@lmhenry9 how much do you do with your INB? I do a bit of @rawrdimis’s thing but I need to tweak

— Mattie B (@stoodle) July 24, 2016

This had started from a tweet I sent out looking for suggestions about what Elissa Miller had requsted: a unit summary sheet for the end of each unit in her class’ interactive notebooks (INBs for short).

Continuing our Twitter conversation:

@stoodle @lmhenry9 what tweaks are you thinking?

— Jasmine Walker (@jaz_math) July 24, 2016

@jaz_math @lmhenry9 kids were …sloppy with them. Didn’t see the point. I need more structure (but I’m not a foldables guy)

— Mattie B (@stoodle) July 24, 2016

@jaz_math @lmhenry9 also I assign homework so it’s difficult to leave in the room

— Mattie B (@stoodle) July 24, 2016

@lmhenry9 @jaz_math do you have homework?

— Mattie B (@stoodle) July 24, 2016

@stoodle A lot. I’m more like @rawrdimus than all the foldables.

— Lisa Henry (@lmhenry9) July 24, 2016

@stoodle @jaz_math I don’t have hw in them. Maybe I’ll blog about mine this week.

— Lisa Henry (@lmhenry9) July 24, 2016

And here we are.

First of all, I should share Jonathan Claydon‘s INB posts. Go here first and read through it as well as the updates (at the top of the page). I’ll wait.

Each year begins with its own composition notebook. Students are told to have one the first day of school and I specify that I want the plain covered (not Justin Beiber or One Direction) composition notebook with 100 pages.

Inside the INB is the table of contents. Rather than number by pages, I number by learning target. This way, my students don’t have to worry about using the exact number of pages that I do (not everyone writes the same size). I got this file from Shelli and tweaked it to work better for me.

The next two pages have my Class Information and Standards of Mathematical Practices. I took my class information file and had it print in booklet form so that I could have it on half sheet (5 1/2 inches wide by 8 1/2 inches tall) pages. It is stapled and then students tape it into their notebooks. The Standards of Mathematical Practice foldable is from Kathryn Belmonte and you can find more information about it here.

After those pages come the rest of the INB. Each unit begins with a set of pages like you see above.

On the left side, students adhere (glue if single sided, tape if double sided so they can flip it over to the left) the learning targets for the unit. I use standards-based grading, so after each learning target is a series of boxes where students can record what they have earned as well as add their mastery stickers when they have earned them.

On the right side, students use two pages to create a pocket. The way it happens is the top page is folded from the upper right corner to the margin. They place a small piece of tape where the top page meets the inside margin. Then they place 3 pieces of tape that have half on the top page and half on the bottom page (by folding): one piece on the right side vertically, and two pieces on the bottom horizontally. Students can put their warm up pages in the pockets or practice problems for the unit into the pockets.

Students also adhere a tab with tape on the right page (they actually use one piece on the top side and one piece on the bottom side). The tabs are originally printed on card stock and then laminated. Then I cut them out.

I think the original idea for tabs may have come from Sarah Carter at Math Equals Love. I am considering doing something like this that Sarah blogged about earlier this summer but I haven’t totally fleshed it out yet.

After those unit pages come individual learning target pages. Generally, stuff on the right side is either notes or information I provide students in terms of how to do something. Stuff on the left side is mostly examples, but may also be stuff they do. Every page has a heading and we do it the same way for all pages. Upper left corner is the learning target number (i.e. LT1). Middle is the title – a shortened version of whatever the learning target is. Upper right corner is the date we began the pair of pages. It’s not always the date we began the learning target because sometimes we have multiple pages per learning target.

I don’t do a whole lot of foldables. I do them sometimes and I tend to stick to a couple of formats that work for me. I pretty much do everything in Word in landscape with two columns and narrow margins so that everything comes out as half sheets of paper (5 1/2 inches by 8 1/2 inches). I tried at first creating everything as full sheets of paper and then printing 2 per page but things didn’t always come out as I liked. If I were to switch to Google Docs, I would have to use tables and I haven’t had the motivation or patience to rework stuff. With two new(er) preps to me next year (and new since I’ve been doing INBs), that may be motivation to try GDocs.

Here is another set of INB pages. In this case, you can see on the right side, students are filling in notes that give guidance of what to do. I do try to set up those pages so that students have to fill in at least part of the notes so that students are doing something other than just listening to me. Examples that we did either individually or as a class are on the left. This is where there may be a difference in how many pages a learning target takes up (depending on how large someone writes).

