllabus
  • Woke: Here’s how we do things around here
  • Bespoke: Let’s do math and collaborate!

I’m loud. mostly because my students are loud. And after 10 weeks of summer, I’ve found I typically lose my voice by the end of day one. Because I talk too much. “Hey kids, I’m not gonna read the syllabus to you because I know you can read”…. then I read them the syllabus.

What if there was a better way?

The inspiration hit while Megan Hayes-Golding was tweeting during a Twitter Math Camp session this summer.

Oooooo. We could do that in Algebra II. We don’t even need a good reason. But I have a bunch. In 35 minutes on the first day of class, we can:

  • Do math
  • Be collaborative
  • Engage prior knowledge
  • Get students talking
    • To each other
  • Introduce how we’ll use tech this year (first year of 1:1 in my building)
    • Canvas, Google Forms, Desmos
  • Start a Math Fight if we’re lucky

Here’s the plan:

Students will reflect using a Google Form and submit a snap of their work solving the system (after we discuss and defend arguments) through Canvas.

I’m hoping to welcome a group of students who may not have had great math experiences in the past to my classroom. And have some fun.


 

In the last week before school I read Ditch That Homework by Alice Keeler and Matt Miller. This activity integrates several of their suggestions. I think it’s a good first step to making my classroom more student-centered and student-friendly.

We’ll introduce course expectations to students on Tuesday and to their parents on Wednesday at Open House. I’m hoping my kids will do some of the PR work for me after Monday’s activity. Either way, by then most of the stress of Back To School will have dissipated.

It’s Year 15 for me. And Year One for me and my students.

Let’s Go.

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Goals

When I was in high school, my buds and I had goals. We wanted to steal enough material from the chem lab to build a still, like Hawkeye Pierce on M*A*S*H.

MASH Still
Makerspace, Korean-War-style. Via mash4077tv.com.

Pretty unrealistic, I know. In those pre-Google days, I’m not sure we even knew exactly what parts we would actually need. But we thought we had a decent shot at emulating Jeff Spicoli and ordering a pizza into class.

That never happened, either. Despite our inability to pull off the wackiness of Hollywood high school kids, senior year was pretty awesome, from a social standpoint at least. I had no idea what I really wanted to do after high school.

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Have I mentioned that we all really wanted to be like Spicoli? (Source).

I was good at math and science, and finally settled in on pre-dentistry. That lasted, like, a semester. Teaching was not even on my radar screen. Safe to say I took an L on my career goals as stated at age 17.

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Image via Project Smart

But in the grown-up world, it’s important to keep in mind goals need to be specific, measurable, and achievable. Day-to-day, year-to-year improvement at teaching is all of those things.


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To everything there is a season. Photo cred: me.

It’s early August. The school year is here. Or soon will be. Happy New Year, BTW.

It’s my 15th year of teaching, my second at my current school. I’ve done this enough times that the basics of the first week are pretty much scripted. And I’m new enough at my school to know I should still be asking plenty of questions.

On the positive, my courses are already set up in Canvas, and since I was a travelling teacher last year (and probably again, at least to start this year), I don’t have a whole lot of “classroom stuff” to set up. I can put about 96% of my efforts into curriculum planning & lesson design.

And thanks to a blogging challenge from my online PLN, a chance to sit down and plan intentionally for the year. To set some goals.

The two major initiatives in my building this year are a move to a 1:1 environment, and de-tracking our math classes. Big changes. Huge. Like, you can’t just roll up to the door on Day One and wing it.

Herman ! I sure could use your help.

  • For 1:1 I’m gonna lean on my PLN. I see Desmos Activities being a much bigger part of my classroom when I don’t have to wrestle a computer cart across the building to use this awesome tool. MyMathlab is the other piece of the puzzle for outside of class, self-paced, self-grading practice.
  • For de-tracking I look to my lean on my department team. They’ve taught Track 2 and Track 3 (where I was last year). They have intimate knowledge of how the two classes might mix, and how we can anticipate our students’ needs. Got a big planning meeting set for next week, but I imagine I’ll be in touch with the ladies on my team on a regular basis throughout the year. I’ve taught mixed-ability classes at a previous school and I’ve got some practices in mind that have seemed to benefit all students. Time to brush up on flexible seating and on-call groups, especially for formative assessment & quick feedback purposes.

For day-to-day lesson design, I’m still wrestling with two pieces. I need to make a call on bellringers & homework.

