#MTBoSChallenge Week 4 ... reflecting on the first days

Reflecting on our first two weeks ...

Trying to ask better questions ...

Day 1:

• "How does this equation relate to the problem situation?"  
• "Are all the points generated by the regression equation valid for the problem situation?  Explain why."
• Why is the domain/range for the equation different from the problem situation?  Would that always be true?

Day 2

• When might this description of a relationship be discrete?  When might it be continuous?

Day 3

• How are these parent functions similar?  How are they different?

Day 4

• Let's don't mention your solutions right now.  Describe the processes you are using to solve the puzzle ... 

Students were feeling uneasy on the first day ... but each day I see more students growing more confident in sharing their thoughts.  We've also had the opportunity to celebrate incorrect responses, opportunities to point out that it's OK to make mistakes, it's in the mistakes that we learn the most!

#MTBoSChallenge Week 3 Sunday Summary

This past week was our first week of classes!  We are an A/B schedule ... I saw each set of students twice.  Day 1 was a bit challenging because we had too much to accomplish but on Day 2 there was time for student discussion.  I loved the hum of math talk in the room!

3 things that happened this past week ...

• On Day 2 I built in time for partners to discuss graphs, determining domain and range.  The hum of discussion, students helping students was exciting.  And then we extended the time to discuss a problem situation where students put together all of the skills we had learned thus far ... entering data in their calculator, examining the scatterplot, finding the line of best fit, and answering analysis questions.
• The homework this week was watching a few videos and 10 problems - multiple choice about continuous vs discrete functions and domain and range.  The problems were not routine.  I'm excited students are emailing me with questions, wanting to clarify their thinking.  They are eager to learn!
• I have collected over 100 parent emails and sent out my weekly update. I've found that posting a weekly email about what we are learning in class is very helpful in building home/school relationships!

2 things I'm working on in the coming week ... 

• I need to relax and slow down a bit. I am moving too fast for a few of my students - based on the questions they are asking.  My teammates are taking the lessons slower than I am (about a half period behind me) - but I have all the TAG students.  I do have time built in for reteaching before our unit test.  I have review stations in the works.
• Students get their school-assigned laptops this week.  I've already started using technology.  We will need to spend a little time in organizing the links we use, bookmarking, and entering user codes.

1 thing I haven't figured out yet ... 

• All summer I thought about and wrote about working on numeracy with my students.  These first few days of class have so much built into them ... schedules, textbooks, routines, procedures.  In addition we are given a curriculum calendar ... 5 class days for the first unit.  So I have not had 5 - 10 minutes to work on the numeracy tasks I planned.  I do see opportunity to start those as soon as class changes and such have settled down!

#MTBoSChallenge: Professional Books

Earlier this summer I saw a post about an ideal bookshelf and so I wrote about favorite books at that time. This is mostly a repeat listing of books I value!

Assessment is essential ... these two books are essential!

• Embedded Formative Assessment by Dylan Wiliams 
• Mathematics Formative Assessment: 75 Practical Strategies by Keeley and Tobey

Asking the right questions is significant!  These books are super resources for identifying good questions!

• Good Questions for Math Teaching: Why Ask Them and What to Ask, K-6 by Sullivan and Lilburn
• Good Questions for Math Teaching, Grades 5-8: Why Ask Them and What to Ask by Anderson and Schuster
• Good Questions: Great Ways to Differentiate Mathematics Instruction by Marian Small
• More Good Questions: Great Ways to Differentiate Secondary Mathematics Instruction by Small and Lin

Instructional strategies are key!  Using research-based strategies to develop strong lessons are necessary!

• The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction by Marzano
• The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson by Silver, Strong, and Perini

For enrichment and mathematical background information I love to read Theoni Pappas!

• More Joy of Mathematics
• The Joy of Mathematics
• Math Talk
• Fractals, Googols, and Other Mathematical Tales
• The Magic of Mathematics
• The Music of Reason
• The Adventures of Penrose–the Mathematical Cat
•  Math for Kids & Other People Too!

Since writing is an initiative in our school, I dug through my shelf to find an old book, Mathematics Write Now.  It emphasizes creative writing in math.  I also stopped by our school's professional library to check out Algebra Out Loud which has ideas for communicating math that could be written!

Last, for inspiration, I read Teaching with Heart: Poetry that Speaks to the Courage to Teach by Intrator and Scribner.

There are so many more books I could share but these are books I value today!

#MTBOS Challenge: Sunday Summary

3 - 2- 1 Sunday Summary

We've been in teacher prep meetings all week!

3 things that happened this week ... 

1. Our school leaders shared their vision and the key emphases for our school.  Not surprising they are writing, critical thinking, giving good feedback, using technology effectively!
2. Our PLC met and developed our group norms.  Our team has four returning teachers and three new teachers.  Two of the new teachers are new to teaching.  Our school emphasizes working together; we use a backwards design process; we give common quizzes and tests.
3. I finished my room ... all but labeling the drawers and cabinets. 

