An "Old Math Dog" Learning New Tricks

Things I Have Forgotten

2013-05-20T17:18:00.000-04:00

We are coming up on the end of the year. This is our last full week. Seniors are taking their finals (not in our classrooms) and we're not too far from the underclassmen doing the same. I am preparing to give my final regular assessment in my Algebra 2 classes tomorrow. We are finishing up rational expressions and I pulled out the folder review (original post from Mrs. Graham is here) I had used last year and tweaked it to fit what they were reviewing for tomorrow's assessment. In all four of my classes, students worked. Not every student, but the vast majority of them. For it being a Monday and 8 days left in school, I felt that was great.

As my last class was working on the review and I was making the rounds, it hit me. When I design activities that "force" them to work, most students do what is needed to be done. When they actually practice, they do well. What I have been doing in the classroom this year has not done that well at all. The best students will practice the homework problems, but for the most part, since I am not grading the homework and I am not sitting there finding a way to make them do the problems, many do not practice as they should.

So, how do I restructure my class to make sure that my students practice their mathematics? How do I provide enough structure that they feel they can attempt the problems on their own without being the "sage on the stage?" I feel that the guided notes I have created to help them take notes has helped, however, there are still too many who don't even bother to fill them in. Without having a textbook right now for students to refer to for help, I still feel that giving some direct instruction with guided notes is important. I also realize that they need in class practice time without it being a social/free-for-all time. How do I blend it all together?

My Weekly Diigo Links (weekly)

2013-05-19T14:30:00.001-04:00

Intersections | The Adventures of Captain Packer and Team Awesome

we had our launch party for our online journal, and it went super spectacularly! here it is, finally published: http://t.co/hn8OGmK6oW
Harvard Kennedy School - New Study Examines Benefits of Freshman High School Math Intervention

RT @Harvard: New study examines benefits of freshman high school math intervention http://t.co/yP8dLRVcVS
About EDUC115N
5 Mobile Apps To Help Teachers & Students Adapt To The Common Core Standards

5 Mobile Apps To Help Teachers & Students Adapt To The Common Core Standards http://t.co/rEPIvzYTG1 via @zite
7 Habits Of Highly-Effective Teachers Who Effectively Use Technology

7 Habits Of Highly-Effective Teachers Who Effectively Use Technology http://t.co/Z2ZtVwCFB0
Worksheets and Differentiation – Not Always Mutually Exclusive! | mathcoachblog

Bob Lochel's differentiation strategy for practice problems (point based).

tags: differentiation
Long tails of \int_e^r est: Precal Problems

Review problems for trig parts of PreCalc

tags: precalc

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2013-05-12T14:30:00.001-04:00

60On trusting the algorithm too much | Quarters Magazine

Love and "On Trusting the Algorithm Too Much" http://t.co/B8PYbnys8A #algorithmchat

tags: algorithmchat
ACT Plans to Move to Computer-Based Exam - NYTimes.com

ACT Plans to Move to Computer-Based Exam http://t.co/lKqsdx2rl0
ODE - Educators

Have questions about Student Learning Objectives in Ohio? This new FAQ document can help. http://t.co/jpjtR8hunf #ohioed

tags: ohioed
Students should be pattern sni

@maxmathforum Students should be pattern sniffers, tinkerers, guessers, experimenters, describers, visualizers… http://t.co/GoT1JTnLKM
Common Core Standards: Mathematics

Have you seen this? Bank of questions/exercises based on #CCSSM http://t.co/GOayiubjdl

tags: CCSSM
Mathematics teaching reduced to 'Does' & 'Don'ts' : 04th may13 ~ E-Pao! Headlines

Mathematics teaching reduced to 'Does' & 'Don'ts' http://t.co/CEZADcaTc7 "teachers generally concentrate on the 'how' part" Agree? #matchat

tags: matchat
MeTA musings: SBG is more than teach, test, reassess [A fable]

How SBG should work.

tags: sbg

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2013-05-05T14:30:00.001-04:00

Have you seem this version of a CCSSM content map?

