We're just starting fourth quarter. The third quarter benchmark test results are in. The kids didn't do well. Now what?
For once, we're going to take some drastic action to remedy the situation rather than try to patch over gaping holes in the foundation. Scratch quadratics and statistics. We're spending the rest of this course really building a solid foundation. Our focus will be:
Solving equations and inequalities
Linear functions
It's not that we haven't taught these topics (and more!). It's that we haven't taught them to the point of recognition and retention. When I say "graph this linear function" kids can dutifully flip to that note card and with some guidance complete the task. They can do a couple more with minimal assistance. Then they can do the same process forever independently. Unless there's a pause. Say, 24 hours between class periods. Then they go back to needing some guidance. By the end of the week they're pretty good. They take the test on linear functions. They do okay. We move one. When I mix linear functions in with the exponential ones I'm shocked to discover they're already rusty. When we get to the benchmark test, all the topics are mixed together. There's no guidance. There's not a lot of success. Now, I could complain about how awful the benchmark test is all, day but the test isn't the point. I already knew this was an issue when I mixed linear and exponential functions. So what do we do?
On the one hand, they just need more practice. Lots of practice to make the thought "I need to graph an equation, I'm not sure what it looks like, I should make a table!" automatic. Part of what's preventing them from getting lots of practice with that thought is how loooooooong it takes them to make a table. They need practice evaluating functions (basic facts are weak). But the way to practice that is by doing it, and making a table is a great way to have repetitive practice with a purpose.
But, kids are only willing to do random practice for so long. And I don't blame them. It's boring and it's not helping them to build connections. So we need something more. And that's where you come in - I got a few (great!) suggestions from Twitter but I have a whole quarter to fill and I've already used my best stuff the first time through. Equations and lines. I'd happily take data based stuff so we can mix some stats in with our linear modeling, or exponentials/polynomials if they reinforce something more foundational. I'm considering factoring numbers - radicals - factoring expressions as an arc. I'm open to ideas, what've you got?
April 28, 2015
April 26, 2015
When Blank Stares Work - #tmwyk
It's allergy season so I'm exhausted most of the time. I was checking over J's math homework rather half heartedly when she said she didn't know how to do the angle ones without her reference sheet. The first one was a pair of intersecting lines with a sixty degree angle given. I asked what a straight line would measure in degrees. She stumbled a bit but I continued staring at her (partially waiting her out but partially unable to come up with a good hint because allergy haze) and she eventually settled on 180. So I drew a diagram with only the sixty degree angle and the adjacent (supplementary) angle. Then I asked her how many degrees should go there to get the 180. She fumbled, I stared, she started counting by tens from sixty, keeping track on her fingers. She declared "12." I stared. She said "60+12=180. That makes no sense." I stared. Realization hit, "120!" "Great, go finish your homework."
Staring blankly at kids isn't going to win me any awards for most effective teaching strategy, but sometimes it is the best thing we can do. Tonight I used it because my processing speed is so slow I couldn't come up with a helpful response faster than she could help herself. But extended wait time and letting kids ask us for help rather than continuing the conversation as soon as they have responded really does work. I need the occasional reminder to slow down. I wish it didn't have to come in the form of immune system overload, but I'll listen nonetheless.
April 25, 2015
Teacher Leadership
Salem Teachers Cabinet a Chance for Inspiration and Impact
By Tina Cardone
A math teacher at Salem High School, I have every intention of remaining in the classroom until retirement; working with students is my passion. With eight years of teaching under my belt, I am also ready to lead beyond the classroom. I’ve written a book on teaching math, Nix the Tricks, and I am an active participant in a Twitter community of math teachers. I also have ideas for improving teaching and learning in Salem. That is why I was proud to be selected as a member of the Salem Teachers Cabinet.
The Teachers Cabinet is made up of ten outstanding teachers selected to advise Mayor Kim Driscoll and the School Committee. We will participate in monthly meetings this school year at City Hall that include teacher leadership training, discussion of current issues in Salem Public Schools, and time to work in small groups. Those working groups are researching issues of our own choosing. The topics we decided on are teacher retention, teacher leadership and use of time in schools. Through the course of the meetings we will gather relevant information for our topic from Salem schools and other communities, organize our findings, and prepare a memo, which we will present to the School Committee on June 15.