2 things on my to-do list ... 

1. I have plans for the first several lessons but I haven't written them out. I want to write out my plans clearly identifying warm-ups and critical thinking questions. 
2. We use several technology tools - I need to upload student rosters to them.  

1 BIG thing for the coming week ... 

1. My students come on TUESDAY!  I can't wait!!

#70Days Sharing the good news

Today I had the opportunity to share some math ideas with teachers from various schools in our district.  There were only a few teachers - I had hoped for more participants.  Nevertheless we had good discussions.

Of course, most of the resources I shared are creations from MTBoS teacher leaders.  And all of these resources were new to the participants in the workshop!!

@mr_stadel  Estimation 180; 

@fawnpnguyen  Visual Patterns and Math Talks; 

@ddmeyer  101 Questions; 

@Desmos  Desmos, Daily Desmos, and the classroom projects
@Jstevens009  Would you rather math
@MathMunch  Math Munch

@samjshah  Explore Math

I also shared @Five_Triangles  Five Triangles and Median by Don Steward.

While I was sharing, I encouraged teachers to visit the MTBoS website, to check it out, and to connect online.

I felt like an evangelist today :)

#70Days MTBoS, #TMC14, and Teacher Leadership

52/70

Teacher Leadership has been on my mind lately - especially as I have watched the workings of #TMC14 from a distance.

One researcher defines "Teacher Leadership" as "the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of school communities to improve teaching and learning practices with the aim of increased student learning and achievement.” (York-Barr, J. & Duke, K.)

In June, two years ago I moved to a new state.  I left a district for whom I had worked 16 years - 12 of those in administration.  I had already determined in my heart that in this move, I would return to the classroom.  I was excited about the prospects but concerned that I might not find a job.  I had lived in Texas many years ago, so I still held a teaching certificate for secondary Math, secondary English, and secondary Gifted.  Most of my years in the classroom had been teaching math so I began applying to all the districts around my new home.  In a matter of a few weeks I was contacted - and had two interviews scheduled for the same day.  I accepted a position in a nearby high school, glad for the opportunity, and scared to death since I had not taught for so many years.

I knew I would be teaching Algebra so I started to scour the Internet for teaching tips, ideas, lesson plans, advice.  In my journey, I discovered a world of teacher bloggers.  Specifically I discovered a band of middle and high school math teachers who loosely formed an alliance they call the Math Twitter Blog O Sphere (MTBoS)!  I added those teachers to my blogging feed and began following their work. 

In the fall of 2012, they sent out an "all-call" for math teachers to join in the tweeting and blogging.  They published topics, offered to comment, and highlighted our blogging attempts on their own blogs.  I participated and enjoyed the challenge. I continued to lurk, to follow their work behind the scenes - amazed by their dedication, commitment, energy, and excitement about teaching. To stay connected even better, I broke down and created a Twitter account.  I couldn't imagine what I would do with it, and now, a year later, I can't imagine what I would do without it!

But I digress - why teacher leadership today, in this post?  For the past week, 150+ teachers from across the country (and some from nearby countries) met together in Jenks, Oklahoma for Twitter Math Camp (#TMC14).  It was the third annual event, and my first to witness - albeit from quite a distance.  No, I didn't attend, but how I wish I had!  Just reading their tweets, blogs, copies of their presentations - again I am amazed by these math teachers!

These are teacher leaders.  What do teacher leaders do?  They develop curriculum, contribute to the profession, and provide professional development with/for colleagues.  I don't know what roles they fulfill in their respective schools other than classroom teaching, but if their principals are wise, these MTBoS teacher leaders participate in school improvement planning, data analysis, host student teachers, work with parents, and much more!

At the same time, these teacher leaders struggle with their own efficacy.  Two particular posts caught my attention and wrenched my heart!  Lisa writes, "I am not the best math teacher. I am not an amazing math teacher. I have a LOT of work to do to improve." Mr. Kent writes, "To be surrounded by this many people that are this far above me in every area of teaching, learning, growing, intellect, honesty, humor, and kindness, hit me like a stake through my heart. ... I am a fraud." This gut wrenching honesty is characteristic of teacher leaders.  I sometimes think of it as a "holy discontent."  The need to reach students more relationally, to teach math more effectively, to illustrate big concepts more clearly ... this need drives teacher leaders to life-long learning ... the search for the holy grail!

So what?  What's that to me?  Well, here it is ... your opportunity to dig in, sign up, and participate! As teacher leaders, we need to lead from the middle.  Every teacher needs a PLN - personal learning network.  Blogging and Twitter are the go-to platforms for just in time training!  Not only that but they also provide a safe place to write about the realities of the classroom, to ask for feedback, to share teaching ideas, and to learn new strategies.