Have you seem this version of a CCSSM content map? http://t.co/xqGgKD8hYc
It's Just Common Sense.: Common Core - Good or Evil

A must read for anyone with questions about the Common Core or anyone with reservations. http://t.co/gmRmKcXpzr

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2013-04-28T14:30:00.001-04:00

http://www.educationaldesigner.org/ed/volume1/issue3/article9/pdf/burkhardt_09_fig3.pdf

Sample rich problems from the Shell Centre (UK)

tags: rich problems
Reasoning and Sense Making Task Library

From NCTM - possible rich tasks.

tags: rich problems
Game Theory, Popular Science | Popular Science

Why I Let My Students Cheat On Their ... Exam http://t.co/LVOh7dzHOa
2013 Annual Meeting Webcasts

View Treisman's presentation, 'Keeping Our Eyes on the Prize', along with his presentation slides, here: http://t.co/MS5onSFZwl #NCTMDenver

tags: NCTMDenver
Is it time we banished homework? - Schools - Education - The Independent

Is it time we banished homework? http://t.co/FGgudqXFyU #edchat

tags: edchat
CCSSI Mathematics: Godzilla vs. Consortia

@absvalteaching Probably these folks. http://t.co/lFMTjdVovG
Should Teachers Count Off When Students Don’t Show Work? | StateImpact Indiana

Do students need to show their work? http://t.co/Y8iBoTNdJf
Common Core Open Resources

tags: CCSS
The goods [#NCTMDenver] | Overthinking my teaching

The goods [#NCTMDenver] http://t.co/7l7TjXAnUQ great overview of @trianglemancsd's NCTM talk. What is really needed in algebra.

tags: NCTMDenver

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2013-04-21T14:30:00.001-04:00

2013 Annual Meeting Webcasts

Treisman's equity talk, which Zal Usiskin called the best NCTM talk he'd seen, is right here. So good. http://t.co/2KvGP964FC #NCTMDenver

tags: NCTMDenver
Dereliction of duty by HS teachers | Granted, and...

I want this for our next inservice! http://t.co/JUIr5YsG9H
Common Core State Standards for Mathematics: An Uncommon Opportunity

National Council of Teachers of Math: Common Core State Standards for Mathematics: An Uncommon Opportunity http://t.co/aukybFYZZF #ohioed

tags: ohioed
#ncsm13 9research-affirmed practices: 1-3 http://twitter.yfrog.com/nzw8utjmj #leinwand

#ncsm13 9research-affirmed practices: 1-3 http://t.co/imTe7fk8Ep #leinwand

tags: ncsm13 leinwand
#ncsm13 9 research-affirmed practices: 7-9 http://twitter.yfrog.com/kh7t6woqj #leinwand (missed 4-6, will get slides)

#ncsm13 9 research-affirmed practices: 7-9 http://t.co/lSwxIe5EES #leinwand (missed 4-6, will get slides)

tags: ncsm13 leinwand
Steve Leinwand

@Mythagon Steve's homepage -- http://t.co/Q7uRFAwpWn
Michael Serra: Patty Paper Geometry

@algebrainiac1 @pamjwilson @j_lanier Get lots of patty paper. Then this: http://t.co/W8YCyPEdbo
The Art of Questioning in Mathematics | Robert Kaplinsky - Glenrock Consulting

New blog post on how teachers can improve their questioning to align w/ CCSS & help Ss better articulate themselves: http://t.co/zSrhXNYKVW
Two by Four | Zero-Knowledge Proofs

How John does a formative assessment strategy called two by four with multiplying radicals.

tags: radicals formative assessment alg2

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Please help by sharing your classroom practices

2013-04-16T18:28:00.003-04:00

I had my evaluation today. It was not pretty, and this was not totally unexpected on my part. As I am stepping back and looking at this year, the more I reflect on it, the more I realize that with the changes in my Algebra 2 curriculum (moving to Common Core, not using a textbook), I reverted back to what I know - using direct instruction. And I did it way too much. I knew that going into my evaluation. My students are not very engaged in my class, something else I pretty much knew. My evaluation did not tell me anything that I did not already know. Was I upset? Yes. Even though I knew where I stood, I haven't figured out what to do about it and the reality of where I am at coupled with that I don't really know how to fix it made me upset. I'm not going to rehash everything. It's not productive and at this point, I need to move on. I need to figure out how to fix stuff.

So, I reach out to my teaching friends in the Math Twitterblogosphere for help. I don't know who else to ask. Please remember that I teach high school (primarily 10th graders, but I do have all grades) and understand that I see my students 50 minutes each day. If you could share what has worked in your classrooms in the comments, I would be greatly appreciative. I need to have somewhere to start.

The two main areas I want to and need to work on are student engagement and differentiation. What do you do in your classes to have students doing most of the "work" if you will and you, as teacher, not being the one up in front of the class? How do you structure your lessons to accomplish this? I realize that not every concept will lend itself to some of these strategies, but any guidance you can give will help. John Scammell shared what he did with multiplying radicals earlier and I am using that here in the near future. How do you create these kinds of materials? How do you set up the worksheet for them to discover the rules? What other strategies do you have to share?