In this example, I had students adhere two pages on the left side. The top page is what I call “hinge taped,” which means they place two pieces of tape on (in this case) the left side so that they can flip the top page over to the left and see what is on the back of that page as well as what is below. When we are hinge taping a page in, I usually wait until the end of their writing on both sides of the page before having students tape it into their INBs. It makes sure they can read their writing on the page and don’t have as much difficulty writing.

This is the last set of INB pages we completed for the 2015-2016 school year in Algebra 1. Anytime we are doing graphing, I provide graph spaces as a part of the notes that they adhere into their notebooks.

As far as class flow, generally what I do when we are putting pages into our INBs is first have students write in their table of contents. I project using a document camera focused on my INB so students can see what to write. Then we set up the two pages with the heading (LT, title, date) and if anything is getting glued down (because it’s single sided), we glue it down. Hinge taped pages get added in later in the lesson. Then we’re ready to go.

I don’t do notebook checks. I hated notebook checks in school and I would rather spend my time doing other things than notebook checks. Plus, I honestly don’t want to factor keeping a notebook into their grades. I don’t require students to leave them in the classroom. If I assign practice problems for outside of class, they may need their notebooks to help them.

So, that’s how **I** do interactive notebooks. It’s what has worked for me and generally seems to work for my students. I know that others do it differently, but I think, in the end, what matters most is that it works for your students.

Dylan Kane, quoting Steve Leinwand in his keynote talked about how we as teachers should be changing 10% of what we do in our practice yearly. No more, no less. Without further ado, here are things that will be in my 10% this year (and a few things I am bringing back):

- As I’ve already mentioned in my last post, I am going to bring more real-world mathematics into my classroom. Denis Sheeran talked about I See Math. I am going to be more conscious of what I see in my world that may be interesting mathematically and/or to my students. I am going to make a more deliberate effort to include the real world in what I teach.
- More Desmos! Right now, that won’t be hard since I have hardly used Desmos in my classes other than in lesson presentation. I am going to create at least one activity in Activtiy Builder this year to use with my students. Spending time working with other teachers was helpful and having the awesome Desmos Team Members to ask for help and guidance was useful to me. Hopefully it will be the push I need to move forward with this.
- Working on vertical conversations. Tracy Zager, in her keynote, talked about having conversations with other grade bands. I don’t have a lot of an excuse here. I teach in a K-12 building and can walk over to our Middle School or Elementary School and have conversations. I need to work on learning from our teachers. I haven’t quite figured out how this is all going to work yet, but I am going to make an effort to connect with at least one teacher in both the Middle School and Elementary School on a somewhat regular basis.
- Finish revising my Algebra 2 curriculum. I have been talking with Jonathan Claydon about this for several weeks. I have been pondering his Algebra 2 curriculum for a year. Even though I wasn’t teaching Algebra 2 last year, ever since we talked about his redoing Calculus at TMC15, I have been
~~pondering~~enamored with doing something similar with my curriculum. With going back to Algebra 2, I have the opportunity to do it. I was able to spend some quality time going over my curriculum specifically with Jonathan and attended his session at TMC16. This will happen this year. Watch this space for details as they arise. - Be more active on Twitter. (I also blogged about this in my last post.) Sara VanDerWerf in her session proposed a new professional development model:
- Every day
- with at least one other teacher
- 5 minutes unforced reflection
- unforced choice

I have done a couple of things already to move forward on this. One, I have created an Algebra 2 list so as I am reading Twitter, I have a focused list to look at for Algebra 2. Two, I am going to make an effort to communicate with a couple of Algebra 2 teachers daily as Sara suggested.

- Corollary to the above – make a more concerted effort to read blogs and to blog. I have gotten away from this and need to make it more of a priority. I have to remember that I don’t need hours to blog, I just have to sit down and do the reflection.

I have a couple of other things I would like to do as a result of my experiences at TMC16:

- Get my digital resources under control. Once I get my notes in Evernote cleaned up, I need to make a decision on whether to keep Evernote Premium or switch to Microsoft One Note. This is something I need to do asap. Watching Sadie and Elizabeth so effortlessly take notes has inspired me to get my stuff together on this. Looking at Elissa‘s notes on sessions on her blog also has inspired me to do this. So, first, get my stuff in order and then, work on using whichever program I am going to use better than I currently am.
- I need to stop getting caught up in everything else and spend time with the people that matter to me. Jami and I live 90 minutes from each other and we say every year that we should go to dinner and we never do. This will happen this year. My parents live outside of Detroit and it is rare that Jamie and I get together. David now lives 2 hours or so from me. Sheri, Jason and I are going to go to a Buffalo Bills game this fall because we think it would be fun to go together and the Bills are between where we both live. I need to make plans to stay in touch with the people who matter to me, whether it is in person (as I can do with these three) or by sending a note or a DM. I should be spending time and communicating with the people I care about, no matter where they are.