If you are a math teacher, and not already involved in the Math Twitter Blog-o-Sphere (MTBoS), I encourage you to visit this site, set up a Twitter account, and start a blog for the new school year. As you "meet" new teachers online, follow them on Twitter, read their blogs, even make comments.  Join a math chat!  Reach out ... ask for feedback.  You are not alone in your math teaching journey!

If you are not a math teacher, find your online cohort!  And if there isn't one, start one!

Teachers who are committed to their profession are not just thinking about themselves, but how their efforts will produce successes for all of those who are a part of their profession. Be the leader you are meant to be!  


York-Barr, J. & Duke, K. (2004, Fall). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316.

#70Days Sharing presentations with colleagues

Next week our district will host 2 weeks of workshops.  Teachers in our district are not required to attend but even with that, there will be many folks there!  The workshops will vary from technology to curriculum to instruction.  I am relatively new to this district but in the past I had done some presentations.  I decided to share what I've been learning for the past two years and my proposals were accepted.  Unfortunately the workshop on the MTBoS did not make (didn't have at least 10 participants sign up).  I would have still offered it but the powers that be did not offer that choice.  I still get to do two other presentations - and hopefully I can spread the word about the amazing group of math teachers online.

Here is the MTBoS presentation ... if you have a chance to share it with others, let me know:



My presentation on "warm-ups" comes directly from all the great work among the MTBoS teachers.

 

My last presentation - on projects in math class is not quite finished yet ... but I'm sharing it anyway ... let me know if you have ideas to add!  I'm looking for projects that are teacher tested!



I'll report back in a week or two about the outcomes of our workshops!

#70Days Lead from the middle!

I read an excellent article today ... Why Do Americans Stink at Math?  Please, read it!

Several years ago I read the book, Innumeracy: Mathematical Illiteracy and Its Consequences by John Allen Paulos.  It was interesting to see documented the very thing I had heard too many times.  Parents would say, "I was never good at math either.  I can't even balance my checkbook."  Not many people would admit to not being able to read the newspaper, but parent after parent would say they could not do simple arithmetic. Now my guess is those parents could do basic operations but they lacked confidence in mathematical understanding.

As teachers we tend to teach the way we were taught.  Parents are often quite comfortable when we do that.  In many ways our math instruction has not changed in the last 10, 20, 50 years.  Teaching rote algorithms, memorizing rules, applying them to routine exercises - these are standard practices in math classes.

So what is the concern?  Math is so much more than rote algorithms!  And our students need to understand numbers conceptually, able to manipulate them easily, make decisions involving number comfortably.

The author of the article today points back to the 1960s and "new math."  That was a prime opportunity for math instruction to make a shift but it did not.  Today it's the Common Core State Standards.  There is such furor over the CCSS that it makes one wonder if opponents have even read them.  Why wouldn't we want our children to be proficient in mathematical practices as described here:

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

These eight practices are in all grade levels; they are the backbone of the Common Core State Standards in mathematics.

The author points to teacher training as a primary culprit.  As I mentioned before, we teach as we have been taught.  Teachers are asked to implement new standards, to emphasize critical thinking and deep understanding of concepts when many of them admit - "math is not my thing."  In my early college days I told my advisor I wanted to teach elementary school.  At that time, the degree I would earn was in elementary education.  We also had to declare a minor.  When I said I wanted my minor in mathematics, she shook her head and said all elementary teachers need to minor in reading.  I was stubborn and insisted on studying math.  While I did take quite a few math classes, I took only one "methods" course in teaching math.  To be honest I don't remember much about that course. Today I hope pre-service teachers discuss number routines, number talks, making meaning using manipulatives, how to engage young students in math discourse and problem solving.

So what can be done?  As teacher leaders, we need to lead from the middle.  Every teacher needs a PLN - personal learning network.  Blogging and Twitter are the go-to platforms for just in time training!  Not only that they provide a safe place to write about the realities of the classroom, to ask for feedback, to share teaching ideas, and to learn new strategies.

If you are not already involved in the Math Twitter Blog-o-Sphere (MTBoS), I encourage you to visit this site, set up a Twitter account, and start a blog for the new school year. As you "meet" new teachers online, follow them on Twitter, read their blogs, even make comments.  Join a math chat!  Reach out ... ask for feedback.  You are not alone in your math teaching journey! Together we can change the headline ... "Why Do Americans EXCEL in Math!"

Sharing about the MTBoS this summer!

This summer our district is hosting 2 weeks of summer professional development. I volunteered to share about the MTBoS. Here is my presentation!
 

In limbo - ready for summer goals!

I still have 8 days of school ... 4 with students, engaged in exams, and 4 required teacher days.  But I feel like I am in limbo; I am so ready to let this year be done and begin working on the next.  I am pumped to do a better job!  Ideas are already swirling!

