Class Jobs

I have been taking Angela Watson's 40 hour teacher workweek course and I love it!  This month we are encouraged to consider jobs that students can do to take some pressure off of us - this is a weird idea for high school (for me and perhaps some of you), but I'd sure like to try it!

I have some ideas floating in the back of my head, but I'm not sure I have things quite right yet.  I am looking for suggestions in order to really finalize in preparation for the year.  Not that I won't change it once we get started, but just that I have a solid starting place.

Background:  I will be doing this for 9th grade algebra.  My enrollment for each period tends to vary between 12 and 20 students.  I have 6 table groups set up and I use certain ones depending on home many students there are in the course.  I plan to rearrange student seats approx every 6 weeks, and would like to reassign jobs at the same time as that.

Anyway here are the jobs I'm thinking of:

IT Support (1-2 per class):  These students would be the go-to people when other students are having trouble with Delta Math, google classroom, or desmos.  If they can't solve it, they will come to me, but hopefully a lot of problems could be resolved this way.  They could also help subs run my technology when I am absent!

Clean up Captains (2 per class):  These students' job would be to look around the classroom during those last 2 minutes and ensure everything is in its place.  That the supply caddies are organizes (with no trash), trash is picked up off the floor, and notebooks/calculators are put away.  When necessary, these students would be last out in order to take care of any areas that are not cleaned up thoroughly.

Teacher's Helper (1 per class):  This student would be available to run errands for me, pass out papers, help with attendance, and change the date (only the person at the end of the day would do this)

Table Captains (1 per table):  These students would help turn in papers, collect work and follow up with absent students, help with putting away supplies, and have a table specific job based on the location of the table group.  I'm not sure if this will make sense, but I'm going to share those specific jobs.  Table 1 is lights/door, tables 2 and 3 are board cleaners, table 4 would be in charge of the phone, tables 5 and 6 would be in charge of the blinds.

Now, here's my concern.  This is jobs for more than half the students, but not all of them.  So is that appropriate for high school?  Is it likely I will have enough interest?  Should I try to pare it down?  Ideas for changes/modifications?

Thanks for any feedback here or on twitter (@kathrynfreed)!

-Kathryn

First Day Plans

First Day of School Plans with #SundayFunday

Numbers About Me:

For the past several years I have enjoyed doing a "Numbers about Me" activity with my students on the first day that then turns into the cover of their notebook.  I have refined it over time, but last year I made it into a card sort and I think I'll keep it like that this year.  I really enjoy starting the year with a card sort because it is something that I do often in class.

I start with 10 numbers and units that describe me, but I separate the numbers from the units.  They work as a table to try to match them up.  I want around table to table and check their work and tell them how many matches they have correct.  I DO NOT tell them which ones are correct.  This is the golden part of the activity.  I can draw it out as long as I want, or end it as quickly as I need.  I give them time to struggle and then reveal the answers.  My son was in my class last year and his group did not match up all of the numbers.

I then present the answers and give a mint to the students in the group with the most correct answers.  I then turn it to them to create 5 numbers and units that describe them.  They write it on a notecard and turn it in by the end of the day.  They must use a variety of numbers:  percentages, decimals, fractions, negatives, positives, integers, etc.  

Our first unit in Algebra is on numbers and units so this ties in really well.  The second day I usually ask them all to have their notebook and they decorate a cover page with their five numbers about them.  It's crazy, but it works!

I often do the card sort part with all my classes, but usually only Algebra does the follow-up part.  By the time my students are in Statistics or Discrete, I've usually taught them before, so fewer time spent on introductions is necessary.

Two Truths and a Lie:

Another thing I did last year that I really enjoyed was for my Discrete Math class after reading the syllabus we did a class version of two truths and a lie based off of the syllabus.  I had each student submit a notecard with two truths and a lie written down.  We went over each as a class and they used mini-whiteboards to give their answers.  I kept score on the board.  It fit well, because our first learning target for Discrete is about propositions, and that's what they had written for me already!

Syllabus Scavenger Hunt:

Another activity I've considered doing is chopping up the syllabus and posting it all over the room.  Have groups read a part and then answer one question about that section before they can move on to the next section.  I feel this would engage them better in the "reading the syllabus" process.  I plan to do this in Algebra and Statistics this year, but not on the first day (maybe the second).  

I have even considered breaking it up by the name of the course (7 sections for Algebra, 10 for Statistics) and they earn each letter by accurately answering the question.  Then they have to work to collect all the letters.  

A teacher move that seems obvious to me now, but I wouldn't have been aware of it my first several moves is that when the group comes to me for a question, I would ask it, give them time to discuss, and then use a random generator to select one of them to answer it for me.  If that student can't, then they'll have to try again with a different question!  (Meaning that I would need to have multiple questions for each section...)