As far as differentiation goes, I guess the biggest question I have at the moment is how do you structure and put into practice differentiated assessments while making sure that every student demonstrates they know the concept and without making your job a nightmare to grade them? Do you use tests or do you use something else (projects, assignment, etc.)? If you don't use tests, how do you structure the project or assignment to ensure that the student demonstrates their own knowledge (as opposed to his or her knowledge with help) or do you not worry about it so much?

If you don't want to respond in the comments and would rather email me, you are welcome to email me at lmhenry9 at gmail dot com. Thanks in advance for your help.

My Weekly Diigo Links (weekly)

2013-04-14T14:30:00.001-04:00

Drawing On Math: Exponentials In Context

Equations or information to write equations that Tina gave to students hand them write their own problem situations.

tags: exponentials
Quadrilateral Diagonals Properties | the radical rational...

Properties of quadrilaterals using diagonals.

tags: geometry quadrilaterals
the agony and dx/dt: Free Calculus Stuff From Me!

tags: calculus
My Problem Based Curriculum Maps | emergent math

Went ahead and added an Algebra 2 Common Core aligned Problem Based Curriculum Map --> http://t.co/VD37nE0Ur7

tags: pbl CCSS
What I’m Thinking As Common Core Math Tests Near | GothamSchools

What are the challenges of the implementing the #CCSS ? One teacher weighs in @gothamschools http://t.co/bu6f1XheVi

tags: CCSS
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My Weekly Diigo Links (weekly)

2013-04-07T14:30:00.001-04:00

50 Common Core Resources For Teachers

50 Common Core Resources For Teachers http://t.co/Yrxojqxam0 via @teachthought
23 Things Every Teacher Should Be Able To Do With An iPad

23 Things Every Teacher Should Be Able To Do With An iPad http://t.co/ICInGXZCPt via @teachthought
Tech Learning : PARCC: Is This the Next Big Thing?

PARCC: Is This the Next Big Thing? http://t.co/3HleQVh7S9
A Really, Really Cool Website For Students Who Think They Hate Math

A Really, Really Cool Website For Students Who Think They Hate Math http://t.co/vHZ4D6owNl via @teachthought
CCSS-CTE Classroom Tasks | Achieve

Integrating CCSS & CTE provides teachers with authentic tasks for mathematics and CTE courses. http://t.co/vHvZuwp598 #ohioed

tags: ohioed
7 Ways Common Core Will Change Your Classroom | TeachHUB

7 Ways Common Core Will Change Your Classroom http://t.co/35Redvdshi @TeachHub #commoncore #ccss #edchat

tags: commoncore ccss edchat
Going Deeper – Planning Next Steps in Standards Roll Out | Connecting the Dots

Connecting the Dots session recap: Going Deeper – Planning Next Steps in Standards Roll Out http://t.co/vnhJbcr4V8 #ohioed #ohdots

tags: ohioed ohdots
21st Century Icebreakers: 11 Ways To Get To Know Your Students with Technology | TeachBytes

21st Century Icebreakers: 11 Ways To Get To Know Your Students with Technology http://t.co/pV8tXQ6bA4 via @wordpressdotcom
Common Core State Standards Initiative

Where @CCSSIMath examines sample questions from Smarter Balanced and PARCC http://t.co/Dit2W2LJKX
Collaborate, Differentiate and Integrate with the Common Core | Connecting the Dots

Connecting the Dots session recap: Collaborate, Differentiate and Integrate with the Common Core. #ohioed #ohdots http://t.co/RAZJ6vPjf0

tags: ohioed ohdots
How to Create High-Quality and Rigorous LEA Assessments for OTES | Connecting the Dots

Connecting the Dots session recap: How to Create High-Quality, Rigorous LEA Assessments for OTES http://t.co/3fyVR2EG2Y #ohioed #ohdots

tags: ohioed ohdots
Education Week: The Math Standards and Moving Beyond the Worksheet

How often are we "gps'ing" our learners instead of letting them find their own way? http://t.co/brqAxOdUR4 Article brings up some good ?s.
Preparing for the Administration of Next Generation Assessments | Connecting the Dots

Connecting the Dots session recap: Preparing for the Administration of Next Generation Assessments http://t.co/eOZDkJFVYb #ohioed #ohdots

tags: ohioed ohdots
iPad & App Resources

Check out TCESC's iPad in Education site http://t.co/k9gZN2PUjS
Connecting the Dots | Diving Deeper into Ohio's Education Reform Efforts

