Mind on Math: Chapter 8 "Work Time"

Question of the Day: How can we facilitate thoughtful and productive work time for math learners?

And here we have what I think has got to be the most difficult and most important part of math workshop! Work time is where we schedule these challenging tasks and differentiate learning.

Grouping has always been an issue for me since I teach small classes.  We seem to have anywhere from 5-6 very low students and then 10-11 on level with only about 1-2 truly above level.  My lows sometimes get pulled out as an intervention with the RTI specialist, so I've tended to put them together in the past.  When I mix them up with the others, they totally let the others do the work, even when I give them a task.
This year we are thinking about taking those very low 8th graders and putting them together in one homeroom (there are 3- 8th grade homerooms with 12 students and they stay together for all of their classes) and this is something I keep going back and forth with.  I have read all of the bad things about ability tracking, but I really think that we will do a good job of NOT lowering expectations for these students, but actually push them to achieve more.   So anyway where I am going with this is that if we do go ahead with it, I will have no problem doing random groups all the time, or groups based on their preassessments.   Now the 7th grade is a different story, there are only 2 homerooms with 18 in each.  Not sure how that is going to work.

I think getting the students to actually WORK during this time is going to take a lot of practice and going over the expectations.  I am going to begin the year by describing my Norms of the class and having the students create strategies and rules and I am hoping that this will help.  I keep having these delusions that if I just come up with tasks that are challenging and engaging enough, they will just get to it!  But I'm sure it is going to take a lot more work on my part!

Which leads into what the teacher is doing during this time:  I cannot wait to get into the conferring section.  I know from the How to Learn Math course, that giving good feedback is really essential for learning and students thinking about their ability to learn.  There is also gathering data which we are required to do in my school anyway.  We use a circle chart.  It is a spreadsheet with the students names listed in the left column and the concepts we are teaching along the top row.  We leave the box empty if students don't have any understanding, one line of a plus sign if they are beginning to get it and then a full plus if they got it.

I am getting really excited about planning everything for this school year using the workshop model!

Minds on Math: Chapter 7 "Minilessons"

Problem of the Day: How do you set students up for success as independent thinkers and problem solvers?

This chapter has a lot to offer.  The minilessons are our chance to teach students to think like mathematicians. The purpose or goal is not to teach algorithms or procedures but to model the thinking by doing things such as highlighting the use of background knowledge and teaching problem solving skills.

This is an idea that I will have to get used to since I am a relatively new teacher and have been coached in my approximately 3 years teaching to demonstrate the steps.  My school is big on the "I do","We do", "You do" method.  However I feel like that this method requires students to see every type of problem done in order to learn it.  They are learning to follow steps instead of learning how to think mathematically.  I am hoping that focusing on teaching the mathematical thinking will help them to learn how to apply the concepts, rather than just imitate the steps.

Oh and I have to share some GREAT videos from a school that uses the math workshop.  It really is cool to see it in action!  Check them out here: 6th Grade and 7th Grade

Minds on Math: Chapter 6 "Opening"

I call this chapter the beginning of "getting down to business" of a math workshop.

The problem of the day is: How do you start math class?

Seems to be pretty obvious that we need to start out our class with some sort of warm-up, bell-work, do now, etc.  This was one of the first things you learn when learning about lesson plans! Hoffer reminds us how important the opening activity of our class is to setting the tone of the day and activating prior knowledge.

I have always used a "do now" in my lesson plans and my class routines. My idea of a Do Now is the task students should do when they come in that does not need any explaining on my part.  They should come in, take out stuff for class and get to work.  My experience is that I usually just throw up a computation problem, probably what we did the day before, and some of the kids race through it or do it in their head and  some kids have no clue what to do and just sit and wait for others to finish it.  Another struggle I have is no matter how much I try to remind and enforce my beginning of class routine, my kids take their time getting in, getting their stuff put away and getting to business.  I wonder if it is because of my "lame" openers?

I am thinking after reading this chapter that one of my goals will be to really work on my openers and beginning of class procedures!

My Flipped Classroom 2.0

After posting my thoughts on Minds on Mathematics: Chapter 5 "Discourse" ,Sherrie Nackle, who is organizing this really great book study here, commented on how would I implement the workshop model and flipping.
"I am very interested in hearing more about how you will incorporate your flipped teaching into workshop model. I've seen other teachers do flipped learning, but the videos were strictly skill based. How do you get the deep conceptual understanding with a video? I'd love to hear more about this."

So I started to respond, but it turned out to be more of me working out my thoughts of the way I wanted to start planning for next year.  I'm not quite ready to do that yet since I am not finished with the book and am taking another online course (a really great one by the way!  Check it out here.) But I did think it would be better for a blog post in order to organize my thoughts since they were flowing pretty well!

