10%

I read somewhere you should only attempt to change 10% of your practice at once. It makes sense. I think back to my first few years teaching–I was trying to change and refine everything. Cringing at how poorly some things worked, I changed in the middle of the year, trying again and again to get things right.

The year I was pregnant was super rough. I had one of my hardest groups (a very small double period at the end of the day with a rowdy combination of students) and did not have an easy pregnancy either. My focus was on staying afloat. I took a year off for maternity leave and last year my focus was on getting back into the swing of things, organizing my three preps, switching rooms, etc.

I have a lot I’d like to work on this year. I’m making a concerted effort to choose only a few things though. I don’t want to be so ambitious nothing quite gets done–I want to truly build new habits that will impact my practice long term. With that in mind, I’m choosing 3 things to focus on for the next year:

  1. Physical organization: restarting my binders and file folders from scratch (my plan is to move things over only as they are used and get rid of the rest at the end of the year), getting my activities organized and sorted, generally trying to actually use all the resources I’ve amassed.
  2. Blogging. As part of the organization, I’ve spent time this summer on our master planning document for Algebra 1. I read through my own blog (as well as many others) and found good ideas I’d forgotten. Writing helps me process and reflect and I enjoy it. There’s another class in my room 1st period so that might be a great time to use for blogging.
  3. Instruction. I *think* this one will be including more inquiry and discovery type activities, but I need to make sure that my team is on board too–we hope to follow each other fairly closely so if they aren’t interested in this as a goal, I’ll need to choose a different instructional goal.

I considered making tech use or grading a goal, but it took a backseat to the things above, and I want to make sure I can focus. I’m hoping that keeping myself focused on these three things will show big improvements!

What are your instructional goals?

Goals

I’ve been spending a lot of time thinking about my goals for next year. I’m a big planner. I like figuring out how to do things better. I also tend to get carried away and come up with more things than I can possibly do. I can list ten awesome goals, but I doubt I could actually accomplish them all–and maybe even any of them if I really stretch myself too thin.

This past year my schedule sucked. I had to share a room, move rooms for one class and had three completely different preps. My desk was shoved in front of a closet, there was nowhere to put anything, I was just back from a year’s leave. It was transition.

Right now, I’m teaching Freshman Connection, a four week program where students have 90 minutes each of math & reading and 40 minutes of counseling Monday-Thursday and go on a field trip on Friday. They get familiar with the building, free breakfast and lunch, meet some teachers and students. I teach two 90 minute sections and get an hour of prep. We’re supposed to spend a good chunk of time playing critical thinking and computation games, and I’m a fast planner, so I’ve got a lot of time on my hands.

And so I plan…

I want to choose my areas of focus so I can be intentional and when I start to overwhelm myself in my good-idea-spiral, snap out of it.

This year, I have two preps. One is being reworked (our Algebra 1) but we have an awesome team, all of whom I’ve worked with before. I have my own room, with another teacher using it during my first period prep. Plenty of storage space. It’s time to get things together!

So, what’s been rattling around in my head?

Grading
  • We’re semi-standards based but a friend at another school was pushing my thinking on how she does it. What I do now is ok but could definitely improve and be clearer. However, we’re getting a new platform next year, (our current one is terrible for SBG) and I don’t know what it will be like. This is partially philosophical and partially logistical.
Technology:
  • Google Classroom: In the olden days I did a class blog, but Google Classroom is made for that and more. I will be doing this for sure, but how much do I want to try to use it?
  • TI Navigator: I definitely don’t use this to its fullest potential, but 3 of the 4 teachers on my team will be this year. That added brainstorming can really help us take things to the next level. I especially want to use more quick polls (as assessments) and collect documents from the class, as well as use some of the files TI provides.
  • Google Drive: I do not understand Google Drive. I need to learn. I’m not excited about this one, but my NHS officers keep asking why I didn’t share things that I thought I had. Ugh.