Recap of Connecting the Dots -summaries from key sessions, other info from breakouts you may have missed. #ohdots http://t.co/7je1OLDzin

tags: ohdots
7 Habits of Highly Effective Ed-Tech Leaders [#Infographic] | EdTech Magazine

"7 Habits of Highly Effective Teachers who use Technology" http://t.co/h5xfuZslgz
Kasich's funding formula fails traditional schools; redrafting by the General Assembly is imperative: editorial | cleveland.com

RT @tshreve Kasich's (Ohio) funding formula fails traditional schools http://t.co/l2Aiknv9oE #edpolicy

tags: edpolicy
EPSILON-DELTA: Asymptote Bingo

tags: asymptotes graphing alg2
Infinigons, etc.: Back-to-Back Pictionary!

Students describe graphs using specific sentence starters (based on how the graphs change).

tags: graphing
Everybody is a Genius: Extra Help

How she uses livebinders to organize practice/information for students on various topics. Need to look more into this.

tags: practice livebinders

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Lost My Mojo

2013-04-03T21:10:00.001-04:00

Warning - venting ahead. Don't say I didn't warn you... :-)

I am worn out. I don't think I have worked harder as a teacher than I have this year, and to be honest, I cannot say that I feel that this has been my best year as a teacher. With Common Core and the changes to the Algebra 2 curriculum, I have been doing everything from scratch for it. Some of the stuff I have used previous years has been all right to use, but for the most part, I am starting fresh. I almost hate to say it out loud, but I am not happy with how stuff has turned out.

I had high hopes for this school year before it began. The year did not begin the way I would have liked it and I don't think that I ever really recovered from it. It's not worth going into the details and rehashing it, but as I sit back and reflect, I know that the start of the year ended up setting the tone for me. I had one stretch during state testing where I was actually ahead in my planning, but most nights I am planning for the next day or maybe a day or so ahead.

I feel so incredibly lost at times in terms of how I should be setting up my classes. I have taught for 21 years and for most of that time, I was the "sage on the stage." I don't think I ever effectively learned how to be the "guide on the side," even though those two phrases have been en vogue for a while. I want to be less helpful and push my students to do more of the thinking on their own, however, I find myself going back to direct teaching when introducing new material. I do have to say that I think my questioning techniques have improved. I do feel like I am asking good questions and I have brought in Max's "What do you notice?" much more into my repertoire lately. As I reflect on what I have designed this year, I still feel that an awful lot looks like what stuff from textbooks have looked like for years. From what we have heard on Common Core, I know that's not going to cut it.

It's not that I don't want to design better lessons. I do. I'm just not feeling it right now at all. I keep going back to that I don't know how to, but the reality is that I could probably figure it out with enough time and energy. Right now, I lack the energy. I feel like I have lost my planning mojo. There are even days that I don't find teaching as enjoyable as I used to. Now, part of that may be that I am teaching the same thing 4 times a day. Some of it is that I need some new tools in my tool box and I just haven't had time to find them.

I miss sharing on Twitter. I still read pretty much daily, although I do a lot of skimming. But the conversations are not the same for me. I find it hard to have some of the richer conversations that we did at times in the last 2 years - especially as I was trying to figure out Standards Based Grading. I really ought to be having some of those types of conversations on Twitter about planning and how to implement the Standards for Mathematical Practice in my classroom and all sorts of stuff. However, honestly, as of late, it seems that when I post a query on Twitter, it gets ignored or lost in the shuffle. I suppose I have to think about how to start the conversation in 140 characters again.

Like Kristen Fouss, I have thoughts about leaving the classroom this year. I can't quite pinpoint why I am having these thoughts. I have taught in the classroom for 21 years and that's pretty much what I know. But this year has worn on me. I can't say I'm thrilled with the direction things seem to be heading, not that I am totally sure what that is right now. However, I have no idea what what I would do instead of teaching. Would I like it? What if I am not happy not teaching? It would be very difficult to get back in with 21 years experience and a Masters Degree. Not to mention, leaving public education right now would dramatically change our life plans later on for my husband and I. However, the idea does intrigue me a little. I can't say I have seen anything that is worth pursing, but it is an interesting thought.

So where does that put me at the moment? Worn out. Trying not to start counting the days until the end of the year (we just started the fourth grading period - that could be really bad!). Trying to figure out where my planning and teaching mojo has gone and desperately wanting it to return. So, please, if you've seen my planning and teaching mojo, send it back. I won't even ask where you found it. I'd be very grateful. Thanks.