This is an opportunity for me to dedicate time to an issue I care about -- use of time -- and engage in conversations with other educators across the district. The opportunity to see different perspectives will allow me to deepen my understanding of the strengths and growth points of our amazing city.
Our first meeting last month highlighted many aspects of what our city has to offer. As we introduced ourselves we shared histories (we have career changers, early-career teachers and long-time educators among us) and current positions, but we also shared hobbies. A surprising number of us included aspects of the city of Salem in that list -- eating out and exploring the history and culture of Salem were popular choices. (My personal goal is to eat at all of the restaurants in the city, but it’s challenging to reach a moving target!)
The stories about students that each cabinet member shared were the ones that really hit home. We told stories of students who seemed lost, but were making invisible strides; of students who didn’t believe in themselves, but accomplished great feats; of students who struggled, but wanted something so badly that they were willing to put in the extra hours to get it. These stories brought their narrators to life as they relived powerful memories. And they reminded me of why I teach -- the students. I look forward to working with these eloquent educators to help bring the students alive for Mayor Driscoll and the School Committee. I hope these leaders in turn will make sure that our district is always focused on how we can serve our population of students.
As my book explains, there are no shortcuts to helping students understand math. There are also no shortcuts to figuring out what is right for Salem’s teachers and students. It takes teachers and decision makers working together to bridge policy and practice. That is what the Salem Teachers Cabinet is doing. I’m proud to be a part of it.
April 24, 2015
Ready to Learn
Cross posted from One Good Thing.
Since we had so many snow days, we lost two days of April break, today being one of them. When class started this morning my co-teacher and I had two students. It’s a contained class of seven, but still, two kids! Despite the lack of classmates, the pair dutifully estimated and shared their reasoning. My co-teacher volunteered to be the grapher in our model “describe the graph to someone who can’t see it” game so both students could play describer. Then we discussed some vocab and the two students played the game together. In other words, class proceeded exactly like normal. In fact, the two focused even better than normal, despite the fact that half the school was absent, more than half the class was absent and most other teachers were just playing a movie. When kids show up to school ready to learn, it is so important that we honor that and provide worthwhile activities. They just might rise to your expectations.
April 23, 2015
Explore MTBoS - How to Help
This week people are reading and commenting on blog posts. I can certainly use the reminder that comments are a good idea when reading. It's been great fun getting email notifications of comments on this blog. We encouraged people to sign up for notifications, so if you respond to their comment they should know. Feel free to do so!
Starting on Saturday the 25th we'll be explaining about Twitter. Twitter can be overwhelming with all the shorthand we use, so we are running a few Q&A sessions. Veteran tweeps, it would be most appreciated if you were available and watching the #MTBoS hashtag to assist in orientating people.
30 minute Q&A sessions:
Monday 4/27: 4 pm ET, 7 pm ET
Thursday 4/30: 9 pm ET
Saturday 5/2: 9 am ET, 12 pm ET
On Saturday, May 2nd we will talk about how to organize all the information people have gathered! Twitter and blogs can quickly get overwhelming and that's the point where many people quit. To prevent that, we'll talk organization strategies like blog readers. If you've read or written something about how you manage the information overload that is #MTBoS, please leave a comment here so we can include it.
The final exploration on May 9th will be other resources. If you thought of something that exists in the community that we didn't highlight at the booth, please use this form to let us know. That way we'll have it for future booths and for the site.
Finally, if you're interested in being a mentor to a new #MTBoS explorer, do so! Reach out if a new person follows you. Help out if someone is struggling with hashtags. Add a nice, extra welcoming sentence to your directory entry. My last 'hobby' is "helping people explore the #MTBoS (please tweet or email me with questions!)." Reminder: to edit your card, search for yourself and choose Edit in the bottom right corner.
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