
Free Technology for Teachers: Three Questions to Consider Before We All Flip
Three Questions to Consider Before We All Flip. http://t.co/8DLwwosg #edchat #flippedclassroom

AP Calculus  Past FreeResponse Questions
Nine years of AP calculus free response questions and solutions http://t.co/NJn35XU9 #mathchat

Beyond Sudoku Handouts  The Space Between the Numbers
Beyond Sudoku Handouts http://t.co/pDTgmlrw

Painless Practice Templates  Jennifer Sauriol Landmark Outreach 2010

Algebra Manipulatives  Jennifer Sauriol Landmark Outreach 2010

Graphing Sine and Cosine – Graffiti Wall « mathemagical molly

The State of Tech: Episode 14 Podcast  "The Flipped Classroom"

 Top 10 Sites for Educational Apps
Top ten sites for educational apps http://t.co/XAHJQ4b2 #nctm12 #garybitter

Common Core standards driving wedge in education circles – USATODAY.com
Common Core standards driving wedge in education circles. http://t.co/pRp7xu5M #edchat

Gary's website Everything you want to know about
Gary's website http://t.co/nCCLEDp3 Everything you want to know about math apps  well worth exploring his projects. #nctm12

Algebra II Lesson  Multiplying and Dividing Rational Expressions  YouTube
From my student  Multiplying Rational Expressions. Leave him a comment! http://t.co/ZRKfOZW4 #mathchat #edtech

Flying Blind: Teaching Without the Answer Key  I Choose Math
http://t.co/KgTfI4yf Great post on a versatile problem from @jamestanton

Must see: the @desmosinc booth in the back right of the exhibit hall. Beginning of the end of the TI cartel. http://t.co/Q1ml6C2y #nctm12

Briar: CCSS Curriculum Analysis Tools http://t.co/NBa5QWs9 #nctm12

NCSM  Illustrating the Standards for Mathematical Practice
Briars: Ready to use PD materials  14 modules for Illustrating the Standards. http://t.co/5NlPUsWc #nctm12

Briars: Great Tasks  (sample)
Briars: Great Tasks  (sample) http://t.co/DIX7oIsJ #nctm12

Flipped Conference 2012  Flipped Learning
PD keeps coming up, so I will shamelessly self promote. http://t.co/EOT5xWuu Now I'm done. #ptchat

Teaching with Compassion. Why I ‘Flip’. #flipclass « techieMusings
.@Joe_Mazza My response to "To flip or not to flip": http://t.co/Nw4lxyW6 #ptchat

Five Best Practices for the Flipped Classroom  Edutopia
"5 best practices for the flipped classroom" via @edutopia http://t.co/Krol2DXK #edchat #flipclass @klobeck @PBJHS

@MathyMcMatherso http://t.co/ciIIayG7. If you dig into an algebra book and click on 'electronic function library', it's one of the tabs

'Flipped' classrooms turn learning around  USATODAY.com
Feeling cool! :) RT @cybraryman1
USA Today article about @buddyxo and Flipped Classroom http://t.co/CiCLhwT8 #ptchat 
Learn how we are helping make the transition to t
Learn how we are helping #teachers make the transition to the Common Core State Standards using vertical progression http://t.co/9ofUyf8U

Education Week: Math Teaching Often Doesn't Fit With New Standards
MT @educationweek: Many teachers broaching #math topics at higher or lower grade levels than what the #CCSS call for: http://t.co/bv1ru4vz

RT @USATeducation: The rumors are true  free classroom grants of USA TODAY available for teachers! Sign up today  http://t.co/pfT4eSVM

What Do the Common Core State Standards Mean for Math Education?
What Do the Common Core State Standards Mean for Math Education? http://t.co/n7rnEDGm

Page that has North Carolina's Tools for Common Core

Does early exposure to algebra have benefits for students?  Related Stories  ASCD SmartBrief
Then why do they keep pushing standards down? RT @LearningWithTec Does early exposure to algebra have benefits? http://t.co/8pxrMaBp

this presentation from the group covers my favorit
@lmhenry9 this presentation from the group covers my favorite method of factoring quadratics: http://t.co/Dxvq85em

Precalculus Table of Contents  CME Project
@lmhenry9 Here is a link to their precalc book, which is the bestest precalc book ever (according to me): http://t.co/neIairle

Common Core Math Standards Fail to Add Up
Common Core Math Standards Fail to Add Up http://t.co/Jw8nRrn9 Good point about how they contradict NCTMs 2008 Alg1 endorsement #mathchat

Professional blog  21st Century Educator
Please help me by letting me know about your blog => Mathematics education blogs http://t.co/IQVLYbNF #mathchat #nctm12

Common Core Resources  Symbaloo
RT @davidstegall: NC Common Core Resources  Symbaloo http://t.co/qekf8brN

Math Students Need to Practise, Practise, Practise  ChildUp
Math students need to practice, practice, practice: http://t.co/kZT7ViZV. Problemsolving conceptualization does not replace practice.