Physical Organization

  • Make sure I can a) use all my amazing resources and b) actually only have amazing resources
  • Determine how best to organize resources. They may be found in: Books. Activities, Files, Binders, Blog posts, Dropbox, NCTM, Desmos and more
  • Make some priorities. My coworker calls it a warchest–decide what books/activities/whatever is worth the chest
  • Make it useable and easy to access–How many locations are acceptable?¬†How much does portability matter?
  • Decide on a Philosophy: Is there one copy of everything in the binders? Ok to look in both binders and files? Should activities be stored by topic WITH papers or separate?
  • Start new binders from scratch–move over anything useful from previous binders.
  • Pre-tab and start all binders with a table of contents. Dumb but true, I have binders with dividers and no labels. Why?!
  • Start new file drawers. Basically, I need a semi-clean slate.

Blog

  • Set draft prompts about topics and focus on making sure I write. Tell others for accountability. (Ha, hi!)

Instruction:

 

  • Be more responsive to student data (pick 2 skills, 2 ? exit slip with must & may, track data). One of my coworkers is amazing at this–I’d like to get some tips from him, and I think Navigator can really help with this as well. More about this one later!
  • Do projects. Our class is newly mixed ability and I think projects can give some great opportunities to differentiate, as well as be used for the whole class.
  • Differentiation. What can we do besides having some students get further on a given activity/problem set/whatever?
  • Write tests first. Backwards planning. We’re all on board with this one!
  • Tell them less: discovery and investigation.
  • Unifying themes/essential questions
  • Circulate and be more aware of whats happening in class. I plan well but sometimes I’m guilty of watching the action instead of really knowing what’s happening in my room. I know I can catch more misconceptions and be more available to students–I just need to set up some structure for myself to make sure I’m doing this!

Data

  • Gather & use data more frequently–using the Navigator and other methods. And just circulating!
  • I was asked to be on our Data Team this year and have been talking with the AP about it a bunch. I hope we can make it practical and useful for teachers! So far, we’ve come up with: make a sheet, keep up on data, self assess, make goals (have exemplars–collect, analyze, respond, plan/generate) (move beyond exit slips, ways to collect data). More on this one later too–I’m getting sick of editing my random thoughts ūüėõ
Logistics Stuff:
  • With my new/old room (it was mine before maternity leave) comes figuring everything out. In addition to wanting to start from zero on my files and binders, I need to decide what goes on shelves, in 7 cabinets, small and large file drawers. I have a lot of stuff! And at least two of those cabinets will be for NHS supplies.
  • Determine how to organize student based supplies (whiteboards/dry erase/erasers, markers, scissors, rulers, glue sticks) (spares like pencils & erasers). And, honestly, what those are. I’ve used a set of three drawers for years, and students come get what they need, but a caddy per group could work (although I do lots of partner work–but isn’t sharing with another pair still more convenient?)
  • How to handle student work/extra copies (will using Google classroom mean I need no extra copies? That would be amazing.)
  • Where to put mental math, calculators and other stuff
  • Decorate, posters, number lines! Sarah Hagan has tons of cute posters so I’m hoping I can copy her and be done with it since I’m not a huge decorator.
  • Finish moving everything over–I had my homeroom get almost all of it in the last ten minutes of school (right after I found out) but my desk is still mostly full and although it looks nice I have no clue where anything is!

So obviously I have some narrowing down to do, but I think I’m just about there. Here’s hoping I can keep this up!

Something Based Grading

We changed up our grading structure this year. Our admin wants to move towards standards based grading, so we’re sort of supposed to be transitioning towards it a little bit this year. Sorry for all the qualifiers, but that’s how it actually is.

I’ve read enough blogs on SBG to feel like I have a vague grasp of what it should look like. Choose standards, assess & reassess on those standards, then final grades are based on the scores on those standards. Its definitely a huge change from how I’ve taught and assessed before, but I would be up for the challenge.