  • For the last two  years, following the lead of one of my online teacher connects, I’ve used a rotating series of tasks for bellringers. I know that giving my students an opportunity to begin each class with an opportunity to think deeply and critically, with a low barrier for entry, is beneficial. They don’t always see things the same as I do, tho. Several students, used to “sit & get”, wanted to spend less time on estimating or justifying, and more time on practice and note-taking. In a 50-minute class, they may have a point. Part of that is classroom management, and transitioning from task to task. That’s on me. If I dump the MTBoS-inspired bellringers, I am going to use a 3-2-1 or summary exit ticket. One way or another, I’m determined to have brain cells rubbing together in my class.
  • My big leap this year may be homework. We’re talking like Lance Armstrong/Deadman’s Hole-level leap here. It’s a little scary. But more and more I’m wondering if homework is doing what I need it to do for my students. Alice Keeler and Matt Miller have written a book (Ditch That Homework) that outlines the case. I’ve got it on order. For me, the big issue is: Can I give students the opportunity for practice, and the quality feedback they need, and notes, and everything else, in a 50 minute class? I bet the time we use “going over” yesterday’s homework can be re-purposed. And I’m already on board with “You Do – Y’All Do – We Do“.

My mental conflict is: how to balance discovery with practice. Part of that is me accepting alternate ways of students showing their learning. Ain’t but one way to find out. And the case for making the move is pretty solid:

Oh God. Number 4. I hate the fake “let me copy your homework” dance. Infographic via Alice Keeler.

 

From an Xs and Os standpoint, a couple of student support goals that I did haphazardly last year: Videos. Worked-out answer key. Posted to Canvas. Every. Damn. Day. If homework is going to go away, these are two critical pieces for my students, especially those that need additional help. I’m just going to have to carve out the time to make this happen.


 

So that’s it. Goals for the 2017-2018 school year. Last year I was getting my feet wet in a new building. My most trusted advisor, knowing my preference for out-of-the-box tactics and knowing the culture in my new building reminded me to “keep your head down” in year one. I’ve gone to school on myself and my students. In Year Two, it’s time to Rise Up.

From The Ground Up

What do kids really want their school to be like?

Does that match up with what we offer our kids at school?

Speak Up 2016 Ultimate School Slide
From the “Play Like A Girl” presentation by Dr. Julie Evans. Almost 100,000 Indiana students, parents, teachers, and administrators responded to the “Speak Up” survey.

Dr. Buddy Berry, Superintendent of Eminence Schools in Kentucky, has some thoughts. He calls it the School on F. I. R. E. model. It includes a significant amount of student input:

Eminence Student Voice
From the Eminence Schools “School on F. I. R. E. Framework

His daughter has some ideas too, and presented them to us at the SouthShore e-Learning conference in Hammond.

 

Apple doesn’t fall far from the tree, obviously. She’s self-taught on a lot of web tools, mostly because her dad gives her the freedom to find and use the tools that help her learn, and express her learning.

That graphic from the Speak Up survey up there? The one that shows what tools kids want in their dream classroom versus what adults think is needed for kids to learn? Brooke and her dad don’t just give that lip service. They live it. On fire, man.

So: What if we could blow the whole thing up and start over? What would that look like?

We can’t rebuild institutional school, but we can change what we do and how we do it within the existing framework. That’s how I’m approaching the coming school year.

My school is going 1:1. We have a unique opportunity to rebuild how we “do school”, what lesson design looks like, how students interact with us, with each other, and with the math.


 

Close your eyes. What do you see and hear when I say “punk rock band”?

The Young Ones
OK, so strictly speaking, not “a band”. Young Ones image via the BBC. RIP Rik.

I don’t imagine too many teachers or administrators will be mistaken for punk rockers. But like Dewey Finn’s kids in School of Rock, we can steal a little bit of the ethos. I’m currently reading Route 19 Revisited by Marcus Gray.  It’s the 500-page backstory of how the Clash made their seminal double-album London Calling.

London Calling
Cover image via theclash.com.

They lived punk. They looked punk. But the sound drew on a variety of influences, including early R&B, blues, rockabilly, reggae, pop, and jazz. And while the stereotypical punk rock song is raw and unsophisticated (“volume, velocity, and aggression”, as Gray puts it), the Clash took its time to craft its masterpiece.

March A Long Way For Glory
Image from Marcus Gray’s “Route 19 Revisited”.

As Gray writes: “The original version of the lyric came first. But the final version of the lyric came last.” The educational equivalent is: “It’s OK to teach 20 years. Just don’t teach the same year 20 times.


 

So: Now’s the shot. A chance to take a little bit of this, and a little bit of that, and build something awesome. This tool and that one, and remake my Algebra II classes. My kids are gonna walk in every single day with a laptop. That device can either be a paperweight, a distraction, or an awesome tool for learning. My option.