So, those were my take-aways from TMC16. There are other small ones, but these are the ones important to me. I hope that those who attended TMC16 had some good takeways as well.

]]>Here are some of the notes I made of what caught my attention:

- Students learn when they care about answering the question and they care about you.
- Don’t separate what you do every day from what you do every day.
- You asked the question, I’ll provide the (mathematical) tool you need.

Over the course of the day, I figured out some things about myself as a teacher. I think that I have been standing at the precipice of a cliff trying to convince myself to dive into the pool of water of really integrating the real world into mathematics.

(from https://movingonuptotheeastside.wordpress.com/tag/beach/)

I think I have been standing close to the edge for at least 5 school years. I had been doing really well with trying things for a while, but the last couple of years, I have looked down from the top of the cliff and pretty much backpedaled. This year, I think I backpedaled rather quickly. It took going to Sara VanDerWerf and Morgan Fierst‘s session about learning to ride a backwards bike that I realized what happened this year.

And as Sara is sharing this, I realize that this is what happened to me. The last year has been more stressful on me personally and professionally that I did exactly this. Rather than trying to engage in the community and remain connected to something I value highly, I retreated and went back into old ways.

So, being at TMC makes it difficult to figure out what I want to do this year. Steve Leinwand has said that a teacher should change *at most* 10% of what they are doing each year. It is tough to figure out what is going to be in that 10%.At this point, here’s where I am:

I need to remain connected. Sara VanDerWerf talked about how our Professional Development is broken and that our Professional Development needs to be

- Every day
- with at least one other teacher
- 5 minutes unforced reflection
- unforced choice

So, I tweeted the following earlier:

Current frontrunner for my #1TMCthing is to find another Alg2 teacher to tweet w/ daily for 5 minutes as PD. Thanks to @saravdwerf @msfierst

— Lisa Henry (@lmhenry9) July 16, 2016

Looking for an Algebra 2 teacher who is willing to engage in short daily twitter conversations around teaching math. #TMC16

— Lisa Henry (@lmhenry9) July 17, 2016

The second tweet got a lot more response (probably because it didn’t get buried under everyone else’s TMC16 tweets).

@lmhenry9 me me me

— Mattie B (@stoodle) July 17, 2016

@lmhenry9 I’ll be teaching it A LOT this year! I’d be game

— TOrpen (@TooTallTrees) July 17, 2016

@lmhenry9 yes to this

— Jennifer Fairbanks (@HHSmath) July 17, 2016

@lmhenry9 algebra 2 = math 3? Always willing to chat

— Alex Wilson (@fractallove314) July 17, 2016

@lmhenry9 Sure!

— Jonathan Schoolcraft (@jschool0218) July 17, 2016

@lmhenry9 Meeeeeee!!

— Anna Blinstein (@Borschtwithanna) July 17, 2016

So, it looks like I have some people willing to work on this with me. We’ll have to see how it goes.

So that’s one item. The next one is probably the really big change for me. Getting back to where I began this post, I need to actually move off the precipice this year. It is time that I dive into the water that I have admired for a long time and actually work on bringing in real-world mathematics into my classroom. I am confident that Denis’ session is going to help me get there. I would like to set the goal of doing at least one real-world integration per unit. I’m not still 100% how this is all going to work out, but I would like to commit to moving forward on that. Here’s hoping that the next two days will help me figure that out.

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After our kickoff to the morning, we separated ourselves into groups based on comfort / ability level with Desmos (beginning, intermediate, or advanced). At first, I thought I may be a beginner plus but not quite advanced, but once I saw the document that Michael Fenton created, I realized that I was a solid intermediate. After some discussion of where to head, Julie Reulbach made the point that if I went to intermediate, I could end up helping others whereas if I went to advanced, I would be pushed and would be learning from others. I definitely wanted to be pushed a little bit, so I went to advanced and promptly figured out I was over my head. But I stayed anyway.