Except we have to use Gradebook, and we have to enter grades at least weekly and Gradebook is very much not designed for this sort of thing. Gradebook will give you a max of 9 categories, and those categories are the only way to have any weights to things.

So we have this crazy system where we have nine topics/standards and then all the assignments under that standard are coded under that standard but weighted differently according to their type (so that the whole grade doesn’t come from homework, for example). And if you feel a little fuzzy about what that looks like, my math teacher friend, consider how my freshman feel. Or their parents. Or, actually, me. I’m pretty sure that despite the weighting homework is getting way too much value. Progress reports are nearly unreadeable because the multipliers muck it up.

And about that homework…I do think some kind of practice is really helpful in math class and although I don’t care about how they do it (and have only ever graded homework for completion), they probably care that I give them credit for that. So how do I balance that with not really wanting that credit to count?

I can make some minor changes this semester, but I do get a clean slate 2nd semester. Any ideas to help me out? What are your favorite SBG [lite] resources?

Making an Effort

Oh, hi.

I have so many things I want to say, but its been so long that I’ve said anything at all that I feel like I have to come back with something brilliant. Or at least good. And then I get stuck picking what to talk about and so I say…nothing.

Which is silly. So, hi. I’m teaching Algebra 1 to students a few grade levels below this year, which means I haven’t actually taught any algebra at all to date. I don’t have any residents this year. I got a real classroom. Oh, and I did indeed get married this summer and we bought a house and moved. And my sister moved cross country and I helped. So we’re basically all caught up.

CHP_MikeMaryFavorites-127

Caili Helsper Photography

My students this year already think they’re bad at math, and one girl in particular tries so hard to give up. She won’t try anything (and by anything, I even mean writing down a practice problem in her notebook–not doing it, just writing it.) Today I told my students they ¬†needed the first section of their grid (just a bunch of rounding problems) filled out for an exit slip. She did nothing. It’s her M.O. To wait. And I guess it’s always worked. And it isn’t with me and it’s making her so mad. So she couldn’t leave. And we talked. And she cried. She’s a cheerleader who really doesn’t want to miss practice, but she went to the first half of practice and she’s here now. I want her to stay, and so I stay too, even though I’ve finally started to get caught up and I finished grading everything I have right now during lunch (don’t worry, I give an Algebra test and collect Stats homework tomorrow).

And, as if this post isn’t lame enough, here’s what I hope to be writing about soon:

  • Our foray into some mess of pseudo-standards-based-grading (Spoiler: It isn’t pretty.)
  • Maybe more fractions
  • Favorite lessons and practice structures

I missed you internet. It’s good to be back.

Fraction Success

Today is the last day of finals. I gave my regular-level Algebra class the final section of their final exam today, a “Choose 3 of 7” component.

Question 2 asked students to “Order the numbers 3/7, 0.75, 1/7 and 3/5 in ascending order, and explain how you arrived at your answer.”

I forgot to remind them that they can’t use decimals. When we spent so much time teaching fractions earlier in the year, we emphasized that our students needed to be able to work with fractions as fractions. That was the only way to get credit and we worked really hard on it. We felt like it worked, but that was ages ago.

The first question I graded was, “I switched them all to decimals to make it easier, then I ordered them.” Oh, NO. I forgot to say something, they’re all going to do it wrong, I can’t give them credit for that.

And then I kept reading.

This was a CHOICE exam. No one HAD to do fractions. And a third of them did (Ok, to be fair, the kid with a 90.03 chose all 7–better safe than sorry I guess.)

But I read answers like these, with no reminders about decimals:

I arrived at my answer by looking at the fractions and seeing the amount of shares they needed to accomplish a whole and I took the one fraction who the most shares…

I turned .75 into 75 and put it over 100 it gave 3/4, which is bigger than the other fractions. 1/7 & 3/7 have the same size but different shares and 3/5 is bigger than 1/7 and 3/7

For a topic dating back to October, I am so pleased with these answers. I think we managed to change at least some of our students attitudes towards fractions, and lead them to actual understanding of what they’re doing.