The seeds were planted at the School City of Hammond’s inaugural e-Learning Day last June:

“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’ve been building my toolkit for years. Tweaking and adjusting. Borrowing from Vaudrey and Nowak and Nowak some more and Carter and Meyer (of course).

There’s more though. Jonathan Claydon has some cool stuff he’s doing to leverage tech in his class, and his students are climbing way up the DOK ladder.

Chevin Stone modeled hyperdocs for all of us at Gavit. Just the thing to put all the student learning tools in one place. There are a literal ton of resources online, and a book.

At South Shore e-Learn Katie Bradford shared some cool tools for use of video in lesson design. I see this as an opportunity to go 2:1, pairing students up to annotate a quick video on the skill of the day.

 

I’m already down with Desmos Activity Builder. Now’s a shot to build in some activities where the ROI was way too low for checking out a cart and getting everybody logged in. On-demand tech means Card sort, Polygraphs, and Marbleslides will all debut this year.

The wildcard is MyMathLab. Several of our teachers who have on-demand access to carts have been using this Pearson tool on the daily to create practice exercises and assessments. It’s actually an expectation within the district. I picture it as a way to create extensions and additional practice as a way to differentiate for students. Gonna need some tutorial there though.

So much in my head right now. Image via Giphy.

So that’s a lot of tools to sort through. It’s gotta be done though. The shift to 1:1 can be done well, or done poorly. It’s too great an opportunity to fumble away.

It can’t be just, OK, kiddies, open your computer, here’s the lesson, pencil/paper just like its always been. The laptops will be an afterthought. Forgotten. Left in lockers.

Or worse, I use them as a $300 worksheet.

And it will be an opportunity gone by the wayside. Instead, I’ve got an chance to build on what’s come before, give it my own personal touch through several rounds of revision, and who knows, maybe turn out a masterpiece.

“Sometimes it’s necessary to march a long way for glory….”

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The Family Tree of Rock. Via The Odyssey.

 

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…

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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.

10 Pounds of Math In A 5 Pound Sack

School Countdown
You can pay for an actual working countdown clock for your site at countingdownto.com.

Real talk? If you ain’t counting, you lying. Yeah, I know. We’re not supposed to be counting.

But we are supposed to be planning. And adjusting when plans go sideways.

Which is how this happened at our Algebra II (Track 3) Late Start Wednesday Meeting:

Here's The Math

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Low-Grade Panic sets in amongst our ragtag band of Alg II teachers. Image via What A Day For A Daydream.

29 days.

1 day for the final exam, preceded by 5 days of review. That leaves 23 instructional days. For 21 sections across 4 chapters which will account for 32 final exam questions.

Yikes. Something’s got to give.

I’ve got a thought about how to fire up a spaceship on 12 amps. So do my math department colleagues.

But you know who else has a thought? My students. And they might be willing to go along with some changes if they have proposed those changes.

So I asked them.

Here’s what they told me:

  • Skip bellringers
  • Skip the Friday Self-Assessment
  • Shorten up the notes
  • Do the practice assignment (“homework”) in class
  • Quick-hitter quizzes over a couple of day’s worth of skills
  • Rinse, repeat

Good Lord. Why don’t you just tell me to teach the class while standing on my head in a corner? Because that would be an easier change to make.

One of my students heard her classmates making these suggestions about cutting back on notes and not taking “homework” home and said under her breath “Oh God, that’s stressing me out”. Guess what, my dear: it’s stressing me out too. Wayyyy too traditional a classroom for my tastes. And for my students’ needs.

Or is it?

If they are telling me what they need right now, and what has worked well for them in previous years with teachers in my building, it’s worth a listen. Using a solid, ancient negotiating tactic, I came to the table with a mental list of concessions I was willing to make. Then I can can lay it on the table at make-or-break time, like it’s something that it absolutely kills me to give up. I love giving my students a chance to engage deeply with math thru Estimation 180, Which One Doesn’t Belong, 101qs, and Would You Rather?, but right now I’ll make the trade for the time and hope that over the last 7 months we built a culture of curiosity and problem-solving in my class that carries over to “traditional” tasks.

Plus, it’s nice to have a little leverage as the temperatures (inside and outside the classroom) warm up. “Hey you guys, you told me if I did x, you would do y. Time to hold up your end of the bargain.”

Now, it’s time to go try to land a 747 on a two-lane road. In a crosswind.

Wish me luck.

Hockey Sticks

Stickers
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.”

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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.