What I figured out (in addition to learning a few new Desmos things), is that when you are a beginner level Desmos user, you are using Desmos primarily as a tool. You are making Desmos create things that you can use. When you move into intermediate, you begin a shift from making Desmos do something to telling Desmos what you would like it to do. You actually begin to shift into programming Desmos but you probably don’t realize you are making that shift (or maybe you do realize it). Once you are in advanced, you are pretty much full on programming Desmos to do awesome things.

For pretty much my entire 24-year teaching career, I have been wrestling with the same question – how much of the mathematics is it important to do by hand versus doing the mathematics with technology. (I blogged about this in 2013.) One of the things I realized today as I was learning more about Desmos is that what Desmos allows us to do as teachers is to give visualization to mathematics. By giving visualization to mathematics, our students are able to see a perspective that is more concrete than the abstract symbolic manipulation that sometimes Algebra appears to be. Where I think I can best use technology (and specifically Desmos) is to help my students have a better understanding of the mathematics.

Michele Torres submitted a graph to the Desmos Potluck which Michael Fenton shared with us today. It was a series of graphs that were all (equivalent) trigonometric expressions. Because they are all equivalent, the graphs all lie on top of each other, which allows students to check to see if they are working through the steps of a trigonometric proof correctly.

MIND. BLOWN.

So simple, yet so powerful.

So I am going to use Desmos in the ways that will help enhance my students understanding of mathematics. I’m going to work on showing them how they can use Desmos to check their algebraic work. I am going to emphasize how algebraic and graphical approaches are both important and how they are tied together. I am going to try to put together some activities in Desmos to help develop and strengthen my students’ understanding of mathematics. Not everything, all at once, but one step at a time.

Thanks Dan, Christopher, Michael and the whole Desmos crew for a great day. Thanks Eli for having such an awesome, powerful tool at our disposal. I am looking forward to more great things.

]]>As I was weeding, I thought to myself, I don;t hate the thistles that much. They come out of the ground easier (although I can never seem to get the full root structure). What I really hate is, well, I **hate** dandelions.

Dandelions are a bugger to get out of the ground. You think you have the root and as you pull, you don’t seem to have it all. Since I waited until early June, ~~some~~ many of my dandelions had gone to seed. So, now I’m trying to pull out the dandelions and not get the seeds into the ground. UGH. Did I mention I **hate** weeding?

I’m kind of at the same point with my teaching. I know there are things I do that I shouldn’t do as much as do (I’m looking at you, direct instruction), but when things get busy or difficult, I go back to what I know I can do and am comfortable doing. But that’s not always the best thing to do for my students.So, at the end of the year, I had decided to get back to doing things that were helpful in my teaching practice. Those things included doing some reading of education books, reading blogs, and being involved on twitter (whether it was lurking or interacting with others). I have several books I would like to read this summer, but I chose to begin with The Classroom Chef (mainly because John Stevens had asked me to read it and share my thoughts).

As I dug into The Classroom Chef, I found myself convicted by it. Yep, I’m that teacher that tends to lecture more than let the kids figure it out. As much as I keep saying that I want to change, I never seem to fully make the changes. Sometimes, it’s just easier to let the weeds grow and try to clear them out later. As I continued to read, I found that I was already doing some of the things that John and Matt recommend (the appetizers section in particular). But as I got to the entrees section, I found that I definitely wasn’t doing these things. I knew that going into reading the book. As I look forward to a new teaching assignment next year (I will be teaching Algebra 2 and Senior Applied Mathematics), I also know that for Algebra 2 in particular, getting students to that *boom* (as John and Matt call it) is a challenge.

One of the things that really resonated with me was on pages 110-111 where Jamie Duncan shares about how she got to making the changes. Particular statements that really struck strong chords:

You just have to be committed. … I just made a commitment to learn, to be better,

and I’m following through.(emphasis added)I used to try to make math easier for my students … I always modeled the “best” way to solve a problem using tools that I knew made sense. Students mimicked what I did, whether it made sense to them or not. I was trying to protect them from struggling, but I was sheltering them from the actual learning process itself, which created a repetitive cycle that I was not aware of until now.

My kids can solve problems, but what

isproblem-solving? Simply put, it is what you do when you don’t know what to do.

And as I read her testimony, I felt inspired and awful at the same time. She put into words exactly where I am at today. Reading her story helped me to see a little more clearly that I could do this. But at the same time, I felt awful for not empowering my students to be better mathematicians and problem solvers. This year, I have a unique (for me) opportunity. I will have mostly the same students I had last year and I will have the opportunity to help them be better mathematicians and problem solvers. Maybe I can correct some of the errors in my teaching.

