Checklists #MyFavorite

As I was thinking about what My Favorite thing in the classroom was I thought of checklists.  A year -and-a-half ago I wrote about why I was excited to try checklists, but now I'm on the other side of it--I have used them for a long time!

Here's a brief summary of how I have been using checklists.  Students get a blank one at the beginning of a unit.  As we progress we fill it out.  I usually project it so students can update theirs while I walk around and give out stamps.  When students have completed something they show me and I stamp it.  At the end of the unit I calculate how many stamps is 80%, 90%, and 100%.  They MUST have a least 80% of their checklist completed to take the unit test.  I enter a score in the gradebook based on what percent of the stamps they have, but it doesn't affect the final grade.

Reasons I love the checklist:

• I helps students (and me) stay organized throughout the unit
• It holds students accountable to doing the work
• Students like getting stamps :)
• Students can look back at the end of the unit and see EVERYTHING we've done.  It gives a sense of accomplishment and reminds them "we did learn this"
• It is the students' responsibility, emphasizing that they--rather than solely I--are responsible for their learning

Something I'm trying this unit:  I added a column to allow students a section to self-reflect at the end of the unit on each learning target.  Hopefully this will help them focus their studies!  Seeing a proficiency score next to the assignments we've done will show them what they can look at or work on to study for the test.  I'll report back (but it might take a year-and-a-half!)

Here is an image of what I use and a link below to a document:

Link to Checklist in Drive (download as word document to restore formatting)

-Kathryn

Function Notation Slider

After my immensely popular tweet of these pictures:

I figured I should blog about what we did for function notation in my class.  We made this slider for our notebooks.  The files can be found here.  They are 3/page and 6/page with dotted lines where you need to cut.  You will need to download into word for the files to be formatted correctly.  We glued the top and bottom of the pink one down, so that the brown can slide.  (Side note:  9th graders might need instruction and assistance with cutting the isolated slits on the brown one.)  On the right side of our notebooks we worked through each different input value and simplified as much as we could.

The next day we did a quiz-quiz-trade activity.  This helped students gain confidence.  After doing four problems quiz-quiz-trade style I gave them one to do individually and went around checking their work.  I did a quadratic to make sure they were simplifying exponents BEFORE multiplying.  If students didn't have it correct I could give them some quick feedback, they would fix it, and I would check it again.

There's more to what we did (and are still doing), but that's all I feel like blogging about now.  Thanks for all the encouragement via my tweet.  It was amazing to see the power of twitter in that another teacher (in another country) took the idea and improved it and used it THE VERY NEXT DAY!  My students all think I'm a super-star now and they are impressed that I had one idea of my own.  It reminded me of what a blessing it is to be part of the #MTBoS!

-Kathryn

New Steps I'm Taking to Improve Group Work

I'm working a lot harder on making group work work in my classroom this semester.  I implemented some changes first semester, and expected it to work for itself from there...uh, duh Kathryn, you can't just put things in place and expect them to run themselves.  So I've been more thoughtful about it this semester, and trying to patiently look for small improvements.  Since I rarely blog, I will discuss all changes I have made this year.

First Semester

Desks in Groups of 4:  I have tables, so I've pushed two together to make groups of four.  I had this on and off last year, but I haven't even considered changing it once this year.

Group Supply Tubs:  I organized supplies into group tubs.  Something I sort of had last year, but that didn't work very well.  I also was intentional about not putting too much stuff in at the beginning of the year.


Roles:  I wrote about my role cards before school started, but I expected a little prep and some pretty cards to be enough for students to "play their role" every time...that is not enough.

Talking Points:  We do talking points as a warm-up every Thursday.  This helps give every student a voice.

Then I'd also throw around the phrase "do this in your groups" a lot and feel frustrated that they really weren't.  So I have tried to be more thoughtful.

Second Semester

Role Explanations in Notebook:  I made a half-sheet explanation of all the roles for students to put into their ISNs.  This way they ALWAYS had access to them and I could hold them more accountable.

Group Tasks:  I have been a lot more intentional about groups tasks.  One scored group task every unit is my challenge for myself.  This is super structured, and involves a significant amount of prep.  An important thing I learned from Elizabeth and our morning session at #TMC14 is to put in checkpoints for groups to call me over and see how they are progressing.  This helps a lot.  I even carry around a roster so that I can mark off what checkpoint each student has completed.  Then when I'm prepping for day 2 of the task, I have an idea of where everyone is and who I should maybe guide right from the beginning.