Talking Points:

Another thing I introduce at the beginning of the year is Talking Points.  I use talking points throughout the year about weekly for bellwork.  I have some general ones and some unit-specific ones that I use throughout the year with my Algebra students.  However, one day at the beginning of the year (first week), I introduce talking points by having the students teach themselves.  This is all from Elizabeth (aka Cheesemonkeysf).  All of it.  Anything Talking Points is all her.

Quick Coherence:

One thing I want to try this year is this:  Quick Coherence

I tried it at a parenting seminar this summer and watched it help calm down a room of preteen boys, so seems like it's worth a try.  And in terms of creating a culture equitable to students who have experienced trauma, I think this is worthwhile.  Exactly how and when and how much is up for debate still, but likely to do a session at the beginning of each class on the first day!

I'm sure I'll be doing other things at the beginning of the year, but those are the biggies that allow me to flow through the first day of school and a little beyond.

-Kathryn

 If you want to read more #SundayFunday posts about First Day Plans, then check out I Speak Math after Sunday, Aug. 13!

Goals for Fall 2017

Goals with #SundayFunday

I am expecting to have four different preps this year.  I am used to having three, so this is causing me some anxiety.  However, I'm trying to stay calm and not allow my job to consume my life.  I'm having some problems balancing my passion for work with my personal life.  My children require a lot of work and attention and so I need my work to not invade that.

I'm hopeful that with #SundayFunday I can do all this and blog some more than I did the past year!  I'm excited to set some goals for this year.  But maybe I should just set goals for first semester because that seems more reasonable.  I also think three goals would be a good starting point.

1.  One performance assessment per unit in Algebra.  I want to assess students in multiple ways, and this is something that I've been working on over the past several years, and I'm close to meeting this goal, so it seems reasonable.  However it is also important to keep it as a goal so that things are in perspective.

2.  Topical use of my prep.  I discussed this on twitter with Shelli @druinok and Casey @cmmteach and there was a blog post by Krisanna at The Teal Paperclip.  I then sat down and looked at my schedule and designed a slide for my school planner.  You can find that slide in this document which contains all the printables I will use.

One of the reasons I want to have this as a one semester goal is that I could love it or hate it.  So if I try it for a semester, I should know!

3.  My new prep is Statistics.  So I want to make sure that it doesn't take over everything, but also that we do engaging activities.  So I guess my goal there is that I modify/create something once every section (3-5 chapters).  This could be ANYTHING - notes, activity, card sort, practice problems, journal, etc.  The other part of this goal is to then blog about it.  This will help me #pushsend and demonstrate my imperfections as a teacher.  I am not a superhero teacher, and I don't believe that teachers need to be superheros!

Thanks for Reading!
 - Kathryn

If you want to read more #sundayfunday posts about Goals, see Julie's collection at I Speak Math.

First Week Plans: Algebra 1

Here are my basic plans for Algebra 1.  I have four sections of this.  Mostly freshmen, but some older students as well.  However, I basically consider it a freshmen course and work hard to help my students feel welcomed to high school, learn the structures of our school, and help them stay organized for my class.

Monday 8/24

• Will be randomly assigned to a table as they come in.  I will meet them at the door, high five them, work on learning their names, and assign them to their table
• Numbers about me activity.  I want to blog about this after school starts, but since I haven't yet, I'll give a little guidance. 
• When they come in this paper will be at their tables:

• After everyone is in class and I have taken attendance and gotten settled, I will run through a powerpoint of the answers with pictures.  And I say something like "Clearly the numbers are important, but the units attached to those numbers are just as important." to tie it into our first unit on numbers and units.
• Then I give them this instruction:

• Depending on time I might have them share their 5 numbers with an elbow partner.
  Oh--and I need to change the instructions because they have to use a percent, fraction, decimal, or negative number.  Maybe two out of the five numbers have to be one of those.  We can't just be all positive integers :)
• Then we'll wrap up class.  The first day we usually only have 20-30 minutes with students, so I think this will get us through.  I will also say something like:  "Make sure to have a notebook tomorrow like this *I hold up mine*.  You will need one that you can use ONLY for this class and that you can use ALL YEAR LONG.  If you brought it today you may find your folder by that wall and leave it in there so you don't have to worry about it tomorrow."

Tuesday 8/25

• We will look at the syllabus...the plan is to glue it into our notebooks, but I just got an email from my principal that might change that plan--so we'll see.  I will not read it all, but students might look over it in groups or something and do a 3-2-1 reflection on it to be handed in.
• Talking Points Structure.  We will learn about talking points today!!! I'm so excited.  First we will talk about the structure, and glue that into our notebooks.  Then I want some sort of model of talking points, so I might see if some teachers/or my family will make a video with me of a few rounds of talking points.
• Talking about Talking Talking Points! Now the students get to try it for themselves--woohoo!  We will share out at the end.  Maybe we'll do a big circle to reflect on it.  For sure each group hands in their group reflection.
• Then they get to be crafty and turn their "5 numbers about me" into the back cover of their notebooks :)  Then if they leave them with me I will tape them on with my super awesome Duck Brand EZ Start Packing Tape.  It basically laminates the paper onto their cover.  One reason I like to do this (because reasons not to are price, class time, and my time) is because they have now invested a lot into this notebook which will make it more likely to last the whole year.