One of the things that I have struggled with as long as I’ve been active in the Math Twitter Blogosphere is how much of this to incorporate into my lessons. Do you totally scrap everything and just do all of these wonderful things that people do in their classrooms? Or do you add things in as it seems appropriate? What’s the best way?

I’m visiting my parents this weekend. I went to Orchard UMC and the scripture was a familiar one: Matthew 13:24-30. If you’re not familiar with the Bible, I’ll summarize. Jesus told many parables (stories that have a point) and this is the Parable of the Weeds Among the Wheat. A farmer scattered good seed in the field. Overnight, an enemy came in and scattered weed seeds among the wheat. (I learned today that the weed was called Darnell and it looks an awful lot like wheat until it’s time to harvest it) As the wheat and the weeds grew, the farmer’s servants noticed the weeds and asked the farmer if he sowed good seed. The farmer noted that an enemy sowed weeds. The servants asked if he wanted them to pull up the weeds and the farmer said not to because they may end up pulling up the wheat also. He wanted the weeds left alone until harvest time when they would separate the weeds from the wheat. The weeds would then be tied up and burnt and while the wheat would be stored in his barn. Part of what the pastor talked about in his sermon today was about not pulling the weeds out of our lives. Just leave them alone. Dandelions have some good properties – they have some medicinal properties, their leaves can be good to eat, and they can bring good nutrients to the soil (more details here if you’re interested).

So what does this parable have to do with my weeding? For me, I guess it says that you can’t just weed everything out at once. As I weeded, I noticed how much dirt and other stuff it brought up. At the time, I didn’t care because I was trying to clear out patches so I can eventually plant some flowers or other plants there. But if I had some flowers already planted there, I would have to be very careful in my weeding so that I would only pull the weed up and not the flower I wanted to grow.

I had a brief conversation with my cousin’s son a week or so ago. He just finished his first year teaching mathematics in Austin. He is a graduate of the UTeach program. We talked about how his first year went and I asked him about how his classes went. What I found interesting was that he used some direct instruction in along with other activities. Maybe what I am perceiving as weeds can be beneficial. Not that I want to keep a whole garden of weeds, but having some may be helpful. Trying to find the right balance will be the challenge.

Addition: John’s response to my post.

]]>I printed these 2 to a page on card stock so students could put them in the folder in their interactive notebooks easily.

What I decided to do is to offer feedback on the assessment to the students to help guide them in making better decisions on what factoring method to use. I was going to then have them correct their assessments so they could work on practicing on doing the factoring correctly. After working with a student during my planning period, I opted to add a section where I explained how the flowchart worked and then worked through 6 different problems (representing the various types) while using the flowchart. They then spent the next class day working on correcting their assessments. We will try the assessment again this week.

Initial feedback from the students after doing this was generally positive. Students who were honestly trying to understand the process (after all, we have 5 weeks left of school now) felt like they had a better grasp of what to do. I’ll be curious to see how it plays out this week when we try the assessment again.

]]>Mattie Baker had asked the question

What’s the general #MTBoS tagline? “Join the Global Teacher’s Lounge”? Is there one? What do we say at, like, NCTM and stuff?

— Mattie B (@stoodle) April 18, 2016

This is how I think I would answer the question:

Together we are better.

–Lisa Henry (@lmhenry9)

When I am immersed in the MTBoS, I am a better educator. My mind will reflect upon what I have read on Twitter and blogs and because of that, I come up with better ideas of what to do in my classroom. When I interact with you on Twitter, it fuels my passion for teaching and mathematics and keeps me going even in April as the school year is quickly coming to a close. Even though I would like to do some of the incredibly awesome stuff that some of you are creating, the ideas are stored in the back of my head and someday, *someday*, I will implement them in my classroom. And when we get together in person, you inspire me even further and are incredibly encouraging and supportive. (Side note: I so cannot wait to see some of you in July!) Because of you, I am a better educator and will continue to improve.

So, I’m doing my best to be back and active in the MTBoS. I would encourage you to do the same. It helps to have a couple of buddies to check up on you (kind of like Mary Bourassa does with Sean Sweeney).

@MaryBourassa Whos there?

— Sean Sweeney (@SweenWSweens) December 29, 2015

And even if you don’t have a buddy to check on you, at least start lurking. When you get comfortable enough, jump on into the conversation. I think you’ll find a group of supportive educators and people who you probably have something in common with. Let’s be better together.

]]>Step One: Create problems with a box to place the answer.