In order to keep attention as much as I can in the present, I'll write down goals for the summer here.  They will be ready and waiting, after students leave on Friday!

Summer goals:

1.  Relax, work on balancing out my life with reading, gardening, swimming, playing.  (I write this goal first because it is one of the more difficult for me to achieve!)

2.  Read professional literature.  Top of my list to read is Building Powerful Numeracy for Middle and High School Students by P. W. Harris.  I'm not sure what else to read this summer.  I do plan to keep up with the articles at Read, Chat, Reflect, Learn.

3.  In light of the reading, develop a consistent routine for building numeracy in my classroom.  I plan to create at least the warm-ups for the first semester.  Those warm-ups will include fractions, mental arithmetic, estimation, and ... more?

4.  This past year my students had laptops and I tried to blend learning with meaningful technology activities.  I want to do a better job, I know I can.  I've already begun to brainstorm how that might look.  This summer I want to build at least the first 4 - 5 units of instruction with technology embedded.

• I'm building a consistent starting place on my website.  So students know to go to that place when they enter the classroom.  All of the links they need will be there.
• I want to use technology to build in more student reflection.  I plan to use Google Forms to capture their reflection.  So when students enter the classroom, the first thing they will do is enter their homework reflection and if the homework is done on the computer, that's where they will give me the link to their work.  In this reflection I want students to tell me something about the effort they put into the homework, and what challenges they had and/or what was easy for them.  At the end of lessons, I envision using Google Forms as exit tickets.
• I also want to revamp activities to use Demos more effectively ... and explore what other online tools might help our topics come alive for students.
• Student blogs fascinate me ... I'm pondering what that might look like.  Trying to be realistic - with 150 students.
• I used Edmodo this past year but I bet I can use it more effectively!
• Last year I made tutoring videos on very specific problems we worked in class.  I want to catalog those, maybe make more?

5.  Hang out with my online PLN #MTBoS ... through twitter and blogging!

Conics Unit Day 2: Circles

In planning our Conics unit we started with the toughest task first ... completing the square. This means we can practice that skill all throughout the unit! Students seemed pleased last week when I told them they tackled the hardest part first.

We are going to work through each conic section ... circles first. Students will start by working in groups, defining a circle, and listing everything they already know about them.  We will consolidate their lists to make a class list.

Then we will make a connection between the general form of the equation and the standard form. Using the standard form we will identify key attributes (center and radius) and graph circles.

Next we will sort conic cards. Students will sort cards in each class ... first in groups, then in pairs, then individually. On the first day the sort was rough, more of a detective activity. Students had to deduce quite a bit of information. In this sort, we will "check" their work on circles.

Because students have had geometry I want to spend some time making connections. We will explore tangents to circles using Desmos. I've already built folders for each problem on Desmos so that I'm ready to illustrate.  I plan to ask students to work with partners for a few minutes to see what they can discover.  And then we will discuss the problems. 

Last we will explore an application problem about radio stations that I found online from the Atlanta Public Schools. 

I notice that colleagues in the MTBOS are blogging daily this month ... count me in a few days late! #MTBOS30

Volunteered to Present ... Feeling Anxious

Our district provides 2 weeks of summer professional development.  It's in late July, early August.  The big idea strands include research-based instructional strategies, building relationships, the aligned district curriculum, blended environment, assessment, and data.  The leaders in the district will be presenting obviously.  Then they sent out request for proposals to the district in general ... and I submitted mine.

Two years ago we moved to Texas.  I left a district I had served for 16 years.  In those years I was teacher, gifted ed consultant, assistant principal, and principal.  I loved it there, loved my work, loved the kids, teachers, parents!  In the move, I decided to return to the classroom teaching high school math.  It's been quite the journey.

I was anxious in returning to the classroom so I began hunting the internet for ideas.  That's when I ran into the MTBoS ... an impressive group of math teachers who share their joys, woes, and lesson plans!

In my proposal to present this summer, I have offered to take teachers on a tour of the MTBoS!  I also offered to share ideas for spicing up the math conversations in their classrooms by sharing sites like Estimation 180, Visual Patterns, and more.

I am looking forward to sharing the wealth of resources.  I'd love your ideas for making this presentation well worth their attendance!

Mission 7: A Day in My Life

Word Wall

My day starts at 6:30 am.  After the usual morning preparations, I grab a cup of coffee, and make my lunch.  I’m trying to cut back on calories and stick with “real” food so today I put organic hummus, carrots, and celery in my lunch pail.  I added a few grapes and 2 tablespoons of almonds to round out the meal.  Then I head to my quiet corner.  I try to reserve 15 – 20 minutes for checking email, scanning Facebook for family happenings, prayer, and maybe even reading a blog or two.  This morning I blog a gratitude post on my other blog.  I also mentally review the day’s agenda.  My dear husband spoils me and brings me my breakfast.  He knows that the quietness of the morning is essential to my well-being!

