Carl's Teaching Blog

A place to talk about teaching and learning

Category: Uncategorized (Page 1 of 14)

Clog: Number talks for high schoolers

For the past 3 cycles I’ve tried to start my class with a 5 minute Number Sense routine for my class. These have most often been number talks in format. I have come up with a few number talks trying to get at mathematical ideas that I think are worth reviewing with my kids. They have been somewhat successful, some kids really get into it, others roll their eyes, but on the whole it has been pretty positive.

The idea behind the number talks was to give the kids some way to build confidence around concepts with number, operations and proportional reasoning each day. The talks themselves are the little powerpoint openers that I put on the screen and go through each day. Here is an example (and a folder with a bunch of them):

Before the routine each day I remind kids that the talks are about thinking building up the kind of number sense they will need in order to be successful in school and in regular life. We use the “thumb” method to indicate that they have thought of something, and once the thumbs have all come up I’ll showcase individual ways that students thought about the problem. I’m trying to get better at not injecting my strategies because it has turned into a “Carl on stage” routine a few times by mistake. Then we go on to the next problem and during the awkward moment while we wait for thumbs to come up we end up, I’ll point to some of the strategies that other people have used to solve the earlier problems.

I’m keeping with them despite some struggles. A few students don’t seem to engage and almost seem like they are waiting me out. Waiting longer eats into the lesson, and talking to those students or looking at those students seem to kill the class culture, so I worry about that. One idea may be to have some kind of number talks related to the topic at hand, in addition to being about earlier math topics. That might help validate the activity for students.

Be more vulnerable, be more honest, and be ok with being less perfect. #MTBoSBlogust

#MTBoSBlogaust? Let’s DO this!

Why? A bunch of reasons, but we can start with 3. Be more vulneraable, be more honest, and be less perfect.

#1 Get in the arena. The “arena” metaphor comes from Theodore Roosevelt’s Man In The Arena speech, which I recently read in Brene Brown’s Daring Greatly. My take away from that book is that people who want to do great things, and who want to be leaders, must to make themselves vulnerable. After my 3rd year of being an administrator I began to feel like I am becoming a leader in name only, so I need to get used to being more vulnerable. In so doing, I will also be helping to build a culture of vulnerability which was highlighted in another book The Culture Code, by Daniel Coyne. What that means is putting ideas out there that are not fully formed, that need to get figured out, and maybe a little risky. I’ll seek out feedback, and not hide from it. I’ll make mistakes and move past it. None of these benefits will happen if I avoid vulnerability and stay on Reddit or youtube or whatever

#2 Get this blog in order. I’m not just talking about brushing off my wordpress skills and adding a new theme or some other fanciness. After giving a talk at TMC urging people to #PushSend, I tried to make a concerted effort to blog more, and ended up blogging less. Why? Aside from having a new baby to feed, bathe, and play with, there was some confusion. See, I have a job of being an assistant principal, but this is a blog about teaching and learning. I only teach 3 or maybe 2 or maybe 0 days a week, and I don’t have nearly as much time to do exciting stuff in the math world. Or maybe I might, but those ideas aren’t as polished as my previous ideas tested against a full teaching load, more on that later. The other question is where do I write about my assistant principal stuff? All these things that I am actively working on in the AP world end up with no real home because I don’t think they should fit on this blog. Or at least that was the case in the past. For this month I’ll try to be honest about what I’m trying to do to grow proessionally. That means I’ll put everything on here, including my spreadsheets and my staff meeting plans, and then decide later if I want to keep doing this or make some kind of admin blog.

#3 Stop with all the perfectionism. #PushSend was very a pep talk for fringe members of the #MTBoS, but really, it was to be a kick in my own butt. I get freaked out whenever I have to click the big blue button, even though I know the benefits as well as anyone. The problem is that a reasoned, data-supported argument about pushing the button does little to sway the part of the brain in charge of the second guessing and the avoidance. The amygdala, a brain structure that represents the evolutionary state of maybe a lizard or a chicken, can takeover when things are scary and shutting off the process of higher functioning parts of the brain. This always leads me to double and triple check my posts before I send them out, or to doubt and re-write things, only to leave the post in ‘Drafts’. My amygdala is confusing the the blue button with an oncoming predator, and triggering me with the fight, flight, or freeze response. By pre-committing to post every day, I will hopefully interrupt that response, as now the stress comes from NOT posting. I am also going to shut down the idea that everything I write will be perfect, because I know nothing will get posted that way.

 

Clog: Oh, This Is Much Better

After a morning flash of insight, I spent way too much time on this Linear Regression Desmos Activity. It seemed like too cool of an idea to not do, although I’m sure it could be better. be For 4 weeks I’ve followed the IM 8th grade unit on data associations with my Algebra class, but I didn’t really have a cool way to talk about what linear regression is, or have a way to teach the kids how to use the regression features in Desmos. In retrospect, I could have sailed into the #MTBoS and found what other people are doing around regression, but I sort of burned my boats when I started making this thing. I trudged on in making this thing until 8 minutes before class, when I realized I needed make copies, and get upstairs. In all the work on the activity and the copies I didn’t get a chance to get the laptop key. We couldn’t use computers!