Ok, so back up a bit. Last summer I "discovered" the flip classroom, hence the name of my blog!  I really thought this was going to be the key for my students and my motivation behind it was to encourage more higher order thinking in my classroom by having more time to do so and also I won't lie, I thought it might help with behavior.  I figured the less time they had to sit quiet and listen to me lecture in class, the less time they had to act up.  In some ways it worked well, my videos were mostly just vocabulary notes and a very quick example of what we would be doing for that concept.  It was a way for kids to copy the notes without doing it in class.  They could go at their own pace and didn't have to wait for others to finish etc.  I never really "taught" on the video and they never took ownership of the learning.  I still had to teach in the classroom, they just had less notes to copy!

So, I still thought (think) the flipped model is beneficial, I just needed to work at it more, of course I didn't think I would get it perfect the first year.  I saw that Dr. Lodge McCammon and Katie Gimbar were offering their online "Flipped Classroom Training Program" so I applied and got accepted into it.  I really like their method of filming one take videos with the teacher in them, opposed to screencasts (which I was doing originally) and I thought that taking the course would help me become better at this. 

During the course, I realized that the way I like to teach is with questioning and feedback from students.  It was very hard to teach to a video camera!   Dan Myer even questioned my motivation for flipping with his comment on my blog:

Dan MeyerJune 22, 2013 at 2:02 PM

"I have got to learn to jazz them up since I am so used to interacting with my students during my lessons and I use a lot of questioning instead of telling during my lessons."

But isn't this an argument against flipping the classroom? You're saying you're trading "questions and interactions" with "telling and jazz" and it seems you're feeling troubled by that. So what else do you (or your class) get in that trade that makes the flipped classroom worthwhile?

I have to say that made sense, I agreed with that comment, but something was still holding me on to the flipped classroom.  That is what really made me think about what I need to accomplish in my classroom and how the videos were going to help me achieve those goals. 

Finally, this is what leads me to my thoughts on flipping with workshop:

What i have learned so far with all of my PD this summer is that kids need to get their hands dirty working with those complex open ended problems, they need to construct their own understanding of the math.  However, I know my kids and I know some of them need to first get those basic lower level skills down and have them modeled for them before they start playing with it.  Some don't.  That is why I am thinking that my videos will teach very basic "procedures" of a concept, along with trying approx 5 of those basic problems for homework. You know those very basic computation problems the textbook starts out with.  When they come to class we will work on the workshop model in order for them to construct meaning for why we do those procedures and when to apply them.  I am really looking forward to finishing the book and start digging into my planning!  

Minds on Math: Chapter 5 "Discourse"

Problem of the Day:  Why ought and how can teachers facilitate learners engagement in purposeful and meaningful conversations about their thinking?

Great question!  I totally cringed while reading the dialog  piece Hoffer writes about on page 68-69.  I have heard those exact snippets in my room and just couldn't figure out how to stop it!  

Last summer I learned about the "flipped classroom", layered curriculum, and interactive notebooks.  So I recorded a bunch of lessons, created menus of activities and planned out the notebooks.  My vision for my class would be that they watch the video and start their notes for homework, then the first 10 minutes of class would be small group discussion before moving on to the activities.  Things started off okay, but did eventually break down over the course of the year and after reading this chapter I feel that it was because I never taught them how to have those discussions.  I fell into the trap of "if you put them in a group and tell them to talk about math...they will!"  Nooooooo preteens-teenagers do not work that way!

Again, this is another chapter I am going to wear the crap out of while lesson planning!  Not only does Hoffer give detailed outlines for scaffolding and structures (p.80), she also explains how to keep students accountable and how to observe them in their discussions!

An Awesome Surprise!

So yesterday I found out that I was nominated for a Liebster Award by Beth at http://algebrasfriend.blogspot.com!!

What is a Liebster Award?  I had no idea until I checked out Beth's page and googled a little!  It is an award for blogs with less than 200 followers in order to hopefully promote that blog and show appreciation.  Anyone can nominate a blog and in order to accept it there are a few things you should do:

Link back to the person who nominated you - Thanks Beth!! http://algebrasfriend.blogspot.com

Nominate 5 more blogs... Here are my nominees. These are other mathy blogs that I visit a lot and really appreciate the time and effort these bloggers take to share!

http://planting-ideas.blogspot.com/

http://mrshester.blogspot.com/

http://everybodyisageniusblog.blogspot.com/

http://untilnextstop.blogspot.com/

http://coxmath.blogspot.com/

Answer the questions the nominator posted on their blog.  Here are my answers to Beth's questions:

 1. What is your favorite aspect in teaching? 

I absolutely love those light bulb moments when a kid really “gets it” especially when they have been struggling with a concept.

