Wednesday, August 31, 2016

The first 3 days

My 10th period class just walked out the door and I finally am taking a moment to sit and reflect over the last 3 days.

The bad:
Man, it's been hot and muggy. We were actually allowed to wear shorts and school tshirts for the first two days of school. Today wasn't supposed to be as bad heat-wise but it doesn't feel much different. Having a second-floor, eastern-facing room (so the sun comes in ALL DAY) isn't fun when the temperature is above 90 degrees and there's no air.  Tomorrow's high is supposed to be in the upper 70s.  Thank goodness.

The good:
Everything else. For real.

My classes have been great. It's amazing to only have 2 preps (haven't had that for YEARS... and by years I mean like 16 of 'em!), no general classes, and 5 classes of juniors.  I feel like by the time the kids are juniors they're over the freshman hand-holding, the sophomore I'm-not-a-freshman-anymore and haven't gotten to the senior I'm-too-cool-for-high-school stuff.  Juniors are my favorites. :)

I've also taken the time to do some fun stuff the first few days, and I'm planning for several different activities each day (instead of just one and done).

On Monday I used Sara Vanderwerf's name tents and 1-100 task and had a great start. The kids loved the 1-100; so many of them mentioned it in their comment to me on the tent.

On Tuesday I used Fawn Nguyen's Noah's Ark task, which was a lot of fun. My 10th period class was dying to know how to solve the problem and one of the girls actually came up to the front of the room to explain how her table had gotten the solution. I was amazed that someone was brave enough to do that on the first day! And that on the first day of school in a classroom that was hovering in the 90s they cared enough to want to know how to solve the problem.

We also took some time to play with Desmos in each of my classes, did some ACT Review problems with Plickers, and tried out the new textbook software. So it's been a busy, but fun, few days!

Fingers crossed that it'll stay that way!

Sunday, August 28, 2016

Final Homework Plan. I think.

School starts tomorrow.  Finally.  I feel like all of my peeps on twitter started weeks ago, and I've been sitting here twiddling my thumbs.

Not really, but it'll be nice to finally get back to what it is I've been working towards all summer!

I'm *still* trying to figure out exactly how I want to handle grading homework.
Because I'm going to give a homework grade. In the perfect world, the kids would do it regardless and I wouldn't have to worry about it. But we all know we don't live in a perfect world.

In my Honors Precalculus classes I'm going to use MathXL for homework instead of assigning out of a book. I like the instant feedback that the kids get and that they can't just copy off of their neighbor.

But I don't know that I need to make it due the day after I assign it. We all know that these kids are super involved in every activity/job/whatever under the sun. I know that there are times that they won't be able to get to their assignment or are having internet/computer issues.  So I'm strongly considering the idea that I'll create all of the assignments for the unit beforehand and make them due the day before the test/quiz. That would let the kids do them when they have time and yet get them done before the assessment. I don't want to make them due on test/quiz day so that we have the cushion day beforehand if there's a question that they don't understand.

And these are the type of kids that might want to work ahead, too. Why not give them that opportunity?

But I also would like to check written work; I don't want everything done on the computer/calculator.  So here's my thought on that:
As I create the assignments in MathXL, there are certain problems that I am going to specify that the kids need to show their work on. I've asked them to have a spiral or composition notebook for that purpose. Then at the end of the unit I can flip through and check their work.

Can you think of any issues with this idea?

Wednesday, August 17, 2016

Stuff I've Been Working On

Remember that ADHD I mentioned last post?

Here I go...

1. It's minor,but I made a new warm up sheet. I only put 3 spots on a page to force myself to either do something online, on white boards, or as a class the other 2 days a week.

2. I fixed up the Parent Functions foldable that I spent hours on last summer. Literally.  I think it's better now. But I have to figure out how to send it to the school copy center so that it prints as a booklet exactly as I would like it.

3. I found some of the plastic picture frame thingies at the Dollar Store and bought 7; one for each of my tables. So tonight I made new table number labels and also a sheet of "Instead of 'I don't know'" questions for the back.

4. I downloaded all of Sara VanDerWerf's Math Wall of Shame files that she so generously shared; this is what I'm going to start with on my bulletin board. At least half of it.  I actually got this board recovered this past spring before school was out and was horrified to see it this week with a piece of border missing. Our floors were worked on over the summer and I'm thinking that the piece fell off and was thrown away. And I don't have enough to fill it in! I just ordered new border from Oriental Trading Company today to redo it. (Our colors are orange and black and I wanted to keep with that theme.)
But isn't it appropriate that it was on the "#MathFail" part of the board?!

Things I Still Want to do:
1. Figure out how I want to create a self-paced module to have my Math 3 kids work through linear functions. If they need to. I refuse to teach it again.

2. Get a grip on my Matrix unit that I'll be starting Precalc with. I haven't done it for a while.

3. My plan was to put together a little tutorial for the TI8* and what I would like the kids to know how to do, but my TI SmartView software is having issues. Hopefully that'll get fixed in the next week so I have time to do that before school starts!

4. I'm presenting something at a building tech day next week. Probably should figure out exactly what that is. Hmm.

5. Figure out my first day of school plans. I detest the first day of school. I'm nervous, I'm hot, I don't know the kids. Can we just skip it and go straight to day 2?

Slide Rule Update

I'm in major ADHD mode (which I think is adult-onset due to twitter) with just a few days before school starts. I feel like I have to get everything done NOW and I'm jumping from one task to another like crazy.

