#5things I Like About Walking

Recently my family visited St. Louis.  We walked a lot, and it reminded me of when I lived in Chicago and I also walked a lot.  It made me miss walking a lot.  And then I came home and there was this big conversation on twitter about the #FitBoS and I was sad again that I didn't walk more.  So I just decided to walk more now, even though I don't have a fitbit and I'm using a less accurate phone app.

I have been realizing the past week how many things I like about walking.  I've been walking to and from school (which takes about 20 minutes) and other places that are closer than school.

1.  Slowing Down
Walking is slower than driving, and it gives me time to just take time.  Slowing down my life a bit is a good thing.  Having 20 minutes or so to just relax and walk is wonderful.  It is a time for me to just be.

2.  Seeing People
I've seen so many of my students just from the times when I'm walking.  Just this morning on my way to school two of my students were walking to football practice and I got to walk with them for about 10 minutes.  That's a great opportunity to work on building relationships.

3.  Feeling Healthier
I like that I have a goal and that when I reach it I really do feel as though I am taking control of getting myself healthier.  And my body feels healthier too, well, not quite yet, but I can feel my muscles throughout my body getting stronger from my walking.

4.  Being a One Car Family
We have been a one car family for a while, and I really like that we can do that.  I appreciate that we have lower insurance bills and no car payments.  I also feel that it is good for the environment because we do less driving than if we had two cars.

5.  I Don't Have to Stop When School Starts
Sometimes during the summer I start things, but I can't keep up with them during the school year.  I know that I can keep walking to and from school once school starts, and it probably won't take much more than that to meet my goal once I'm running around my classroom everyday!

-Kathryn

While You Were Out

I've never had a good system for absent work that seemed efficient to me.  Last year I had a big bulletin board with each day of the week where I put handouts, but that doesn't summarize everything and it only worked for one class.  And the folders fell down...a lot. This coming year I have three preps and I can't exactly put 15 folders up on my bulletin board with three calendars and expect that to work.

I've also always wanted to try the "While You Were Out" form that gave more detail to each student rather than just handouts, but I don't have time at the end of the day to complete one for each student.  But I implemented roles last year, and one of the Recorder's jobs is to "set aside papers for absent group members."  Which really meant nothing last year, but will mean something this year.

So I made a form:

And I made copies and put them on my bulletin board:

Now here's the plan:

When a student is absent the recorder (or navigator who is the substitute recorder), will grab a "While you were out" form and complete it as we go throughout class.  They will also collect any handouts for the student.  At the end of class they will tack it back up onto the bulletin board.  Then when the student returns he/she can check the bulletin board and grab his/her work.

I will demonstrate how to complete the form in each class period during the first week when someone is absent.  Then I will have to ensure that students are doing it from that point on.

My one concern:  leaving extra tacks for students to tack the work back up there...seems dangerous with freshmen, but I'm going to try!

-Kathryn

Number Line Task

So this is the style of many of the tasks that I do in my room, heavy on math, lots of opportunities for me to check in with students as a group and individually, reflection, and math, not always context.  But some people at #eduread wanted to see an example.

I chose to share my Number Line Task because I know I want to do it in the first week of school, but it needed some modifications first!  I did this task last year, but with less structure and it was chaotic, and one student in each class ended up sorting everyone.  Ugh!  No one got to learn!  So I made changes this year to hopefully help with the learning part of it.  It is in three parts.  Part 1 is an individual task (basically think time for each student), Part 2 is as a group, and Part 3 is both class and group.

Number Line Task:  Part 1

FYI:  Each group is getting four different numbers on their paper.  I have 6 tables of 4 students, so I have 6 different sets of 4 numbers.

I would expect students to take about 15 minutes on this.  I plan to have them share with a partner and write one thing their partner said on the back of the paper.  I am doing this because I really want all students to have a voice in my classroom, which means they need to get used to sharing and listening BOTH.  So why not start right away?

Number Line Task:  Part 2

Then as a group, students will complete the following reflection questions

[1.]  Who is the recorder?  Give a specific example of how he/she performed his/her role well.

[2.]  Who is the resource manager?  Give a specific example of how he/she performed his/her role well.

[3.]  Who is the navigator?  Give a specific example of how he/she performed his/her role well.

[4.]  Who was the facilitator?  Give a specific example of how he/she performed his/her role well.

[5.]  Who had the best “because”?  Share it with me!

As you can see these are devised to help students learn to "play their roles" and "say their becauses".  In between Part 1 and Part 2 we are going to learn what the roles of each group member are, so students will have it fresh in their heads...but another way of emphasizing it can't help!

Number Line Task:  Part 3

These are the directions students will get to read through in their groups.

Take an index card and write your number on it.

Soon all of the groups will work together to place all the numbers in order from least to greatest. Here are the rules:

• You may only address one person at a time, by comparing your number to his/hers
•  Say your becauses!
• The only thing you may bring with you is your index card
• When the class is ready, I will check your order, but I will only tell you “ALL CORRECT” or “NOT ALL CORRECT”
• We will keep working until we get “ALL CORRECT”
•  If you feel stuck, you may request “group time” where you will go back to your groups, ask your group members questions, use a calculator, ask a group question, and write notes on the back of your index card
•   “group time” will always be 90 seconds in duration
•  You may only ask me questions during “group time”
•  Remember, when you feel confused, make a mistake, or are thinking hard you are learning!—and that is the goal

      After the class has worked and received and "ALL CORRECT"  each student will complete the following reflection.

[1.]  What was the most challenging part of this task?

[2.]  What is one thing you learned?

[3.]  What is one question you still have?

[4.]  What is one question someone asked you?

[5.]  What number were you and what did you write on your index card? (Use the back if needed.)

All the documents I made for this task are in a folder here.  These are word docs, but it will open in google. Download to word to edit.  Also everything is 2/page and Part 2 should be printed front and back.  Enjoy!

If you have ideas to make this better please let me know!  I'm sure there is something better, but this is what I have :)

-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

Thoughts about Reflection

I've been working on a task for my students for the beginning of next year, and I'm stuck deciding between two different types of reflection questions for them to complete afterwards.  Essentially they will be answering some Talking Points-style questions in their groups.  I'm stuck between asking them:

• Which are you most confident about?  Why?
• Which are you least confident about?  Why?

OR

• Which was the easiest to make a decision about?  Why?
• Which was the most difficult to make a decision about?  Why?

While I think it is over-kill to ask all four questions, and it is unlikely that my students would recognize the minor differences between the questions if posed all four, I feel it is likely I would get different responses depending on which questions I pose.

Maybe I'm overthinking it, maybe not.  What do you think?

I think my goals from the reflection are:

• To help students see the value in the Talking Points structure
• To help students think about their learning
• To help me see what my students do and do not understand

Other reflection questions I plan to ask:

• How easy or difficult was it to follow the talking points structure?
• What is one benefit you saw to using the talking points structure?  One disadvantage?
• What is one thing you learned?  What is one question you still have?

What do you think?  Which set of questions will best help me meet the goals of the reflection when paired with my other questions?  Should I do a combination of the pairs (one from each), if so which ones should I pick?  Are my other reflection questions posed in a way that will help me meet the goals of the reflection?

-Kathryn