I just realized I could to syllabus, TP structure, and "numbers about me" as stations and then do the actual talking points at the end.  That might save me the mess of clean up at the end of each class, because the "numbers about me" stuff would be contained to one area...hmmm...things to think about.

Wednesday 8/26

• We will start the number line task I blogged about.  Starting with Part 1.  I'll probably allot 10 minutes.  So timer and go.
• Group Roles:  We will discuss group work structure and roles.  Gluing them into our notebooks.  I will have all the "recorders" meet to discuss their role (and ask me questions if they have them), etc.  Then they go back to their groups and share out:  "my job is to..."  I make sure to teach the resource managers how to ask a group question.
• Number line task:  Part 2.  And before the end of class they must complete the reflection, which is mostly about their roles.

Thursday 8/27

• Talking Points:  talking about group roles.  This gets them talking about group roles to remember what they learned yesterday about them.  Some of the statements are opinions and others are about the roles themselves. We will reflect individually, as groups, and as a whole class afterwards.
• Number Line Task:  Part 3.
• Exit Ticket:  reflection of task---not sure whether I will have them complete this now or later if their class hasn't finished part 3.

Friday 8/28

• Estimation 180.  They will glue the handout into the back of their notebooks.  We'll probably do two days to get the hang of it.  From this point forward Estimation 180 is our Friday bellwork.
• Expectations Foldable.  This goes into our notebook and it talks about expected behaviors for certain methods of learning we will be doing.  If I don't include the syllabus in their notebooks then I need to add to this page.  I will likely put it into the notebook as a whole class, but then read through it and reflect in groups.  Maybe have groups share out.  This is also the time where I will share about "I was...I should have been..." reflection form I have students complete when they are not following directions.
• Set up Unit 0.  We will set up our first unit in our notebook.  This includes a tab, table of contents, and pocket.  We might also try to put in some notes depending on how the number line task went.
• Homework:  show off your notebook.  I think at this point there will be enough stuff in the notebook that I want students to take it home and show it off.  I will create a form for them to have completed.  "I saw these things in the notebook...I have these questions...I would like to be contacted through this method..."

Thoughts:

• I want to set up google classroom sometime this week
• Want to look into "Class Messenger" one of the downfalls of google classroom is that it leaves parents out.  Might want to do class messenger.  If so, include information on the "homework" for parents to see.
• I really want to show the videos about How To Learn Math, either from the MOOC or from the "week of iMath" on youcubed.org
• I also want to do Music Cues, but I haven't sat down to look at it yet, so can't plan it into classes yet.
• Things I want to remember:
• Count down from 5 to get attention
• Two Nice Things
• High Fives
• Introduce "while you were out" in each period when first student is absent
• Write notes to students
• I'm sure there's more, but I'm out of thoughts for now!

Give me all your thoughts!  Tell me what parts you don't like or what parts need improvement--because I still have a week before school starts, so I can change it if I want to.

-Kathryn

First Week Plans: Algebra Topics

Well Andy (@rockychat3) was nice enough to share his entire year's worth of plans for his block Algebra course, and he said he was interested in hearing about mine.  So here it goes!  These are my plans for my Algebra Topics course, this is a course for students who have struggled some in math before.  They take this course IN ADDITION to Algebra 1 (which I also teach and will be posting plans for later).

Monday 8/24

• Randomly assign groups
• Noah's Ark:  I heard about this from Steph's post here.  This post is what made me want to do this with my class right away.  I am going to continue to remind myself to ask questions to make my students think.

Tuesday 8/25

• Continue Noah's Ark, debrief if groups finish.  I still need to think through some individual and group reflection questions.

Wednesday 8/26

• New random groups
• Stations:
• I have the SET cards and I will take a group and work with them to learn SET (I usually start by taking just one type of shading to simplify it.) We then use SET daily as warm up.  Students always share out SETs with reasoning.  I used the daily set puzzle online, which can be found here. 
• Another station will be the syllabus and I'll have students complete a 3-2-1 reflection as a group.  
• The third station will depend on whether or not I have an associate in my classroom.  I might have the students complete a dispositions survey on their chromebooks

Thursday 8/27

• Review SET
• Transition to Algebra:  Unit 1 Launch
  The transition to algebra curriculum can be found here.  My school purchased it.  I really like that it helps students develop conceptual understanding.  It takes time to work through the units, but developing conceptual understanding does take time.  I try to do the lesson from these units on Tuesdays and Thursdays because that gives me time to look at students' work and reflectively consider how to help them develop better understanding in the next lesson.