Algebra Hell

The Dreaded Algebra II. For many of the high-achieving students at my school, it’s a forgettable stepping stone on the path to AP Calc and beyond. For my students, it’s the last required math course before graduation, and a figurative peek into the very bowels of Hell.

dantes-inferno
What type of sin gets one scheduled into an Algebra II course for eternity?

We’ve finished up the first semester, which is really just a re-hash of Algebra I. Now the fun begins. Brand new material. Brand new material that my students see as having no connection to their actual lives whatsoever. Also, the math is hard. Especially if your foundational algebra skills are weak.

loop money cash dollar dollars
But hey, that’s why they pay me the big bucks, right? Image via imgur.com.

So, we’re struggling with motivation these days. Not quite open revolt, but we’re on the edge of a bad place.

Real Tears.jpg
I’m not sure she’s kidding, you guys.

We just finished up operations with rational expressions, and their level of understanding is sketchy at best.

I’m not sure a traditional quiz is what they need right now. Check that. I’m positive a traditional quiz is not what they need right now.

So, some type of performance assessment is more like it. In class, in groups, display understanding, take your time. So: Old standby? Or a new thing?

Or both….

Kate Nowak is one of my go-tos for review activities that are student-centered and self-checking. One of her go-tos back in the day was Row Games. The basics, from the source:

“Make a worksheet of problems organized in two columns. Column A and column B. The tricky part is the pair of problems in each row has to have the same answer. Obviously some topics are more suited to this than others. (Solving linear systems, easy. SOHCAHTOA, easy. Graphing inequalities, hard.)

Pair up the kids. Decide who is A and who is B. Tell the kids to only do the problems in their column. When done, compare answers to each question number with their partner. And if they don’t get the same answer, work together to find the error. That last step is where the magic happens. I know how well I taught the topic by how busy I am while they are row gaming it up. (Sipping coffee: go, me. Running around like lettuce with its head cut off: self-recrimination time.)”

So, my twist: make it DIY. We tried this with Kahoot! this year, students creating their own questions and distractors, I gather them up, make the Kahoot! quiz, kids play, angel choirs sing, all is well.

Here’s the deal: My students need a day to catch their breath from the forced march of rational expressions. I’ll give it to them. They’re gonna make their own Row Games activity. I took one of the Row Games from a google folder Nowak graciously shared. The kids will work through that exercise on Monday. So now they know what a Row Game looks like. Tuesday I introduce the project, give them the design requirements, list of deliverables, and the rubric, and turn them loose. It’ll go in the gradebook as a quiz grade. Even better: The plan is to take the finished products and use them as a review day activity somewhere down the line. Each class will get an activity designed by students in a different class.

Docs here: alg-ii-3-diyrowgamesreviewproject    alg-ii-3-rowgamestemplate

How’s it going to work out? I’ll let you know. But I’m betting the results (in terms of students’ understanding, and grades) will be better than on some barf-tastic quiz.

A hell of a lot better.

Still Learning

End of Semester 1: imminent. That must mean it’s time for five days of endless, mind-numbing review worksheets so we can all pretend I helped them prepare for a really hard test.

Image result for sike

Borrowing a theme from the great Matt Miller, I opted for the Epic Review OlympicsPlanned ahead, before Christmas Break. Made a Jeopardy review for one day, planned out the rest, made my materials.

Then, the actual beginning of review. Snap back to reality

We only got to like 5 practice items out of the 25 on the Jeopardy game board. That’s not enough. I had students grouped up so they could work together and lean on each other. I hoped that would help more students get more assistance than I could give alone.

But instead:

“I can’t learn like this.”

“My group isn’t doing anything.”

“Can’t we just have a worksheet?”

(record scratch/freeze frame….)

Wait a minute. Aren’t all the MTBoS-inspired, student-centered lessons and activities supposed to be a magic wand that miraculously transforms unmotivated, under-prepared students into raging cauldrons of curiosity?

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Image via The Telegraph

It turns out…. no. One of my go-to guys, Matt Vaudrey, a teacher who literally wrote the book on crafting non-lethal math lessons, has run into the exact same situation:

Ugh. Yeah. Fine. But it’s not working for the class.

Carly, for example — the student who respectfully pointed out “we shouldn’t be tested on this if we didn’t cover it in class” — called me over during test review last week.

She asked, “Mr. Vaudrey, when are we going to practice more… like… actual math? Like, I understand that all these things (she motions at the review problems printed on colorful “stations” around the room) are important, but like… are we gonna get more notes on, like, equations and stuff?”

Ugh. Carly just loves when school is hard.

Students like Carly are accustomed to math class working a certain way. When their usual method of success no longer works, they get nervous.