At this point I haven't done any amazingly exploratory/discovery task, but I think that's OK.  I'm not super-teacher, so small steps is what it is going to take.  I've turned some things I did last year (that I liked) into tasks that I now like better.  I'm sure they will morph next year into things I like even better...oh the joys of teaching!

Here is my sequence task:  Instructions, Cut Outs

Here is my function task:  Instructions, Cut Outs, Recording Sheet

Acknowledging What I Like:  I've been intentionally looking for things that I like during the group work time so that I can praise those things.  This helps me and my students, because I see the good things rather than the bad, and they feel encouraged.  It also leads to improvement because others see what I like from a group and they can work to do it in their group.

I actually just had a thought while I was blogging this that I'm going to try Monday.  I'm going to use my whiteboard to give these acknowledgements.  It is semi-public in that the entire class can see (but not other classes), but I don't have to spend the last couple minutes of class giving shout outs that they might forget by the next day.  AND other groups can IMMEDIATELY implement changes to get acknowledged as well.  I could even start with a few things on the board that I'm looking for and then write up the table number when I see that group doing it.

Group Reflections:  Every day we do any group work task work, I have them complete a quick reflection.  I'm sure I stole the questions from Elizabeth (bottom of this post) and just modified it a bit. It's just a quarter sheet, so I make a ton of copies and have them ready.  My hope is that by regularly trying to give a compliment to someone for playing their role they will become more familiar with the responsibilities of each role.  I might modify the reflection next task to involve something the individual did as well as something another person did.  Try to slowly increase the expectation that EVERYONE is playing their role.

Here is a link to what I've been giving (4 to a page).  And here is what I created for next time (2 to a page).

That's where I'm at with group work right now.  I'm proud of the changes I've made, but also disappointed that we're not farther along.  I have been realizing this year how long real change takes.  And it is a little disheartening because I'm starting to understand that it's going to take more than just me to make real change for our students.  We really need every teacher on board to make real change for students.

Let me know if you see something big (or small) that I'm missing that would make group work more valuable for my students.  I know that it is not ideal at this point, but I'm working on getting better.

-Kathryn

[Unit Overview] Polynomials

This is very old and thus is going to be mostly pictures since I already have them updated :)

Finding the Degree and Naming Polynomials:

We actually filled this in as much as we could and discussed why we couldn't really have a constant trinomial...

Adding and Subtracting Polynomials:  I wrote up some notes and passed around papers to groups so that they could put what they wanted into their notebooks.  There were also some practice problems and answers.

Then here is what my notebook pages looked like:

Multiplying Polynomials:  I demonstrated two methods for them to choose from.

This is my go-to style for practice problems

Factoring Polynomials:  We defined factor of a trinomial and did a few examples.  Prior to the examples we completed an exploration activity with multiplying polynomials finding b and c and then making observations.  I've done it twice now and it's pretty structured, but I think it's better than me just stating the pattern for them.

Well, that's my quick post that should have been completed in March or April :)  Enjoy!
-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

[Unit Overview] Exponents and Radicals

Here is a brief overview of the unit I just finished on exponents and radicals.  Because of time, I did not do everything as thoroughly as I would have liked to.  However, I feel the structure is something that I can hold onto and build on for next year.

Evaluating Exponents and Radicals:

I got the idea for this structure from Sarah Hagan at mathequalslove.blogspot.com.  Here is her post on Radical Radicals.  I liked this idea so much that I decided to apply it to exponentials as well, even though my students knew more of the vocabulary that goes along with them.

Front

Back

Front

Back

We still struggled with knowing what the word evaluate means.  That is something I hope to work on a lot more at the beginning of next year:  vocabulary like evaluate, simplify, solve, expression, equation, etc.

My File

Properties of Exponents/Simplifying Exponential Expressions:

I got the structure for this lesson from Lizzy-Sensei at dontpanictheansweris42.blogspot.com.  Here is her post on Exponent Rules.  I loved the structure of it, but I didn't want to print an entire page for each student for each rule...so I changed it to a half-page structure.  I also noticed that my students would fill out the table, but then stop without answering the questions.  That was frustrating to me, and I don't know how to make it better for next time.  Also by the time we made it through all the properties the students were really bored of that structure of the lesson.

However I do know that I would plan on formatting it just a little bit better for my notebooks next year.  Also need a box around where we actually put the rule, because when I had them look back in their notes for the rule, they didn't know where it was.  I'm also thinking about reorganizing the columns in the zero and negative exponent property ones because students kept thinking that the rule should connect the first and the last column, rather that the ones that showed the zero or negative exponent.

Also students struggled to put what they had learned into practice.  It seems that they needed much more practice as they went.