Friday 8/28

• New random groups (these will last for the whole next week)
• Review SET
• Problem Solving Task:  Finding One Half
  This task is a page of figures with part of it shaded.  Students look through and select the ones where half of the figure is shaded.  This looks for conceptual understanding of what half is.  Mostly I use it to get students used to sharing their reasoning.  I try to be really difficult and find a figure that's not "half" but that meets the rules that their explanation gave so that they have to learn to be more specific.

Once we get going throughout the year I try to structure the course to be Monday/Wednesday support for learning in Algebra.  This would be reteaching, fluency practice, mixed practice, review, or whatever the students need to help them be successful in Algebra.  Tuesday/Thursday I do lessons from Transition to Algebra, as I mentioned above.  Then I reserve Fridays for problem solving tasks, and sometimes these carry over onto Monday.  I like having this structure because I feel like my students know what to expect (which is good), but more importantly I don't get off track with one thing or another.  I'm held responsible for keeping the pace of the course moving along.

Hope that helps!

-Kathryn

Algebra 1 Units, Learning Targets, Pacing, and Reporting Standards

I finally got to spend some quality time in my classroom this afternoon.  It was just a couple hours, but I felt SO productive.  After cleaning my group whiteboards with WD40, I set out to rearranging units, learning targets, and a pacing calendar.

Before

After

[Sorry, the pictures are not that great.]

Reporting Standards

One of the things that is new for me this year is that my school is moving forward with standards based grading.  We have written "reporting standards" for one class (I chose Algebra 1), and students will receive a report card with those 4-8 standards on it for each class.  So I thought about which reporting standards connect with each unit, which I'll share below as well.

Here are the reporting standards:

• Organize numbers, quantities, and units to solve problems (NQ)
• Numbers and Units; Exponents and Radicals
• Rewrite expressions to solve problems (SSE)
• Expressions and Equations; Polynomials; Quadratic Equations; Quadratic Functions
• Rewrite and evaluate exponential and radical expressions (ER)
• Exponents and Radicals; Polynomials; Quadratic Equations
• Create equations and use them to solve problems (CRE)
• Expressions and Equations; Linear Functions; Exponential Functions
• Build and interpret functions in multiple forms (IBF)
• Functions; Sequences; Linear Functions; Exponential Functions; Quadratic Functions
• Identify and compare linear and exponential relationships (LER)
• Linear Functions; Exponential Functions; Sequences
• Organize and analyze categorical and quantitative data (SID)
• Linear Functions; Exponential Functions; Quadratic Functions
• Approach problem solving as a mathematician (SMP)
• ALL!

I'm sticking with my goal of integrating the statistics throughout multiple units, and I've written my learning targets in a way that I think will allow that to work well.  I will probably not test over statistics, but there will be various ways of assessing statistical analysis.

Units and Learning Targets

Unit 0:  Numbers and Units (08.24-09.11)

I can identify and justify number order and equivalencies.

I can simplify numerical expressions by following the order of operations.

I can convert units.

Unit 1:  Expressions and Equations (09.14-10.02)

I can identify and create equivalent algebraic expressions.

I can evaluate algebraic expressions for the given value(s) of the variable(s).

I can solve one-variable linear equations.

I can rearrange multi-variable linear equations for a given variable.

Unit 2:  Systems of Equations (10.05-10.30)

I can state whether or not give values for the variables represent a solution to a system of equations.

I can estimate a solution to a system graphically.

I can estimation a solution to a system numerically.

I can solve a system algebraically.

Unit 3:  Functions (11.02-11.20)

I can find the domain and range of a relation.

I can determine and justify if a relation is a function.

I can use function notation to describe, evaluate, and graph a function.*

Unit 4:  Linear Functions (11.23-12.17)

I can determine and justify if a function is linear.*

I can find the slope and y-intercept given a linear function.*

I can graph a linear function.*

I can define an explicit function to model a given situation.*

I can interpret the meaning of the slope and y-intercept of a function used to model a situation.*

Unit 5:  Exponential Functions (01.05-01.29)

I can determine and justify if a function is exponential.*

I can find the base and y-intercept given an exponential function.*

I can graph an exponential function.*

I can define an explicit function to model a given situation.*

I can interpret the meaning of the base and y-intercept of a function used to model a situation.*

Unit 6:  Sequences (02.01-02.12)

I can identify if a sequence is arithmetic, geometric, or neither.

I can describe a sequence recursively.

I can describe a sequence explicitly.

Unit 7:  Exponents and Radicals (02.15-03.04)

I can evaluate exponents and radicals.

I can simplify exponential expressions.

I can simplify radical expressions.

Unit 8:  Polynomial Operations (03.07-03.25)

I can identify the degree of a polynomial.

I can add and subtract polynomials.

I can multiply polynomials.

I can factor polynomials.

Unit 9:  Quadratic Equations (03.28-04.15)

I can solve a quadratic equation by factoring.