2. How do you re-energize? 

I pick things up and put them down…LOL, if you are not familiar with that Planet Fitness commercial, it means I workout!  I was a competitive bodybuilder and still lift at least 3 times a week.  I am currently doing the new Shaun T of Insanity workout program called Focus T25 which are 25 minute mostly cardio workouts.

3. What is your favorite day-trip? 

My favorite day trip is visiting the town of New Hope in PA.  My family is very “artsy” and we just feel so at home there.  Lots of cool little shops, restaurants and scenic nature trails.

4. If you cook, what’s your favorite recipe? If don’t cook, what do you order out most often? 

Hmmm, I guess my favorite recipe, which I don’t make often is lasagna.  Its my hubby’s favorite, I guess because I go heavy with the cheese!  I have some really weird bodybuilding recipes that I make and LOVE like putting sugar free chocolate sauce in my egg whites and cook like a crepe, when it is down I smear it with natural peanut butter. 

5. What colors do you use in your classroom décor? 

Well, I have three walls that are a dingy beige color and one that is a lightish green.  Last year I used a dark blue which actually looked kind of good.  I haven’t decided what I am going to do this year. 

6. If you could have dinner with a current famous person in our world, who would choose and why? 

Oh this is an easy one!  Malala Yousafzai.  I pick Malala because  she just amazes me.  She is so smart, passionate and young…it would be refreshing to sit and talk with her.  On the other hand, another famous person I would love to have dinner with would be Patrick Stump.  He is the singer in the band Fall Out Boy.  They are my daughter’s favorite band and I find him to be the sweetest rockstar in history!  He is polite, very responsive to his fans…answers tweets, emails etc and even stays after almost every show to meet fans and take pictures. 

My girl and her favorite singer!

7. What is your favorite TV show? 

Right now again, due to my 16 year old daughter’s influence it is Teen Wolf (don’t judge!)

8. What is your favorite school supply? 

OMG, I think the whole reason I became a teacher is because of my love of all school supplies!!!  If I had to pick one, it would be my planner! 

9. What advice would you like to share with the parents of your students? 

Enforce your child’s bedtime!  I have been guilty of letting my kids stay up too late and I see what a difference it makes in their thinking.  Too many kids come to school exhausted, they can’t function like that let alone be the best they can be!

10. When you travel do you prefer a tent, a camper, or a hotel room? 

Hmmm, it depends.  I really like camping so I don’t mind a tent.  Never camped in a camper and hotel’s are ok but like I said it depends on the type of trip.  If I was going somewhere that was not a camping trip, but I had access to either a hotel and tent I would pick the hotel.  If I was going camping or hiking or some other nature/outdoorsy trip I’d pick the tent!

11. What inspired you to blog?

Another easy one.  I blog for two reasons, the main is it is supposed to be reflection for me.  Its a place to jot down ideas and reflect on what is happening in my classroom. The other is to hopefully get feedback from other teachers on some of my ideas.  This is really important to me because I teach in a very small charter school so I am the ONLY 7/8^th math teacher.  

Share 11 random facts about yourself:

1. I love almost all of my daughters favorite pop/punk bands such as Fall Out Boy, My Chemical Romance and Panic! At the Disco.

2. My all time favorite band is Tool.

3.  I won a bodybuilding competition in 2008.

4. I’ve been married 24 years to my high school sweetheart!

5. I have two kiddos, Sarah-16 and Nicholas-10

6.  I lived in KY for 5 years and picked up the accent while living there.

7.  When we moved back to NJ lost that southern accent!

8. I didn’t start college until I was 37 years old!

9. Math was my worst subject in middle/high school!

10. My cat, Alice, has a black heart on her side.

11. I like black jellybeans.

and finally Ask your nominees questions:

1. What was your favorite subject in high school/college?

2. Where is your favorite vacation spot?

3. What is your favorite book/movie or play?

4.  Why did you become a teacher?

5. Do you follow your textbook from start to finish?

6. What is your favorite teaching resource?

7. What is/was your favorite lesson to teach?

8.  What kind of music do you like?

9. What is the funniest joke you know?

10.  How did you choose the title of your blog?

11. If you could live anywhere in the world, where would it be?

SLANT vs SWAG

Help!  I have tried using SLANT before...but kids hate it,they don't buy into it and I never follow through.  However I like the idea of it.

So On Pinterest I found this gem: (just the Show your Swag part)

I instantly loved it.  I really think the kids will buy into it.  My only problem is I'm not crazy about the G: Give Snaps/Claps.

So I was wondering if I could get some good suggestions on the G line!?  The only thing I can come up with and actually like is Give respect to all.