Ambitious Agenda for the Day

I’m on my way to school by 7:45.  My drive is only 20 minutes or so.  I listen to NPR on the way.  It’s my only dose of the news other than what I read online.

This morning I check my school mailbox and pour a cup of coffee before heading to my classroom.  It is 8:15 and two students are waiting for me.  One needs to finish her test.  She requires extra time for assessments.  The other young lady knows that I have graded her test and she wants to see what she missed.  A third student shows up to finish his test.  Otherwise it is really quiet in my classroom - a welcome change from the previous week.  Last week was the end of the marking period and students were in my room every morning to repair grades.  

Killed too many trees!

I set out the day’s handouts.  Then I write the agenda on the board.  I also find the powerpoint that I emailed to myself from home.   I put two example problems from students’ homework on the board.

(The preparations for this day’s lesson started more than 2 weeks ago.  Our team met to create the unit test, and then outlined the required lessons.  We also exchanged ideas for teaching the unit lessons.  I spent several evenings scouring the Internet for additional ideas, activities, reading through math blogs about teaching solving quadratics.  A week or so ago, I blogged about our upcoming unit inviting folks to share ideas; I also tweeted asking for ideas.  I studied the responses to think through the lessons that needed to be taught.)

At 9:00 my students begin to enter the room and we officially begin class at 9:05.  I welcome students to class, and congratulate our band.  They attended a national competition of 91 bands from across the country.  They placed fourth at that competition and came home with an invitation to march in the Rose Bowl Parade in January 2015!  They were visibly exhausted this morning but very proud of their accomplishments.

Homework examples on board

We briefly discuss the 2 homework problems on the board.  I ask students to keep working on that assignment and tell them I will check it in our next class. 

In our introductory lesson on solving quadratics I want to make connections to the unit we just completed on the characteristics of quadratics.  So we start by graphing 2 quadratics and talk about their solutions.  How are those solutions represented on the graph?  How are they represented in a table of values?

We continue building background knowledge, strengthening vocabulary before jumping into the lesson on factoring.

Our team decided to teach students three methods for factoring:  factoring by grouping, the box method, and the “kick it” method.  I spend too much time building background knowledge because we have just enough time to work through notes on factoring.  Students get very little time to practice.  I know I will need to make adjustments in the lesson for the next day to provide more practice.

The bell rings at 10:35; students leave; students enter.  And I repeat the process with my second period class.

At 12:16, the bell rings again.  I put my laptop in a bag, grab my lunch bag and head to lunch duty.  I get to supervise the cafeteria for about 30 minutes; and I do this every other day.  At lunch I greet a few students but mostly I wander around the room keeping a watchful eye on 700+ students!

At the end of my duty, I head to a colleague’s classroom.  Today is A Day, and we have a PLC meeting on the first A Day of the week.  Our meeting will start in 20 minutes, so I eat in my colleague's classroom and we chat about our weekend.

At 1:15 we both move over to the team leader’s classroom.  The district coach and department chair join us.  Before long there are 8 of us in the room.  On our agenda for today is the semester exam.  We are reviewing last year’s exam to see how few changes we have to make to use it again.  We discuss a few specific problems and how they apply to on-level classes vs pre-ap classes.  Both levels are represented in the team meeting.  About an hour later, we are just about ready to put a wrap on the exams.  The pre-ap version needs a few more questions – a few topics are missing – but otherwise, the exams are satisfactory.

We spend the last few minutes talking about instruction in our current unit – specifically suggestions for the day we teach the quadratic formula.

At 2:25 I jump up.  The meeting is just about over.  I have to leave because my classroom is across campus.  All of the other teachers are clustered in the area of our meeting.  (I teach 9^th grade TAG students taking Algebra 2.  Most 9^th grade core classes are in the far building).

I arrive in my classroom just before the bell rings at 2:32.  Students begin filing in and I teach the same lesson to this new group.  In each version of the lesson I make minor adjustments to provide time for a little bit of practice.  That first period of the day is always my ‘trial’ run!

Class ends at 4:08.  Today I am not tutoring after school.  I am glad because I have the beginnings of a cold.  I’m eager to head home.  I respond to emails before I leave.  Our supervising principal asks for samples of writing in our classes to share at his leadership team meeting tomorrow.  I quickly snip a few samples, pasted them in a document and send them!

I arrive home at 5:10.  My husband is surprised because I am rarely home so early.  But my day is not over yet!  I have a stack of 145 tests to grade and my goal is to have them graded by Wednesday.  Down time will be in short supply!

I spend some time with my family.  We eat dinner and chat around the table.

I head back to that same quiet corner where I began my day.  I’ll grade papers there as soon as I finish this post.  While I grade I’ll check in at Twitter, read a blog post or two, and visit online through Facebook.