I can solve a quadratic equation by using the square root.

I can solve a quadratic equation by the quadratic formula.

I can determine which of the above methods is most effective for a given function.

Unit 10:  Quadratic Functions (04.18-05.13)

I can determine and justify if a function is quadratic.*

I can translate between standard, vertex, and factored form of a quadratic function.

I can find the zeros, vertex, and line of symmetry of a quadratic function.*

I can sketch a graph of a quadratic function.*

*Learning target includes statistical component

Notes:

• The dates are an approximate for pacing, so NO, I will not end every unit on a Friday
• I think I left a week open at the end of the year, which is good, because I didn't count holidays or long weekends when setting this out
• It will change; I'm sure; it always does
• Homework will be the same as last year
• I want to have finals at the end of each semester be 7 sections, one for each reporting standard
• I think this came out to 42 learning targets.  I heard once that 30 was what you should aim for...so I'm a little higher than that, but I guess paring it down is a goal for next year!

Well, that's a summary of my work from today!  I hope you can use it in some way!  If you have questions, please ask via comment here or twitter (@kathrynfreed), especially if you have an idea that can possibly make some part of this better.

-Kathryn

Brain Dump...Beginning of the Year

So I have a bunch of random thoughts about the beginning of the year bouncing around in my head, and I need to get them out because I won't be able to hash anything out for a few days and I don't want to forget them!

I've been thinking about my first day of school plans with my Algebra students, and although I still want to do the number line activity that I did last year (which I still need to blog about), I want to make a few changes and turn it into a longer task.  This way I will be able to use it as a pre-assessment of our first unit (Numbers and Operations) as well.  When I figure out what this is going to look like, I'll blog about it.  Promise.

So I think I'm going to go back to the "number about me" type of activity that I shared here.  But I'm thinking about making my information as 5-10 multiple choice questions, Kahoot style, or with Plickers, or something else since we'll have chromebooks (maybe pear deck?).  Then I'll have students submit their numbers as an exit ticket or an entrance ticket the next day.  This definitely helps me to build relationships from day one because I learn 5 things about my students THAT THEY CHOOSE TO SHARE.  And then we can turn this into the front or back of our ISNs :)  I found that when students had decorated the covers they treated them better throughout the year, which is really important since I want the same notebook to last all year.

I still need to send postcards home.  That needs to be #1 at this point.

I also really, really, really want to write students notes throughout the year.  I also want to call parents regularly throughout the year.  But those things take time and work, which I know will be really challenging once school starts.

Another thing I read about somewhere at some point this past year was sending students home with their notebooks and having their assignment be to show an adult at home.  I really want to do that within the first week with the syllabus and other things we will have in our notebook.  Then I can have a parent sign and return it or email me.  [I saw ____'s notebook.  He/she showed me these things:  I have these questions:  You can contact me these ways:  I prefer this method:  ]  This way I can collect phone numbers and email addresses as well, since sometimes they show up weird on PowerSchool when I try to look them up.  Then I was thinking that as the year goes on and I make parent/student contact I can record notes on the back of the paper.

Oh, and I want to be happy.  Ridiculously happy.  Every day.  This didn't happen last year, and I need to bring it back.  I love teaching.  I really do.  I need to ignore how frustrated I can get about all the work that is expected of us, and just be happy that I get to teach young souls about the awesomeness of math.  Ignore how annoying it is when I already have my plans made and the school changes the schedule.  Ignore that I hate it when other activities take my students out of class ALL. THE. TIME.  And just enjoy teaching.  Enjoy the students.  Focus on the good.

Well, I think that is the end of my brain dump for now.  I may have to add more later...

Update:  Also, musical cues, because no one wants to here me talk all the time.

-Kathryn

#5things I need to do before school starts

Well, when Julie (@jreulbach) tweeted about posting a blog by Friday, I thought that sounded easy enough, but it is 11pm on Friday night and I don't really thing I have much to say.  So I'll go to a structure that often works well for me:  #5things

1.  Take a survey of my supplies
I need to go through my supplies look at what I have and figure out what things I need to buy prior to the beginning of the year.  Everything is still all packed up, so I hesitate to do this because it means unpacking EVERYTHING!

2.  Update my syllabi
I'm teaching a class that I haven't taught for a few years, so I really need to update that syllabus, and there are some minor changes I will make to my others.  Those little updates should wait until we are back to school though, because I think we are making some school-wide changes that I will want to account for on the syllabi.

3.  Big picture lesson plans
I need to make sure I have big picture ideas for the courses I'm teaching this year.  I don't need to have every day planned out (although that would be nice), but I need a course map to follow to keep me on pace.

4.  Plan integration of statistics standards
I have decided that I'm done leaving statistics until the end of the year.  There is plenty we can do with statistics integrated into other units that will help differentiate between the ugly reality of the world and the simplicity of the mathematics we use to describe it.  What I mean is that students will see how linearity can be used to describe a system that doesn't actually have the exact same rate of change at every step along the way, but it might be the best option.