I hope to be able to do even more with this next year. Anyone interested in collaborating? My sister is teaching fractions to adults again this summer….

Telephone

This has become one of our favorite quick activities in my Algebra 1 classes this year–and credit for this one goes out to my resident once again.

Remember at birthday parties, where you would whisper something to the person next to you, and then they would whisper it, and so on? And it changed from “Lesley has a cute shirt with rainbows” into something totally inappropriate.

Kinda like that.

The materials are super simple–get a bunch of paper (maybe from your enormous stack of leftover mental math?) and cut it into fourths. Then get problems, cut on to slips of paper.

You could cycle one problem through the whole group (I’ve done similar before with one whiteboard and called it a drill), but we prefer to have all the students working, so one problem per student will do.

  1. 1. Students in groups of 4
  2. Each student gets 4 blank slips of paper and labels them ABCD
  3. Each group gets four slips of paper, numbered 1-4.
  4. Each student picks up a problem, does it [distributes 2(3x-5)] and then passes it to the next person. They hold on to the original problem.
  5.  Pass once to the right, factor out the common factor (or a different step), put the piece you were given on the bottom and pass it on with a new top.
  6. Repeat a total of four times, until you get your original problem back.
  7. Have the group check how well they did keeping their problem the same.

We’ll be doing it with multiplying binomials/factoring quadratics, and we also tried it with translating between words and algebra. It fits a lot of places and can be a quick single round activity or something a little longer–lots of fun and a new favorite. I highly recommend you try it out!

What’s your favorite quick practice structure?

Final Answers

Last week, my AP Statistics class took their final exam: 20 multiple choice questions and 4 free response, basically a half-AP.

I wanted to review the answers with them, especially noting some common mistakes, and also give them a chance to reflect on how it went. I’m really excited with how it went down.

Students went into their (new!) groups of 4 (new seating chart today) with a copy of each question, distributed one per person. My second class had half groups of 3 and half 4, which didn’t matter here (the ghost just got the fourth question and they passed through the ghost).

They got 2 minutes to silently answer as much as they could on the question in front of them, then passed and had two more minutes, and so on. Then they had 10 minutes as a group to come up with their best answers to all four questions. There were a ton of good discussions, both in writing before they were allowed to talk (“I got that too!” “I think its center not spread because…”) and verbally.

Once that wrapped up, I reviewed solutions and they scored their group solution. It also gave me a chance to remind them how rigorous the AP exam is–for students who are used to getting perfect scores fairly easily, the difficulty of the AP exam comes as a shock, and they have a hard time wrapping their heads around 75% correct on multiple choice being GOOD.

It was one of those periods in which I kind of felt like I wasn’t doing much, but I think it was so valuable for my students. This would even work well for a word problem (each person does one step) or explaining several different kinds of problems for a review. By the time they were allowed to talk, several students were really invested in justifying their perspective.

Have you ever tried a write-around strategy like this? Any tips for how it could go even better next time?

The Twelve Days of Statistics

A little late about this, but bookmark this one for next year!

Last year, I posted the Twelve Days of Algebra, which I got from ICTM several years ago. But my Stats students were a little hurt when I had to sing them the 12 Days of Algebra in Stats. So we fixed that right up.

My awesome resident took lyrics that some former students had worked on and refined them and now we have:

Behold, happy 10th day of Stats class!

[Lyrics by Miranda De Young, 2013]

Probability for Babies

Ok, not babies, but not AP Stats students, which is what I’m usually rambling about.

I teach two sections of Algebra 1, and I like to use that last-day-before-Christmas for some fun with probability.

Once students end up in my AP Stats class, there’s a lot of fixing to do. They’re pretty sure they know probability. Its simple stuff really. Six blue marbles? 8 red? Done. Except that the “probability” they’ve had beaten into then (for how many years!) isn’t all that useful. Probability is not, be definition, neat and tidy. Its LONG-RUN. It’s THEORETICAL. It doesn’t tell you what “will” or “won’t” happen, it tells you what might happen.