Most evenings I’m wiped out at 10.  I’ll head to bed and do it all over again tomorrow … almost literally since we are on a block schedule.  I will teach the same lessons to my Day B students.  Fortunately tomorrow, I won’t have lunch duty.  And instead of a PLC meeting, I will have a conference period.  I need that conference period because I need to pull together the details for upcoming lessons!

I am including a few resources in this post.

• My Powerpoint for today

• The factoring video I shared with students
• The booklet we are using for this unit (created by colleagues on my team)
• The circuit that would have been practice ... saved for another day 
• The maze that is homework  (provided by a teammate)

As is often the case, I spent too much time on this blog tonight ... but writing this down was so much more fun than grading tests!  I have time to grade one class ... better get to it!

Why I blog?

I've been pondering Kate's questions since they were posted last week!

1. What hooked you on reading the blogs? Was it a particular post or person? Was it an initiative by the nice MTBoS folks? A colleague in your building got you into it? Desperation?

In the summer of 2012 we moved ... a new state, new home, new opportunities for meaningful work.  I had been an elementary principal for 10 years, a middle school assistant principal for 2 years prior to that.  But in the move, I longed to return to the classroom.  My credentials and interests were in middle and high school math.  So I sought out a position teaching math and landed a ninth grade algebra 1 position.  I had been out of the classroom for about 13 years.  I knew that in that time activities, strategies, and even the focus in curriculum had changed.  I started searching the Internet for ideas and in that process I found blog after blog written by math teachers.  The blogs were fascinating.  Teachers wrote about lesson ideas, strategies, games, exciting discussions, and even flops!  I am an avid reader so I began following various blogs to listen in on what was happening in their classrooms.

2. What keeps you coming back? What's the biggest thing you get out of reading and/or commenting?  

I'm either too curious, too desperate, or too nosy to quit reading!  I get inspiration from reading the blogs!  Much of the blog content doesn't match my curriculum exactly but I'm always thinking about how I can adapt the ideas for my work.  I have a set of strategies that I have used throughout my 30+ years in education.  I realize I am limited by my personal experiences and opportunities for training.  If I want new ideas I have to seek them out.  Several years ago I had a huge growth spurt in my teaching because I was in a district that invested in me by sending me to conferences.  Another time of great growth was during the work I did on my Master's degree.  I learned so much under the tutelage of excellent professors.  My years as an administrator were filled with training but the topics were not about secondary math.  By reading the blogs I am engaged in professional growth and it is self-directed ... a key aspect of adult learning!

3. If you write, why do you write? What's the biggest thing you get out of it?  

I started blogging many years ago as a spiritual activity to help keep me centered.   Then as I started on this new journey of teaching and as I read blog after blog, I decided I wanted to be a part of that writing community.  So I decided to blog about my math experiences.  I wrote a little about this question here.  Blogging is a reflective exercise, but it is also social, creative, and an accountability exercise!  Exercise, by the way, is a good word ... blogging is work, it builds muscle, it strengthens my work as a teacher.

4. If you chose to enter a room where I was going to talk about blogging for an hour (or however long you could stand it), what would you hope to be hearing from me? MTBoS cheerleading and/or tourism? How-to's? Stories?  

There is power is storytelling!  Sharing your own story of how you got involved in blogging could be inspirational, compelling, helpful.  In that story providing insight into benefits would be awesome.  It might be interesting to take examples of blog posts to share ... as examples of the various benefits.  I know when I attend a conference I want to walk away with something I can use in my next unit of instruction.  Providing references for blogs, for the amazing math websites created by bloggers, and links to classroom activities that could be adapted to various content would be welcomed!

Mission #6: My Response - Yes! and No!

In Mission #6 in the Explore MTBoS series, the question asked caught my attention ... is this too much of a good thing?  My answer ... YES!!! and NO!!!  I find myself caught up in the web called the MTBoS!  

Honestly ... there is a part of me that preferred just hooking up in the MSSunFun and the Made4Math  weekly postings.  Any other ideas I needed I caught through my feedly blog list.

I love reading about the lessons everyone is teaching.  I love the sharing of ideas.  

The Twittering is really a lot ... I can't keep up with that although I do enjoy checking in daily to see what is being discussed.  A couple of times this week I thought about letting that account go ... but then I wanted to tweet to ask for ideas!  It's easier to get responses from tweets than in blogs!  I wish that were not so ...

The weekly "chats" and the Global Math meetings are awesome ... but really ... I have to have time to get other things done!  So I usually choose to catch the recordings ... that way I can listen/read to as much or as little as I need.

So yes ... it is too much of a good thing ... and no ... I need it all!  So I'm learning to let go of keeping up with every idea ... and instead, listening in, asking for help with my specific topics. 

But organizing the ideas ... that's a tough one.  I'm trying two methods ...

During the summer when I had a little more time than I do now, I blogged a "round-up" series where I made note of the cool ideas I was finding online (1, 2, 3, 4, 5).  Just this weekend I went back through those blogs and found one idea I need in my next unit plan.  So finding a way to keep track of all the good ideas is essential!