5.  Write and mail notes to my students
This year in order to boost student relationships, I want to send a note home to each of my future students prior to school starting (actually prior to the open house).  I just want to say "Hey, I'm looking forward to having you in class!"  I'm hoping that this will also help students I will be having for a second time start with a clean slate.

Well it looks like I better get to work!  Well, at least I have a month still :)
-Kathryn

#5things To Welcome Next Year's 9th Gradersl

I LOVE meeting my future students!  I do a lot of things to help them feel welcomed and to try to provide a smooth transition to high school.

1.  Attend Their Math Class
I'm grateful that my principal will hire a 1/2 day sub so that I can attend their math classes one day and give them the Algebra Probe our district uses as a pretest.  I get to meet them, talk to them about high school, Algebra, and then assess them on what they can do.  All this happens in their 8th grade math class, which they are already comfortable in!  Hooray!

2.  Attend 8th Grade Parent Meeting
My district holds an 8th grade parent meeting in the spring for parents and students to attend.  I attend this meeting too, so I get to see the students and their parents again :)  I also work with other core and elective 9th grade teachers to have a supply list available to students and parents that night.

3.  Learn Their Names--FAST
I work by tail end off to learn their names as soon as I can.  I actually work on this all year.  Whenever I encounter 8th graders at school or in the community I ask other people their names and I try to figure out their connections to my current 9th graders.  Who is friends with whom...who is siblings with whom...etc.  It helps a lot.  Then when I go into their math class, I call them all by name and they are SHOCKED.  One class this year was so surprised that they asked me to go around the room saying everyone's name, and they clapped when I finished :)

4.  Tell Them I'm Excited
I always emphasize with them how excited I am to have them next year.  I share my excitement and ask them what they are looking forward to and what they are nervous about.  Some students shared about being worried they would embarrass themselves, so I shared something embarrassing I had done before--they all got to laugh at me :)

5.  Mail Them a Postcard
OK--I've never actually done this before, but I really want to!  I want to send a postcard home to each of my future students this summer.  A few weeks before school starts just send them a quick note letting them know that I'm excited for them to come to high school!  Then I can add a special note to kids I haven't met, kids who are in my homeroom, or kids I've encountered for other reasons.

-Kathryn

Talking Points in my Classroom

After my Group Work Working Group morning session, I knew for sure that I wanted to try Talking Points in my classroom.  After a lengthy twitter conversation I was convinced that I didn't need to do it day 1, but that day 2 or day 3 was okay.  We ended up starting with talking points on day 3.

Here are the instructions I gave to my students:

I basically took what Elizabeth shared here (see printable student instruction sheet), and modified it to be only one side.  If you would like my file it is available here (titled structure overview).

We read through this as a class and then I passed out talking about talking and started my timer.  As I walked around I tried to remember that I should NOT be intervening unless they were having trouble with the structure.  Here were my observations:

• I did not observe any group ALL DAY doing 3 rounds per statement
• Most groups did not do rounds
• Many did first round without becauses and then went back and said why after hearing from everyone
• Many were not taking turns
• Many students took more than one "turn" per "round" (not really turns or rounds the way students were doing it)
• Saw dialogue between two students while two were silent (groups of 4)

I pretty much felt like a failure.  I'm really not sure why it my students could get the structure from the handout, but I had to do a lot of intervening.  I tried to wait until the end of a round to really get insight into what the group was doing in order to push them the right direction.  I looked for things groups were doing correctly, too.  And all the way at the end of talking points I shared with the whole class the good things I saw each group doing.  (ie. "I saw table 4 reading the statement out loud.  Thanks table 4!")

I had a thought or two about never doing talking points again, but instead I knew I just needed to push it harder and help students focus better.  I came back the next day ready for more talking points and a little more prepared for how to support my students.  I gave the whole class one structural issue to focus on:  say your becauses, and then went around looking for that as well as the other things.  The next time we did talking points I focused on take turns in rounds.  Then finally three rounds per talking point.  Each time I reminded them of the previous expectations, but added one new thing.  This worked really well for me to focus on the good things that students were doing.

We have done talking points four times now, and my students are starting to get it figured out.  I still have some things to work on with them such as:

• some groups were doing all statements round 1, then all statements round 2, then all statements round 3
• most students do not interact much with each others thoughts unless they are "commenting"
• still see "popcorn" conversation rather than turns dictated by rounds
• a few groups think round 2 can go as long as they want, giving each student more than 1 turn in round 2
• Sometimes I hear a student asking "Do you still think ____?" which I do not like
• A few groups are still not tallying responses during round 3...I'm not exactly sure if they're just writing down their opinion, or if they are voting

So far I have done talking about talking, talking about listening, talking about questions, and talking about roles.  I have mine formatted a little differently than Elizabeth, just because my brain works differently than hers :)  I also always copy the self assessment to the back side and have groups do that together.