So I was up in the front of class, trying to keep my kids engaged while Jayla went to find the teacher who last had the laptop key (he was in the bathroom). “Alright guys, let’s review what we’ve been doing the last few days.” Doing a little mini-lesson at the board seemed like a good way to kill time. “How many people know what kind association this might be?” I said to the class while gesturing towards a hastily drawn scatterplot. Students looked back at me with silence and agony. It was clear they were not engaged, maybe because they knew the computers were coming. Their body language screamed that they were not invested in doing any part of this whole lecture thing. Then I thought to myself, “Teaching like this SUCKS.”

Over the past cycle I have been working on teaching with IM. Those materials have a lot more interaction, and realy prioritize the student voice. Kids were getting used to debating about which terms should be used, and agreeing on what is the right answer. There was a smooth flow to those classes while this little mini-lesson felt spreading the last of the natural peanut butter jar. The previous cycle I worked with a co-teacher who really pushed me to have more interactive lessons, with videos for the lectures, so I really haven’t done any kind of lecturing in a while. It really blows.

It set an awful tone for the Desmos Activity, which required a little bit of me in the driver seat since the activity was unclear in some parts. After the Desmos I had the last few lessons from the IM unit. The kids did a card sort, and used the card sort to learn about frequency tables and made some stacked bar charts. Everything felt kind of normal again.

Well kinda… I still need to fix that Desmos Activity, let me know if you have any feedback!

Clog: No one’s ever going to win!

Today was the first day of my new class. We’re calling it The Lottery. The “we” for this cycle is me and my co-teacher, who is awesome. We’ve talked a lot about the class and it is challenging me and my regular routine, and it’s leading to great results so far. My typical probability class is serving as the frame for this class, and we are modifying it. Heavily. It’ll probably be a whole different experience by the time we get finished. We’re calling it the lottery to tap into some of the kids natural curiosity about something around them, as opposed to my previous class which centered around a make-believe carnival.

Today we began class with another number talk, and then we did four corners about the lottery.

Dice, Playing Cards, Cuisenaire rods, and all the random stuff we brought in so kids could make their games.

Next we decided we came up with this thing called “Games of Chance”. We wanted kids to work hands-on with a task that put them in the driver’s seat. This task asked them to work in small groups to make up games that other kids could play. They made up the rules of the game, the price to play the game, as well as the prize that winners could take home. To help make the tangible game we gather a pile of useful things (Dice, cubes, playing cards, etc).

The kids came up with an array of interesting games. One was flip over one of twelve cards, another involved rolling a dice, and then drawing a card from a deck of cards over and over until you got the amount on the dice. At the end of co-teacher’s 15 minute timer, groups paired up and played each others games. Students were deeply engaged in the activity, as I orbited around the edge of the room.

We had enough time for 3 different games to be exchanged before we stopped  and got into a circle to talk about the games that everyone played. Hopefully we wanted to see if students were having the kinds of headaches that the mathematics in my class could serve as the aspirin. My favorite comment was from a student who seemed visibly frustrated. “We made a game that was basically impossible,” said the student, annoyed by the game that their group settled on, “It’s so hard, no one’s ever going to win!!!” This sounds exactly like the kind of thinking that people should be embarking upon for a class called “The Lottery,” don’t you think?

Clog: Where I love doing the info gap incorrectly

It’s the second day of my class, and it’s going…OK. It’s a new class, and it made sense to do some review activities so I rolled out the OUR curriculum and tried one of their lessons. Specifically lesson three of their 8th grade linear unit. We had a number talk, which I updated a little bit to this:

The number talk went ok. Good actually, I considering it was my second one ever. There were definitely some kids who rolled their eyes at the beginning, who were engrossed by the end. There were also kids engrossed from the beginning, that felt defeated by the end. I think I need to do better work at making strategies visible and accessible, but that’s another post.

After that we started the task. Immediately it felt like there was no time left. We were either going to finish the second part of the task, and have to end the class their since our school had shorter periods to make room for our thanksgiving potluck. The kids energy and affect seemed low, so I thought more problems would make kids loathe today and want to cut my end-of-the-day class tomorrow. So, I asked the class, “Hey, would you guys rather do the back of the worksheet, or do an activity? Let’s have a vote.” To my surprise, the info gap won, 3-2.

An info gap is an activity where students are given either a data card and a problem card. The problem card person has to work with the data card person to get the task finished. This task turned into more of a pair exploration because I didn’t explain that the data card person is supposed to be a tough guy, but that was ok. The info gap we worked on had an unfinished graph and on the problem card, and a table with a couple of values on it. The students with the graph knew they needed the data from the data card, and they asked the questions to get that information. The students with the tables though they had a task of their own, to make set of larger points out of the small set of points they were given. They were each working on making a representation of the same linear relationship, but they had different tasks. This allowed them to genuinely help each other, without merely copying. Is this what was supposed to happen? I don’t know, but I do know we are doing some more info gaps before this cycle is over.

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