I have a virtual filing cabinet - multiple drawers - A1, A2, Great math sites!!  I taught Algebra 1 last year; I organized a list of links for that course based on our curriculum.  This year I'm teaching Algebra 2.  As I finish a unit I am going back through to note the links that helped.  I do have a tendency to save too many links ... only because when I teach one or both of these again I may need slightly different materials.  I am a hoarder of ideas!  I like the filing cabinet method the best for organizing.

I hope others will talk about their organizational methods ... love to learn new tricks!

Mission 4: Global Math Autumn Special!

In the whirlwind of Explore MTBoS, Mission 4 was all about listening and learning.  I have to confess, I am not an auditory learner.  I find it difficult to stay engaged in a webcast.  I start out well, and before long I'm multi-tasking and missing key points.

BUT today, I listened to all of the recording of the Global Math Autumn Special!!!  Yes, I graded papers while listening, and so I may have missed a few thoughts, but today I stayed the course.

Thoughts I want to pursue a bit more include these:

I read Wiliam's book on formative assessment and I use "hinge questions" but I need to get better at them.  I just graded tests.  The class averages range from 81 to 88 - that's not bad.  But the range of the grades was huge.  The low grades are really low!  I wonder if I could have done a better job during the unit catching the misunderstandings!

I was intrigued by Chris' newsletter presentation - signed up to get my copy. I was inspired by the back copies he sent (speedy response!!). I send a weekly email to my parents just letting them know what we accomplished the previous week and what our focus will be in the coming week. It's newsy, informal, and my parents love it! But I could include a challenge for families to work on together ... and until I figure out my own challenges, I will borrow from Chris' newsletter. I loved the puzzles and quotes!

The seating chart that was described was very fascinating.  I use my classroom data but not anywhere near as elaborate as that.  I'm wondering if there is a way to adapt the seating chart idea to fit our work in our school??  Right now, students sit where they choose so I'm not sure that assigning them seats at this stage will work.  

Hedge reminded me to be careful in sharing my own math biases.  I was one of those who did not enjoy statistics in college.  But that is not something I should share with students.  Instead, it would be much better to get students excited about the power of statistics!  I may have to listen to Hedge's presentation again so that I can note all the ways she collects data!

One of the statements made ... I apologize that I did not record who said it ... sticks with me tonight: "The way we share math with kids matters!"

I have quite a bit to think about.  Thanks to Global Math and the MTBoS for encouragement, inspiration, and great ideas!

Mission 3 Accomplished!

First of all, I have to say how much I love this list of collaboration sites created/supported by the MBToS!  I find something interesting, useful, challenging about all of these amazing tools!

In these first weeks of school, I chose to use Estimation 180 in my high school algebra 2 classes.  I teach advanced students.  One might expect them to be proficient at many different math skills based on their abilities.  It is clear that estimation is not a strength :)  BUT they love the activity!  They ask to do Estimation 180, and if I forget to use it for a few days, they remind me!

Recently I built a whole lesson around  estimating the number of candy corn candies in the bag - from Estimation 180. (Parents sent in individual packs of candy corn for us to enjoy as we worked through our exploration.) I wrote about my plans here and here.

First we made our own guesses ... how many scoops fill the jar. This time, I asked students to share their reasoning before I revealed the solution. I also shared my reasoning. I stressed to students that blindly guessing without some point of reference was not the point of the task.  Because Estimation 180 is fun and a non-graded activity, some students had been "just guessing."  When I would ask them how they determined their guess, they could not provide any reasoning.  So with this task today, I made my expectations clear ... I expected sound reasoning and as small a percent of error as possible.

Then I revealed the data from the email I sent to staff, parents, and select students the week before about how many candies were in the bag of candy corn.   Students worked through the analysis of the data using Google spreadsheet, their graphing calculator and Desmos.  I shared a bit about those days in my 180 blog, Day A, and Day B.

Estimation 180 provided the perfect context for collecting and analyzing data.  Going forward, I plan to use Estimation 180 to work on students' reasoning skills.  Eventually I'd like to challenge students to come up with their own ideas to submit to the site!

Twitter me this: how do you get anything done?

Applying a little math pedagogy ...

I notice ...

• Streams of tweets flow daily, no hourly!
• Some folks in MTBoS tweet a LOT!
• Tweets range from cute/funny comments to serious professional development.
• Tweets remind me of phone conversations (you know - when we used to call folks to talk about our work!)
• I get excited when someone responds, favorites or retweets my tweets!
• I often want to check my Tweet Deck during the school day!  Yikes!
• I am easily overwhelmed with so much data especially on the #chat night!
• I find it difficult to make my thoughts fit in 140 characters!

I wonder ... 