All of my files are in a google folder that you can access here.  If you download the file it will open in word.  Also there are many shared talking points available here.

Did anyone else experience my struggle with talking points?  If so, what have you done?  If not, how did you set your students up for success?

-Kathryn

Lesson Plan Book 2014-2015

I know it's not Monday, but Tuesday is only a day late (or 6 days early), so I'm going to call this a #Made4Math Monday post anyway :)

Today I present my Lesson Plan Book.  I have four sections in my book this year:

Note:  Throughout the book I used the font Pea Ashley Grace by Kevin and Amanda.  You can get it for free here.

1.  Behind cover/Info Stuff:

It holds my schedule, school bell schedules, district calendar, phone extensions for the district, a page protector, and the Algebra 1 standards.  (This is mostly district specific documents, so I have not shared them here.)  However, I use these documents daily.  I did it similarly last year and I love having it on hand so quickly.  

I use the bell schedules to write up the early out/late start schedules.  Since I have my book wherever I go during the school year, I can use the district calendar when I need to schedule appointments.  I use the phone extension list anytime a student wants to leave to go to another classroom.  (I call first.)  I love being able to put in rosters because I need those handy when we have fire/tornado/lock down drills, and they are always changing.  And then I use my standards as I'm working on curriculum and lesson planning.

2.  Lesson Plans w/Calendar:

I have a two-page calendar for each moth and also a two-page spread for each week.  This is definitely the largest section of my book.  Here is a picture of August:

And here is an example of a week's planning pages:

For keeping track of what we do each day.  Also I write in the date below where it says the day.

This is a big change from what I had last year.  I specifically designated this space better because I thought it would be nice to remind myself of meetings or duties in addition to having a space to jot down students who worked with me before or after school.

3.  Attendance:

Last year I did not have this section, but I tried to merge it with my lesson plans and calendar.  I wanted a better space for it.  I'm not sure if this will be better or not, but I'm going to give it a try.

On the back of the cover page for the section I gave myself a spot to note the codes that I will be using.  I want to be able to be flexible with this, so I put it here where it got laminated.  That way I can use dry erase to write on it and changes will be easy to make.

I also have a page protector here for rosters as well.  I might even makes lists like Fawn does here (bottom of post).

Then I just have a basic sheet printed a bunch of times.  We'll see how it works.

4.  Meeting Notes:

I had a section for meeting notes last year and I loved it!  I have made some changes.  For example I added a page protector because we always get handouts at PD and I needed a place to keep them.  I also felt that the set spacing that I had given myself last year didn't really work.  Some meetings required more notes than others.  So I kind of revamped that.

Here is an example of what the pages look like now.  I have several for each type of meeting that I know I'll be going to.  Then I make some extras for meetings that might come up during the year.

So that's my binder!  I'm really excited to use it this year :)  Here is a link.  You will need to download the file to view it in powerpoint.  Also remember that if you don't download the font from Kevin and Amanda it won't be as pretty when you open it.

-Kathryn

Thoughts on Day 1

I've been having trouble processing #TMC14, so I turned to twitter:

And I was astonished at the results.  In our morning session we discussed wanting to stay connected and use twitter to keep us a community throughout the school year, but I wasn't actually expecting such a wide response!  The conversations that came as a result of this involved many people and consisted of over 100 tweets (not all of them involving me).  It gave me so much to think about and I am grateful for all who participated.

Last year I did this on the first day, which worked great for last year, but I'm not sure I want to do the same this year.  I really want them engaging in math in groups right away, but I want them to do it in a productive way!  So I got lots of ideas from people, but I need to explain my situation a little better than I can in 140 characters.  Here is what I have to deal with:

• We start school on a Thursday, so I only have 2 days of school that first week.
• On Thursday we will start with an assembly, so I will likely have about 30 minutes with students, regularly I have 51 minutes
• My admin expects that the syllabus be passed out on the first day
• I'm not going to read the syllabus to my students on day 1 (or likely any day)
• I am going to be doing talking points weekly, on Thursdays for bellwork, but I don't want to wait until a week after school has started to do talking points
• I want to get their ISNs started, so they see that I value it
• I don't want to have to teach a bajillion procedures/classroom structures on day 1, but I want my expectations to be clear when I have them engage in those things
• I greet all my students at the door day 1 (and try to everyday), so I need something to engage my students right away while I'm in the hall greeting
• Our first unit is a "bootcamp" unit on numbers and operations, I would like to tie into that so that what we do has value to them

OK, that's enough bullet points.  It really left me with a few options that I have spent some time thinking through:  syllabus scavenger hunt, syllabus talking points, or some other activity (like Tabletop twitter shared by Jasmine Walker as a "My Favorite" at #TMC14) in addition to gluing the syllabus into ISNs.