It’s not wrong to give students what they require to succeed in class; a variety of nutrients is necessary for a healthy diet. If they want notes, it’s okay to give them that for a meal sometimes.

So, a moment of decision: What’s more important – doing a cool/fun game, or providing an opportunity for students to review/relearn?

(Both? Ideally…)

Call me greedy. Like St. Maximilian Kolbe, offered a choice of two crowns, I call “both”. To the MTBoS Search Engine we go.

And we come away with Four In A Row (hat tip to Sarah Carter/Fawn Nguyen). Long story short, I needed 25 practice problems (in this case, for solving systems). And as Fawn Nguyen points out: Kuta makes it easy. Pick the level of difficulty and type of system to solve, generate the problems, have Kuta make a separate answer sheet so the problems and answers can be printed back-to-back.

So what happened?

  • Cutthroat competition: always a benefit when it comes to getting buy-in from students on an activity.
  • Collaboration after each problem: Students working together to find mistakes and re-working problems (AYKM?)
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Two brains are better than one.
  • A triumphant “Yes!” from students who have struggled all year long, when they check their answer on the back and find out they worked the problem correctly:
  • And from another who managed to string together a series of boxes: “I’m taking this sheet home and putting it on my wall!”

Win-win.

Oh BTW: to give the activity a long tail I posted the problem set on our Canvas page for students who wanted more practice on their own before the final.

They got what they wanted. I got what I wanted.

Learning has occurred. For students, and for teachers.

Halftime Adjustments

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Live Look-In to my class during the quadratics unit. Image via http://www.nytimes.com/2016/08/06/arts/this-is-fine-meme-dog-fire.html?_r=0.

A piece of our teacher evaluation rubric is evidence of using data to drive remediation and instruction, not just on a one-time basis but as a habit, throughout the year. The suggested method is doing a quick analysis of quiz/test grades, then planning intentionally in class based on the results.

Here’s what the quiz over solving quadratics by factoring looked like:

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That’s. Not. Good.

I… feel shame.

It’s a Track 3 class, but that doesn’t mean I don’t have high expectations. But coupled with those high expectations has to be a plan to help students rise to meet them. I’m big into “you do, y’all do, we do“, and collaboration and 1-on-1 student sharing is baked in the cake just about every day. My long-time philosophy is: Accommodations For All. Quizzes are open-note, and we do a day of review before every quiz. I tell them exactly what is going to be on the quiz itself. There’s no “gotcha”. Everything but walk them by the hand, sit them down, and give them the answers.

And yeah, at some point it’s on them to prepare for class.  Those 39 of the 55 F’s that scored less than 40%? I don’t know what to say.

But I do know what to think: “what else do I need to do for them to have success?”

Did some soul-searching after pondering the results of that quiz. We had a quick turnaround to solving quadratics by completing the square, and using the quadratic formula. I needed to make some changes, pronto.

Upon further review – my students’ needs:

  1. Need more reps for review
  2. Need student choice for quiz
  3. Need shorter quizzes

As so often happens, the solution to at least one of my needs came through my Twitter feed, courtesy of the great Sarah Carter.

A sure-fire way for students to get a chance to solve three (or four or five) quadratics in one class period. Enough to go from a 1 to a 5 or 6 on the confidence meter. Build some muscle memory. By the time I was ready for the review, Thanksgiving had come and gone. But, hey, I know enough to stick a good thing in my back pocket for future reference.

As for the second and third items on my wish list: an old standby. Give them a list of problems from which to choose. In my mind’s eye, here’s what I saw: give ’em 8 quadratics, solve two by factoring, two by taking square roots, two by the formula, two by completing the square.

But, is that still too much? Covers all the skills, but man, that’s a long quiz. What to do, what to do?

Ask the MTBoS:

The response: Tighten it up.

So perfect. Done and done.


 

It is Indiana, after all, so “Turkeys In The Oven” became the basketball-themed “They Got Game.”

 

I’m not above bribery when it comes to methods of getting students to participate in a review. And if they think “extra credit to the winning team” is their idea, all the better.

No lie, you guys, they were begging me for another problem to work out. Asking each other for help when they got stuck. Calling me over to show off work.

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Last period, one group was practically high-fiving each other: “We be ballin’!”

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Scoreboard. Photo cred: me.

So we totaled up points, announced a winner, gave a pep talk, checked for understanding. They assured me they all felt much more prepared for a quiz than they did an hour ago. And for those who wanted or needed more practice, I posted a review module on our Canvas page with all 10 problems and worked-out solutions.

I think we got this. Looking forward to tomorrow.

One Shining Moment, baby. Because we be ballin’.