I still remember talking to the nurse in college, and saying I wanted to stop taking the pill because it made me gain weight. I’d started it in March of my freshman year to help with my cramps and a few months later the improvement was minimal but I’d promptly gained 10 pounds. The nurse’s reply?

“This is a time in a lot of young women’s life when they gain weight.”

“What, March? I don’t think so.”

“Gaining weight on the pill is a myth. Only 2% of women actually do.”

Subtext: 2%= Impossible. I couldn’t actually gain weight because of the pill, because only 2% do, and 2% is close to 0, so no one does for real. She was totally serious. It did not occur to her that I could be in that 2% (I was. I ignored her, stopped taking, and the weight promptly disappeared.)

I want my students to explore situations like that, even if we can’t “answer” them.

Sure, I know some more sophisticated ways to calculate probability. But that doesn’t make simulating some halfway-there situations doesn’t have value too.

Here are some of the ways I’ve played with my kids, and awesome ones I’ve seen from others around the MTBoS.

  • Jackpot
  • Fire!
  • Roulette (get an iPad app, project it, and let them make bets, then simulate on the calculator)
  • Bumpy Flight: an excellent set up from Mathalicious. I’d have my students make a prediction, then simulate it using slips of paper, technology or whatever else they can come up with. Pooling our results is informative enough, and we can even make a recommendation at the end.
  • Greed: Everyone stand up. 5 loses, everything else gets points. Roll (let’s say…a 3) and tell they can keep their 3 points and sit down or they can risk it and keep standing–but as soon as you roll a 5 you lose it all. Play a couple rounds. See who won the most overall and what their strategy is.

Last year, we did Greed, Roulette and Jackpot, but I definitely want to throw Fire! in my rotation too. I love that these are fun, get kids thinking, and starting getting across the idea that the same probability doesn’t mean the same result.

Jackpot

I’ve talked some about Probability and I’m sharing a couple of simple ways to explore probability with your students. While you not be able to get exact answers, these are great ways to test out how probability really works, and whether what is “supposed” to happen actually does.

So you know Jackpot. It’s a Holiday classic on the Country station here, and super easy to simulate.

Listeners call in and the nth caller gets to guess how much is in the Jackpot. If you guess the exact amount, you win. Otherwise they tell you if you’re too high or low. There’s several times a day you can call in, and the idea is that listeners are keeping track at home.

Here’s how I run it in my class:

  • Everyone write down a number between 0 and 1000.
  • Choose someone to make a guess.
  • Say, “Sorry ____, thats too low/high” in your best cheesy gameshowhostvoice.
  • Get your Vanna White up to the board. All you actually need to know is how many guesses have been made, but its more fun to have them write the amount too (someone may even catch that it would be helpful to record if its too high or low, but I never point that one out).
  • Continue calling students for guesses.
  • Once you finally get it, have Vanna record the # guesses and winning total. Even the winner if you want.
  • Tell them all to write down a new guess, then repeat the above.
  • Hopefully by the next round they realize its totally pointless to write down an initial guess; they should be revising as they go.
  • Then split them into groups of 3-4, and show them how to use randint on their calculators.

There are a couple places you could go with this:

  • Have them go from 1000 to 10000 and see how many more guesses it will take
  • Make a class dotplot or other representation of how many guesses it took
  • Tell them you plan on doing this in an upcoming assembly but they can pay you off to get to guess at a certain time. Think about it on your own first, then talk it over with your partner. Discuss as a class why they picked that number of guesses. (Some kids will want to guess 5th to make sure they ALWAYS get a guess, others will want to go 10th because if it does get to them they feel they’re likely to get it.)
  • See if any groups can figure out how to make an optimal number of guesses.

This is pretty informal, but my kids love it and it gets them thinking about how the same situation doesn’t mean every detail is identical.

What are some fun ways you have to get kids thinking about probability?