I think I have officially decided against syllabus talking points, as I'm not sure it would be a great place to start talking points.  I really like starting with the first one that Elizabeth had us start with, which was "talking about talking".  I think it would be a good place for students to start with talking points because the statements relate to the activity.  So I guess I'm thinking about saving that for Friday (day 2)...

Another idea for an activity that I had was a number sorting activity.  Each student would receive a number (any form of a real number) upon entering the classroom and in their small groups they should order from least to greatest.  Then when I finish greeting everyone and giving attendance I would come in and give a little more instruction (perhaps encouraging them to use "I think...because..." statements) prior to having them order all numbers from least to greatest.

Thoughts?  I'm still processing ideas and reading about quality group work, so not sure I will make a decision yet.  However if I do end up wanting to do the number sorting lesson I need help choosing good numbers!  I think a lesson like that calls for a lesson study structure, but I could be wrong as I still have little understanding about lesson study.

-Kathryn

Checklists: Why I'm Excited to Try Them!

This morning I saw Steph Reilly's post about Checklists and Error Analysis.  Both are genius ideas (please, go read and I'm grateful to her for posting them.  I think checklists are going to be a life-saver for me...and here's why.

I don't grade homework or notebooks.  I don't have time and I don't want to put so much emphasis on homework that students want to copy.  (I wrote a lot more about homework here.)  However, I had a lot of trouble getting students to do the work required to get the learning.

Because of that I chose a unit and planned to have students do an Agenda assignment in preparation for the test.  I gave them an "agenda" with lots of options for tasks to complete.  (By the way, creating the agenda was a LOT of work for me.) They got to choose which ones to do in order to earn x points.  They had class time to work, but were expected to complete some if it out of class.  They had to have it completed BEFORE they could take the test.  This was pretty unsuccessful.  Students hated the agenda, to put it nicely.

I've been debating all summer how to hold students accountable for doing the work, but I knew that agendas probably weren't going to work.  There is something similar I'd heard of called "menus", but I'm not really sure they would be any better.  So I had a problem with no solution, and that is one of the reasons I was so excited to read Steph's post.

Here are the things I like about the checklist:

• Can be built as we go, so I don't have to plan everything out ahead of time
• Can include whatever I want, even notebook pages
• It won't overwhelm students at the beginning because it will be empty
• It will give students things to work on if they finish something else early
• It will remind students of things that we have done that they have forgotten about

Anyway, I liked the idea so much that I am fairly certain it is the solution to many of my problems.  I wanted to link the assignments to specific learning targets, so I added a column that Steph didn't have in hers.  I also typed up some instructions, but didn't want to have to include them on the actual checklist, so I think I will make them notebook friendly and tape them in the front of our notebooks with our syllabus, bellwork schedule, and classroom expectations.

Since I made the documents, I'm going to go ahead and call them my #Made4Math Monday, but I totally stole it from Steph as stated above, so please read her post!

My instructions document

My Unit 0A Checklist as shown above

Note:  These files will open in google drive and you will have to download them to edit them in Microsoft word.

-Kathryn

#5things I Need To Do Before School Starts

Well, this morning on twitter @druinok inspired this post.  It really is #105things, but I simplified them into categories to help me feel better :)

1.  Get Organized
I need to organize EVERYTHING:  my closet, my wardrobe, my desk, my filing cabinet, my inbox, my google drive, my dropbox.  Name it and I would prefer it to be organized! (I also need to finish my teacher binder for the upcoming year, but I've got a few things to figure out first...)

2.  Buy Things
I need new things for a new year.  I have an Oriental Trading order (and maybe an Amazon order) to put in as well as some Target/Dollar Tree shopping to do.  I do very much enjoy the buying, but deciding what I need is important otherwise I would spend thousands!

3.  Plan Classroom Structure (ie Procedures)
I need a better way for distributing classroom supplies.  But I don't have a solution yet.  Also I need to decide how I'm going to do bellwork and how strict I want to be about the beginning of class.  I need a plan for storing notebooks in the classroom and maybe even folders too, since I just read Sarah's post about that yesterday.

4.  Plan Units
For many reasons I am restructuring some of my units (again!), and I don't have everything really figured out yet.  I want to make sure to incorporate more problem solving tasks into them as well, so I need to figure some of that out.  I also want to link the foundational standards into my units.

5.  Solidify Grading Expecations
For many reasons I also want to make changes to how my gradebook looks.  I'm not sure how to balance SBG with understanding of concepts (rather than just performing skills), but I really want to find a way to make it work.  Also with the foundational standards identified, I want to have different expectations for them (ie. higher level of proficiency) than with the others.

So there it is, all the big stuff I'm trying to do before school starts...obviously I need to plan individual lessons, write a syllabus, and other things too.  I also need to blog a lot!

Any suggestions for me?  What do you have left to do?

-Kathryn