But I wanted to take a moment to share something that I thought was super cool.

Some background:
In 2009 I borrowed a class set of slide rules from the International Slide Rule Museum and learned how to use one. Then I taught the kids. If I remember correctly, it was just a few days to fill before Thanksgiving break. But it was interesting! (Here are a couple of quick posts about it: post 1  post 2 )

Then, about two weeks ago, I received this email:

I responded saying that of course, I would love to have the slide rules! I'm never going to turn down an offer of gifts. :)

My kids and I went in to school on Monday to drop off some of the stuff that's been accumulating in my dining room this summer and a box was waiting for me.  It was the slide rules!  Along with a lovely note:

How totally cool is that?!  Not only did this gentleman search me out, send me his slide rules (one is 55 years old!), but his wife also has a connection to the area.  His return address wasn't local, so I'm just seeing this as a major coincidence.

I'm horrible with thank you notes, but I'll definitely make an effort to send him one!

Monday, August 8, 2016

#makeitstick - My first thoughts

At TMC I sat in Anna Vance's (formerly Hester) presentation about using the ideas from the book Make it Stick by Peter Brown, Henry Roediger III, and Mark McDaniel (here's her slides). The premise is how to run a class so that students more easily remember the things they have been taught. Because I know we've all been in both situtations:
1.  "We never learned this!" when referring to fractions/linear functions/factoring
2. "I don't remember how to do any of this" in the middle of a test.

I ended up ordering the book that evening as I sat in my dorm room in Augsburg.  It came pretty quickly, but life got in the way and I didn't even pick it up until heading to the pool today with the kids.

So now 102 pages in (the kids both had friends there to keep them occupied!) I have a lot of ideas.  For now I want to make note of some of the passages I've highlighted:
On pg. 3-5:

  • Learning is deeper and more durable when it's effortful.
  • We are poor judges of when we are learning well and when we're not.
  • Retrieval practice - recalling facts or concepts or events from memory - is a more effective learning strategy than review by rereading.
  • Trying to solve a problem before being taught the solution leads to better learning...
  • All new learning requires a foundation of prior knowledge.
  • Elaboration is the process of giving new material meaning by expressing it in your own words and connecting it with what you already know.
These were in the "Claims We Make in This Book" section and would be expounded on later.

At this point I was thinking about a student I had in class last year. He was a very curious, interested student (with horrible handwriting) and insisted on covering every page of fill-in notes with his own summaries of things. And then he'd tell me that he was going to go home and re-write and re-organize his thoughts. This boy asked a lot of questions. But you know what?  He got it. He demolished the exam.  And he was doing so much of what I was reading about today on his own.  I'm thinking about tracking him down this year (although he's the type that will stop by to visit regularly) to ask him how he got started doing this.

On pg. 16, in reference to a student who had studied diligently and done poorly on an exam:
"Had he used the set of key concepts in the back of each chapter to test himself? Could he look at a concept like "conditioned stimulus", define it, and use it in a paragraph? While he was reading, had he thought of converting the main points of the text into a series of questions and then later tried to answer them while he was studying? Had he at least rephrased the main ideas in his own words as he read? Had he tried to relate them to what he already knew? Had he looked for examples outside the text? The answer was no in every case."

I never learned how to study. I was lucky enough not to have to. But how many students also haven't learned how to study and do poorly because of it?  The authors are emphasizing that "studying" doesn't mean re-reading textbooks or notes. It means doing.

On pg. 20, when referencing the importance of testing:
"In effect, retrieval - testing- interrupts forgetting."

Now this doesn't have to be a major unit test. And it shouldn't. But what about a 2-question feedback only quiz the day after you learn something?  

On pg. 28:
"Retrieval must be repeated again and again, in spaced out sessions so that the recall, rather than becoming a mindless recitation, requires some cognitive effort."

It doesn't work to give a quiz in class after practicing the one topic for 3 days in a row. Sure, the students should do well on it, because that's the only thing they've been focusing on. But will they remember how to do that same thing in a week? Or 3 months later on the exam? Such is the importance of spaced out practice/retrieval of knowledge.

On pg. 32: 
"When retrieval practice is spaced, allowing some forgetting to occur between tests, it leads to stronger long-term retention than when it is massed."

On pg. 21:
"One of the best habits a learner can instill in herself is regular self-quizzing to recalibrate her understanding of what she does and does not know."

On pg. 43:
"When the mind has to work, learning sticks better."

Don't you find this to be true?!  If I struggle with something that I'm finally able to conquer I tend to remember my solutions more.

The next section in the book dealt with what they call "Interleaved" practice. Not just doing one thing at a time, but mixing up topics and making the students actually think about what they're doing and when they should do it.

On pg. 53:
"For our learning to have practical value, we must be adept at discerning "What kind of problem is this?" so we can select and apply an appropriate solution.

I try and do this, especially when dealing with quadratic equations. I make an effort to have the kids talk about what method of solving is most appropriate for different types of equations. Sure, you can use the Quadratic Formula 20 times in a row, but is that necessary?! Is it the most expedient, appropriate method of solving x^2 = 40?

There's also been a lot of talk in the book about giving feedback to students and giving them the opportunity to work through the material in their own words. But I hate to be too wordy and am going to save that for my next post. Hopefully it'll come with some more concrete ideas of what I want to do in class to help this process!