• How folks have so much time for tweeting?
• How teachers have time for family, hobbies, LIFE, while tweeting, blogging math all of the time?

I can feel it ... tweeting is addictive!  I want to participate more but am holding back.  I'm holding back partly because I am new ... prefer to lurk before jumping in.  Need to test the waters.  I'm holding back because I love to write, love to communicate online, and I don't need to spend anymore time at those activities.  

Yes, I want to be the best math teacher I can be!!  

I want to read everything written about teaching math and absorb it all and redo all my lesson plans!

I also want to put the technology away, read a good book, take a walk, enjoy the sights and sounds ... without wondering how I could apply it to a math lesson!

If you’re new to Twitter, what is something that has surprised you about it?  How compelling, how in the moment, how perfect it is for teachers who share passion for teaching, for math, to communicate - in real time, just in time ... 

Guess I'll keep at it a while longer ...

Explore the MTBoS!

Last summer (2012) I moved, took a new job, returning to the classroom after 12 years in administration.  I was nervous to say the least.  I started to scour the Internet for teaching tips, ideas, lesson plans, advice.  In my journey, I discovered a world of teacher bloggers.  Specifically I discovered a band of middle and high school math teachers who loosely formed an alliance they call the Math Twitter Blog O Sphere!  I added those teachers to my blogging feed and began following their work.

In the fall of 2012, they sent out an "all-call" for math teachers to join in the tweeting and blogging.  They published topics, offered to comment, and highlighted our blogging attempts on their own blogs.  The response was huge.  I participated ... enjoyed the challenge ... and my math blog took on a life of its own.  I don't have a huge following ... but I don't write for followers.  I write to satisfy a personal need, and more than that to reflect on my teaching.  As I write I find strengths to celebrate and areas (many of them) to strengthen!

This year this MTBoS has sent out another "all-call!"  Check it out here!  Here is a snippet from their introduction:

So we know that this name, mathtwitterblogosphere, is a bit of a mouthful. And even worse, when abbreviated to MTBoS (prounounced: mitt-boss), it sounds like edutechjargonspeech. We despise jargon. So apologies in advance! What the mathtwitterblogosphere is, ultimately, is a gaggle of math teachers who are unnaturally obsessed with teaching math. And over time, they’ve banded together on the interwebs and have unintentionally become a cohesive gaggle of obsessed math teachers who take pride in freely sharing the best math teaching ideas. If you want a sense of who the people are or what these people do, check out this website they created together.

The 8-week challenge begins soon!  I invite you to try the challenge, and share your ideas - great or small!  It's simple to participate ... just go to this webpage:  http://exploremtbos.wordpress.com/ and leave your information in the comments!

Beth

PS ... check out my 180 blog 

Favorite Resources

I am looking forward to reading about everyone's favorite resources!

I'm not sure I know where to start ...

The past two weeks I've posted about some favorite techie type resources ...

I use my PHONE everyday!  What did we do without them!  I take pictures, I use CamScanner to create pdfs to post online.

I've just started using Edmodo.  Our administration introduced Edmodo last spring but I was too overwhelmed then to start anything new.  This year, I am finding out what a bonus it can be.  I love giving my quizzes online.  Obviously it means I take home less papers to grade.  BUT it benefits the students ... they get instant feedback and they can easily review the questions when they need to.  We have a writing across disciplines initiative this year.  I plan for students to write reflections, thoughts in Edmodo.  I am hoping that will be more appealing to them than writing "papers" in math ... and it gives us all the opportunity to respond to one another's ideas.  Math Munch will be my go to site for reflection and discussion!

I've had several parents thank me for creating YouTube videos this year.  They are nothing special ... and I need to get better at them.  I use my document camera, laptop, and Movie Maker to capture the work on a single problem (sometimes 2).  I use the videos to multiply my tutoring power.  I can only stay after school so many hours, and I want students to have help when they need it.  So the short (3 - 5 minutes) explanations of homework problems or extensions from our classwork have the potential to be powerful in student learning.  My parents/students are saying this is a favorite resource!

I use my list of Super Sites in lesson planning ... checking each of those sites to see how I can transform "plain" lessons into engaging opportunities for thinking, discussing and learning.  I'm adding Mathagogy to the list ... Julie blogs about a lesson that sounds awesome!  I look forward to watching the 2 minute videos!

And of course, I visit the MTBoS blogs, making note of questioning strategies, projects, foldables, and more ... amazingly great ideas!  I use Feedly and Bloglovin to keep track of the blogs I read, marking them when I need to save ideas.

A new resource I've bookmarked is YouCubed.  Jo Boaler is putting together the site with information she shared in the course How to Learn Math this summer.  I know how easy it is to participate in excellent professional development only to get caught up in the hectic daily work ... and let the good ideas slip away.

There are so many resources, that I sometimes find myself lost in the reading and learning ... the noticing and wondering ... and when I look up ... way too much time has elapsed!