The Number Hunter

This week I learned about a new project that sounds awesome! I am always looking for video that inspires students to want to learn math.

Introducing The Number Hunter!

Stephanie Glen is creating a web-based TV show that’s both fun and educational. She wants to use the same idea that made science fascinating to children.   Stephanie uses Bill Nye, the science guy, as her example.  He introduced cool experiments in video and students were enticed to learn more!  

Check out The Number Hunter project!

And while you are exploring math online, peruse Stephanie's website on statistics!

Catching Up!

Helping students catch up in math is an ongoing effort.  On some days I think I am making a good dent in the process, and on other days I know I am fighting a losing battle.

As noted in other posts, I am in a new position, new state, new school, new curriculum ... and I've been out of the classroom for a while.  I'm delighted to be teaching again but whew!  I feel like I've been placed between a rock and hard place ... all the time!

I teach algebra to 9th graders.  I have students who came prepared to tackle the work, but I have some in every class that do not have competency in basic math skills.  We work on an A/B schedule, so students have math every other day for 90 minutes.  Sounds awesome but it is challenging to build momentum.  Our curriculum is laid out for us with very little wiggle room.  Many units require a new concept every class day; many units do not have a single day for review.  I am required to test on the same day as my team ... no matter what my formative data indicates.  And there is an expectation that there will be no more than 10% failing.  Early in the year I had as many as 20% failing - which was upsetting to me since in past years I have had very successful students.  I've whittled that down to 10% but I'm still not pleased.

Since we don't have much class time for catching up students who are behind, I use before school, lunch, and after school regularly.  Classes don't begin until 9; our contract day begins at 8:15; so I invite students to meet with me any morning that they can.  I usually have anywhere from 2 to 12 students each morning.  I often have a couple of students working in my room at lunch.  And after school I have a few.  I have a tight schedule after school so I don't encourage tutoring then.

In class, I am using a spiral warm-up to build retention and purposeful practice.  In our new lessons, I am talking less, and making sure students practice more.  I'm devising ways for work to be self-checking so that I am freed up to work with students around the room.  As students complete sections of work, they check with my keys, make corrections, and continue.  If they have errors or questions, I can assist them ... and I also encourage peer assistance.  We work most often in pairs.

Students keep a notebook; the Algebra team publishes a study guide for every unit test.  The study guide mirrors the test well so if students can do the review, they are ready for the test.

My frustration is that I am doing all I know to do; and I'm trying to learn as many different ways to meet students' needs as possible.  My failing students don't indicate that they sense any responsibility for studying or practicing in-between classes.  I believe both teacher and student have to accept responsibility when students are failing.  I'm struggling with how to inspire a bit of urgency on their part.

I look forward to reading the ideas shared online this week!

Anchor Charts

I've been creating anchor charts to go with each unit.  The charts hang around the room, hopefully reminding students of specific skills, steps, or formats.  Two of the most recent charts are pictured here.

Other charts are in this prezi.

the observed lesson

I was observed a few weeks ago.  I've been teaching a long time so I wasn't particularly nervous - instead I was curious about what my new school, new administrator would value.  He visited a high energy class ... my largest class ... 28 students.  It was Tuesday - the day after a school holiday.  I was pleased with the choice of class and the choice of lesson.

We had been studying systems of equations.  We had studied solving systems by graphing and by substitution. The lesson for the day was on solving systems in context ... yea for word problems!  One other key event was that all of our 9th graders had just been issued laptops.  They had had them for only 2 - 3 days prior to this lesson.

My outline:

• Check homework ... collect data via Google Forms, "Which problems did you miss?"
• Knowledge Check (aka quiz) ... just 2 plain solve by substitution problems
• Warm-Up ... translate words into algebraic symbols using Super Teacher Tools Speed Quiz
• Guided Notes ... just two problems emphasizing steps to success 
• Define Variables
• Write equations
• Solve system
• Interpret Solution
• Partner Practice ... 3 levels of differentiation
• Ticket Out of the Door ... online using Today's Meet, "What did you find more difficult, setting up the equations, or solving them using substitution?"

I wanted to highlight these school expectations:   formative assessment, differentiation, and high level of engagement.  I also felt the need to at least attempt the use of the laptops although we had had little time for practice.  That was the one thing I had asked my administrator to note - the laptops were new, we were still establishing a routine for their use.

I decided to use the newly assigned laptops for formative assessment.  I chose easy, easy online tools that required little set up from me.  They also required little prior practice from students.  I have a teacher website - I created an outline of the lesson there and posted the links students would use.  That way, students only had to go to my website to get to the short online activities.  There was no hassle with typing in long URLs.  And the data I collected was both quantitative and qualitative ... useful, too!

Students practiced with partners of similar abilities.  I color coded our practice problems.  There was a poster on the board with flaps - color coded to match the problems - where students could check their work.  I hole-punched their paper as they correctly completed problems - their goal - four hole punches.

I was free to be working the room, asking pertinent questions, talking to students about what I noticed in their work, and encouraging them to stick with the tasks at hand.  This kept my few rascals on task ... and students were engaged in the work.  They were successful too!