My File [Reformatted as a Book]

Translating between Exponentials and Radicals:

I did an intro to try to help show WHY this is true, but I don't think it was very good.  This is something I really want to think through developing a good discovery-type lesson for my students next year.  For this learning target we put the rules into our notebooks and then I had a matching activity for them to do.  I asked them to write down their matches on the bottom of the page.

Simplifying Radical Expressions:

We added, multiplied, and simplified radicals.  We did adding multiplied, added, and then simplified to show that we could add things we didn't know we could add.

Notes

Practice

Notes

Practice

Adding Notes/Practice

Multiplying Notes/Practice

Simplify Cards

I knew that was a lot in a few short days, and I had just read Kathryn Belmonte's post on Coloring Relay, so I made my students a coloring sheet with the answers written in.  I allowed them to work individually telling them that they could color in one section once they had completed the problem that had that answer...yes some students mostly colored and didn't do a lot of math.  But it was Friday and I wasn't feeling great, so it was a compromise I was willing to make.

This is not my favorite unit.  I think it is a lot of stuff to put into one unit.  But really it is only a couple standards, so it is hard for me to balance that.  It has taken me a long time to share this because I'm not very proud of this unit.  However, I put a lot of work into it.  I created and modified everything.  It was a lot of work, but hopefully now that I have things to this point I can make it better for next year.

-Kathryn

Note:  All files must be downloaded in Microsoft Word to get correct formatting.

#MTBoS30

26/30

Thoughts after Year 1 of ISN

After a full year of using interactive notebooks in Algebra, there are three main things I want to work on doing better in the upcoming year.

1.  Hold students accountable for them

I chose not to include the notebook as part of the students' grades for several reasons.  One being that I use standards based grading, and I feel like a notes grade would be more a compliance grade than an understanding grade.  The other is that I teach about 90 Algebra students each year.  That would be a lot of notebooks to check.

I had told students that I would hold them accountable because when they asked for help the first thing I would do is ask them to take out their notes.  If they did not have their notes completed, then they would have to complete them before I was willing to help them.  I did OK at this, but I must not have done well enough, because even at the end of the year students were frustrated when I was making them copy notes from earlier.  And this actually meant that some students just stopped asking for help. :(  Not really what I wanted...

My notebook--no papers sticking out :)

Student notebook--lots of papers that should be glued in :(

My notebook--filled out TOC :)

Student notebook--empty TOC :(

My notebook--worked out problems :)

Student notebook--answers with no proof :(

In discussing this with the Algebra 2 teacher at my school, she suggested some accountability in a different way.  She recommended that I require students have their notebooks completed for the unit before I allow them to take the unit test.  I tried this with a review assignment later in the year and it didn't work out well, less than 50% of students had it completed on time... But she thought if I started with this at them beginning of the year students would come to expect it.  I know that I need to hold students accountable, but I'm not set on this as the way...however I do know that I could make this work.

I envision checking notebooks the day before the test while students are working on review stations.  Doing a 100% or 0% check like Sarah Hagan does (see here) would hopefully make the checking process faster.  If students do not have their notebooks complete I warn them that they must complete their notebooks before the test tomorrow.  When we start the next day I pass out tests only to the students who have completed their notebooks.  Other students must get on a netbook and work to update their notebooks.  If they don't get it done in time, then they have to take the test on their own time (before/after school) another day.

Like I said, I'm not sure this it what I'm going to do, so I would like feedback on this idea, please :)

2.  Be more organized 

One of the reasons why it was hard to hold students accountable was because I did not have a good organization system in place.  I figured out a decent system right before 4th quarter started, but I didn't share it with the students because I wanted to see how it would work.  It worked well enough, and with a few adjustments I think it will work great.  I shared some of it here.

I plan on including a monthly calendar on my bulletin board instead of writing on the folders, I can write on the calendar.  This will help if students want to see something more than a few days in the past.  I have a small file cabinet that I will use to store older papers.  I will have to try to organize the file cabinet a bit better than I did this year...I also think I might make one copy of each paper a specific color (ie. yellow) and then students know not to take that one, but to make a few copies first.  (I also want to write the page number that the copies go on before I make copies.  I read of that idea from Type-A Mathland here, and tried to implement it from then on, but mostly forgot.)

One more thing I can do to help make things more organized is to post pictures of my notebook on my website.  This will help hold students accountable, because I only have my one noteboook and when multiple students need to make up notes (or when students want to make them up at home) they will have the ability to get on a computer and view them.  This will be a significant amount of more work, but I think I could choose to do it first thing during my prep each day and I would be OK.