Step Two: Laminate the cards. **THIS IS IMPORTANT!** If you don’t laminate, you will need to put clear packing tape over the answer. I found it much easier to laminate.

Step Three: Mix 1 part dish soap and 2 parts acrylic paint together. (I got those directions from here.)

Step Four. Paint the mixture over the answer. This may take a couple of times depending on how heavily you paint the mixture over the answer. The first year I did it, it took me several coats because I painted too lightly. This year, it went much quicker since I painted it on more heavily.These two pictures are from last year’s batch.

Step Five: Let them dry. I did this with 12 or 13 sets of 20 cards and it took me several evenings. The painting part doesn’t take all that long (especially if you get a good heavy coat on the cards). I let them dry for about 24 hours before putting them into baggies for classroom use.

Then the cards are ready for classroom use. I took in a baggie of pennies and handed out baggies of cards and a penny to pairs of students to work through. I directed students to work the problems out on whiteboards, then scratch off the answer to see how they did. I did ask them to scratch off all of the paint, so that when I go back to do the scratch off again, the cards are ready to go. This year, most students did that, which will take time off of setting them up again for next year.

This takes time to set up, but it is a different way for students to practice and I think many of them enjoyed it. My classes were very engaged during this practice.

]]>- The longer I teach, the more I find that I prefer to use the precise language of mathematics. When I was a younger teacher, I tended to use more informal language in mathematics. Between Common Core and I think just wanting my students to have a more solid understanding of mathematics, I find myself emphasizing the formal language of mathematics.
- Having said that, I’m still not going all the way over to the edge of all formal mathematics. I have a hard time wanting to say that we added the additive inverse to each side or multiplied by the multiplicative inverse. It just doesn’t feel right to me.
- I realized this week how much I miss Twitter and interacting with other like-minded teachers. I sat next to Sarah Lowe at a county math meeting and we shared a few things back and forth. I forgot how energizing that is. I miss it. Life is so busy and I haven’t consciously made time for Twitter and blogs like I used to. I need to get back to that.
- I will be curious how trying a little different approach will change how my students learn this week. Sarah shared an idea for solving systems of linear inequalities. I would like to try it (just have to get the plan in motion quickly) and see how it goes.
- The ever-present thought in my head re-surfaced this week – how much technology to use in teaching different concepts. How do I best use tech (when I am ever able to actually get the chromebooks…) with the mathematics without the tech being used as a crutch by my students to not really learn the mathematics? Would love to hear some thoughts on this.

Here’s to trying to get back into the swing of things…

]]>To get an idea of what the community is interested in hearing about and/or learning about we set up a Google Doc (http://bit.ly/TMC16-1). It’s a GDoc for people to list their interests and someone who might be good to present that topic. The form is still open for editing, so if you have an idea of what you’d like to see someone else present as you’re writing your own proposal, feel free to add it!

This conference is by teachers, for teachers. That means we need you to present. Yes, you! In the past everyone who submitted on time was accepted, however, this year we cannot guarantee that everyone who submits a proposal will be accepted. We do know that we need 10-12 morning sessions (these sessions are held 3 consecutive mornings for 2 hours each morning) and 12 sessions at each afternoon slot (12 half hour sessions that will be on Saturday, July 16 and 48 one hour sessions that will be either Saturday, July 16, Sunday, July 17, or Monday, July 18). That means we are looking for somewhere around 70 sessions for TMC16.

What can you share that you do in your classroom that others can learn from? Presentations can be anything from a strategy you use to how you organize your entire curriculum. Anything someone has ever asked you about is something worth sharing. And that thing that no one has asked about but you wish they would? That’s worth sharing too. Once you’ve decided on a topic, come up with a title and description and submit the form. The description you submit now is the one that will go into the program, so make sure it is clear and enticing. Please make sure that people can tell the difference between your session and one that may be similar. For example, is your session an Intro to Desmos session or one for power users? This helps us build a better schedule and helps you pick the sessions that will be most helpful to you!

If you have an idea for something short (between 5 and 15 minutes) to share, plan on doing a My Favorite. Those will be submitted at a later date.

The deadline for submitting your TMC Speaker Proposal is **January 18, 2016 at 11:59 pm Eastern time**. This is a firm deadline since we will reserve spots for all presenters before we begin to open registration on February 1st.

Thank you for your interest!

Team TMC – Lisa Henry, Lead Organizer, Mary Bourassa, Tina Cardone, James Cleveland, Cortni Muir, Jami Packer, Megan Schmidt, Sam Shah, Christopher Smith, and Glenn Waddell

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