Our appraisal system is a complicated set of rubrics.  I was pleased with the outcome ... felt like my students demonstrated good success that day and that I was able to demonstrate key school expectations.

Here is the lesson plan:

Observation Lesson Plan by Beth Ferguson

If you are interested in any of the materials, leave a comment.  I'm glad to share.

Homework: Bane or Bliss!?!

Clearly "Bane" at my house!  I look forward to reading this week's posts on homework.  Homework has been a challenge this year and I don't know yet how best to handle it.  I just know ... I don't want to grade it!


So current status:

We give a very small amount of homework with each lesson.  Students have class every other day.  So 2 to 12 problems in 48 hours seems very small.

1. The homework we give is generally practice over that day's lesson.
2. We don't grade homework at all.  I provide solutions; students check their own work; and I typically answer any questions they might have which is most often very few.
3. I do record if homework was completed - but there are no points or percentage assigned to it.
4. The catch ... if we give a Knowledge Check at the beginning of class, completed homework counts 30% of the quiz.  Yes, that means if students get all correct solutions on the Knowledge Check but do not complete the homework, I record a 70 for their quiz.

When we started this requirement it sounded like a good idea.  The 30% was meant to spur students to complete the homework.  It has worked with some students - but not enough.  And of course the A student who really doesn't need the extra practice is penalized if they don't do the work; and the struggling students are the ones who resist doing homework the most - and they miss out on the "free" 30%.

OK ... so differentiation ... I've tried assigning "extra" problems and asking students to choose a subset of the assignment.  The element of choice is welcomed by my students.  But since we create all of our own materials, creating extra problems is not always profitable for me.  Occasionally I assign practice from the textbooks.  We very rarely use the books in class.  The plain problems match our curriculum, but much of the work in context does not.

So, bottom line, I have not done an adequate job of differentiating homework.  Hence ... I'm eager to hear what my online colleagues are doing!

Positive results from stomach bug

 I wasn't feeling well today.  My students were especially well-behaved when I shared that I didn't feel good and needed their help!  I love that about them!  One student was out of his seat - I called his name - reminded him that moving about the room was not one of the choices I gave.  He said, "I won't argue with you this time since you don't feel good."  I laughed.  I said, "I really wish you would demonstrate respect just because I'm your teacher - not just because I don't feel good."  It's a good-natured, high energy class.

So ... today I was supposed to teach the Laws of Exponents.  Since I didn't have my usual energy, and my stomach hurt ... I told students that I would give them a quick run-down on 5 Laws.  Then I would give them several choices.  I did just that ... I went through the 5 Laws of Exponents with just an example or two of each.  Students listened, and followed along.  Then they completed the required practice.

Their choices after the quick lesson and practice included ...

• Watching videos from our textbook publisher to go over the laws again
• Playing Manga High games that provide practice with exponents
• Playing a Monomial War game in partners 
• Reviewing the skill using their workbook

It was fascinating to watch which students chose specific activities.  I was surprised at the number of students who asked for their workbooks.  I had a few students choose the videos.  And many students chose either the monomial war game or the Manga High games.  All students worked 30 - 40 minutes independently and with partners on practice!  It was a positive day!

Since I teach on an A/B day schedule, I plan to use the same set-up tomorrow ... even though right now my stomach is better and I'm feeling like the bug has departed!

I'd love to structure lessons with less of my direct instruction and more choices for student practice!

Here is the Monomial War Activity and Answers used by several teachers in our school.  I don't know the original author of the activity:

Monomial War Problems by Beth Ferguson

Monomial War Answers by Beth Ferguson

Exploring Manga High!

I've been reading with interest the discussions around Khan Academy.  I don't assign the Khan videos.  I do post links to Khan videos that highlight particular skills for students who were absent or want/need more practice.  This past week I posted a set of videos (some from Khan, some from other sources) plus a practice set or two from Khan for students who failed the last test.  The idea is that students will review the skills and practice before retaking the test.  I'll let you know how it goes.  One of our math coaches recommended a training in our district on flipping a classroom.  She said I would learn why it is much better for me to create my own videos than to use Khan.  Not sure when I'll get to pause for the training but the teaser info was interesting!

The online practice site that I am exploring the most right now is Manga High.  It's a free site, with tutorials and practice.  Students earn points and medals for their practice.  The teacher can assign specific "games" as challenges and set a proficiency level. I uploaded my students' names just last week.  My A day students used Manga High in class for the first time on Friday.  So it is too early to report any significant findings.  We were starting our unit on polynomials.  Since adding and subtracting polynomials is a review of combining like terms from the fall I wanted students to engage in something other than our routine practice.  All of my ninth graders were just issued laptops 2 weeks ago ... so almost every student could practice online.  It was amazingly quiet in the room ... the talking was about math ... and students were celebrating the high scorers.  Naturally I was pleased with that for sure!  But will students practice on their own time?  Will they go to that program when they feel like they are missing a key piece of instruction?  I don't know yet!