3.  Give more opportunities for student ownership

I was hesitant to have students do reflection activities in their notebooks since I wasn't really holding them accountable for it.  The few times we did do reflection things I really, really liked it.  I think that students were willing to think and process as I was asking them to.  But I need to start out doing those things in the first unit, so students learn to develop those thinking skills.  Here are some examples of reflection-type things we put into our notebooks:

Students had to write own steps for calculator

Students had to finish sentences on their own

Another way that I can give students ownership of their notebooks is encouraging them to use color purposefully.  I didn't encourage this at all this year.  I did it myself, and some of my students did it too, but I think it is something all students would benefit from.

An example of my use of color

So those are my goals for next year...hopefully I can handle that :)

-Kathryn

#MTBOS30

25/30

Sequences

We wrapped up second semester with a unit on sequences. I like doing sequences after studying linear and exponential functions because I feel it gives an opportunity to compare and contrast linear and exponential situation.  And when we first distinguish between arithmetic and geometric sequences, students are fairly quick to make the connection to linear and exponential functions. (yay!)

Before we even do anything officially sequence related, I usually give my students four sequences (one adding, one subtracting, one multiplying, and one dividing).  I give the first four terms and ask them to find the pattern, the starting point, and the next three terms.  This gives them a little time to transition to new material that appears easy.

This time we tried a table of contents.  (Which I got from Sarah at math=love.  You can find it here.)  I liked it a lot because I used it to makes students think (just a little) about what was on each page.

Table of Contents

Definitions of sequence, arithmetic, and geometric.  I wanted to be good about including vocabulary, but I still don't think this was enough.  I needed to also show how the words were related to each other, perhaps a graphic organizer was in order...

Definitions

I displayed a bunch of sequences using my projector and had students sort them on the right side of their notebook to practice their understanding of the definitions.  Also to show that it isn't always easy to tell...sometimes they will need to subtract and divide to check.

Sort these

Some students wanted to label this page arithmetic, geometric, and sequence...that was a little concerning and shows that I did indeed need to more emphasize the relationship between the words I was teaching.

Next we discussed writing formulas for the sequences.  Since I had asked about starting point and pattern as we went, I thought recursive was a natural follow.  Instead of using all the nasty notation (a_n, a_1, etc.), I talked with my area education association and someone recommended this now = /next = notation.  

Note:  I liked it a lot, but students wanted to just put the "now" in for the "now" in the second equation so that there would only be one equation.  I think it might have been better to use start = /next = now/.  That might help.

Notes on recursive formulas

To practice I displayed a bunch of sequences and asked students to write the recursive formula for 8 of the 12.

Practice Problems to be displayed

My notebook had the answers :)

Next we looked at writing formulas explicitly.  I tied this into the equations for linear and exponential functions.  We did a mini-breakdown of the equations in class and came up with:

• Arithmetic:  a = d*n + start
• Geometric:  a = start*r^n

Those would be very familiar to them and still used a little bit of "sequence notation".

Notes on explicit formulas

We practiced writing explicit formulas the same way we did recursive (even with the same exact sequences).

My notebook :)

My last learning target for this unit is "I can explain why a sequence is a function."  It is perhaps a not-so-great learning target because it is somewhat difficult to teach and assess in a way that requires student thinking and learning.  However, it is very closely aligned to a standard (F.IF.3...?) and I struggle with the battle between whether I should be assessing standards or learning targets.  Anyway those thoughts are best left for a different post.

Here is what we did.  It was an investigation of sorts, where students were to choose a sequence and determine if the table that represented it was a function and if the graph that represented it was a function.  However we had difficulties because my students didn't do super well with determining if something is a function.  

The goal was that students would choose a wide-variety of functions and we could whiteboard individual results, do a gallery walk, and come to the conclusion that all sequences were functions.  However it didn't go down quite like that.  I perhaps needed another day of class, but it was crunch time for semester tests, so I didn't have any wiggle room.  

I ended up having a class discussion, but not assessing that standard.  It is what it is I suppose. 

Sequence = Function (p.1)

Sequence = Function (p. 2)

Notes:

• I wish I had done more vocabulary up front (ie. term, first term, second term, common difference, common ratio). It is hard for me to remember what words are new to students.
• Also a graphic organizer to show the relationship between sequence, arithmetic, and geometric.
• As I said, with recursive formula, I would change the first equation from now = ___ to start = ___.
• I've really been thinking about how I need to spiral some review in for students.  (More on this later...probably not until this summer.)  I believe this would have helped as we looked at sequences as functions.

Please leave any thoughts or suggestions in the comments, or tweet me (@kathrynfreed).

-Kathryn