We're reading: New: 10 shiny Apple apps for educat
We're reading: New: 10 shiny Apple apps for education via @eschoolnews http://t.co/RZVBeYLF

Do the Common Standards Need Clarifying?  Curriculum Matters  Education Week
Are the common core standards clear? http://t.co/J5qrWJdE @SScottReynolds and @katyvance

3 Tips for Teachers to Help Students Finish School Year Strong  High School Notes (usnews.com)
3 Tips for Teachers to Help Students Finish School Year Strong http://t.co/hqfpIjf0

2010Kruse et al  Modifying Student Views of Cognition.pdf  Box
How can you change students' views of learning? http://t.co/u3ijeTir

"Gap analysis" effort aims to better prepare students for college, cut remedial coursework. http://t.co/zkZYEx73 #ohioed

Stop Telling Students to Study for Exams  Commentary  The Chronicle of Higher Education
Here's a dangerous idea > Stop Telling Students to Study for Exams http://t.co/TLJE6R0M
Sunday, April 29, 2012
My Diigo Bookmarks (weekly)
Tuesday, April 24, 2012
Review Worksheet Twist
Monday, April 23, 2012
Thoughts on Retention
I think I have some of the answer. It is in our culture of how we teach our students. My dad and I had a conversation about it. He shared with me his adult learning experiences and how he was more successful than other students who had just left college. My dad's approach involved asking questions and tying the new material to his experiences and prior knowledge. The students in the course who had recently attended college tended to "study" the material the evening prior to the test and memorize it. Their scores weren't as high as his.
@RobertTalbert tweeted a link to a commentary on the Chronicle of Higher Education's webpage that discussed why telling students to study for exams wasn't really a good idea. What David Jaffee is getting at is similar to what my dad shared: encouraging students to memorize for a test doesn't really help them to learn the material.
Jaffee says:
An indication of this widespread nonlearning is the perennial befuddlement of faculty members who can't seem to understand why students don't know this or that, even though it was "covered" in a prior or prerequisite course. The reason they don't know it is because they did not learn it. Covering content is not the same as learning it.Then he proceeds to discuss why formative assessments are important to good instruction. Right now, in K12 education, formative assessment is a buzzword. I only mention this because in the comments, it seems like it is an "utopian" ideas to the people commenting.
Now, I'm not here to debate or comment on what college faculty feel about this. However, I do see relevance to my own situation. I would have a better idea of where my students are at with a particular topic if I did some formative assessment (i.e. exit cards) on a regular basis. Students would have done at least one problem themselves in class and that may give them the confidence to do more on their own. It is not something I have done regularly enough in the past and I know I should do it more often (and I intend to).
As far as my lessons go, I guess this is the direction the Common Core State Standards are taking us. I have 2 units left this year  radicals and exponentials and logarithms. I am thinking I am going to try to set up my exponentials and logarithms unit as I should for Common Core. I have a little bit of lead time to do it, however, with it being my last unit of the year, I am a little hesitant (especially since student focus tends to decrease as the number of days left decreases). But I have to start somewhere and some time. No time like the present, right?
Sunday, April 22, 2012
My Diigo Bookmarks (weekly)

The Nerdy Teacher: No Tablets, No Problem Thanks to @Evernote
No Tablets, No Problem Thanks to @Evernote http://t.co/KQVKxfaS via @zite

just commented on this post, re: exit cards & #sbar http://t.co/BBFH2VNV
tags: sbar

Why Teachers Should Try Out Tumblr  Edudemic
Why Teachers Should Try Out Tumblr. http://t.co/OI1Zhech

Flipping the Classroom Requires More Than Video  GeekDad  Wired.com
Flipping the Classroom Requires More Than Video http://t.co/koiFA1Vt #flipclass
tags: flipclass

Time to get rid of the 3 p.m school day?  The Washington Post
Is it time to get rid of the 3 p.m school day? http://t.co/jfJlTiEj

21 Things That Will Become Obsolete in Education b
21 Things That Will Become Obsolete in Education by 2020  @scoopit http://t.co/jhKUN9nf

Teach Me How To Factor (WSHS Math Rap Song)  YouTube
Kids must love this school! Teach Me How To Factor (WSHS Math Rap Song): http://t.co/s89fFOTX #math #maths #mathchat

Rational Expressions Treasure Hunt: for Alg 1 writeup/summary/instructions, activities, worksheets, & sample clues: http://t.co/bDs95yIY
tags: rational_expressions alg2

Apply For A Teacher Grant & Win Cash & Prizes For Your Classroom  WeAreTeachers  We Are Teachers
10 grants (yep that's right 10!) now open for applications  all awarding cash & technology to multiple winners http://t.co/OLizOYEL

Document from for Implementing CCSS Workbook
Document from @PARCCPlace for Implementing CCSS Workbook http://t.co/rUiZy6zn @ebroethel
tags: CCSS

Are we teaching math all wrong?  Academic Skills  GreatSchools

dy/dan » Blog Archive » Ten Design Principles For Engaging Math Tasks
Feedback requested by @ddmeyer on Ten Design Principles For Engaging Math Tasks http://t.co/92eckxxe #edchat #mathchat

Seven secrets to get your child excited about math
Seven secrets to get your child excited about math http://t.co/V4aFRLOx via @greatschools

Countdown to Common Core  Scoop.it
Count Down to Common Core http://t.co/JWH6yiJr #math #mathchat #education #edchat
tags: CCSS

Schools embracing, not banning electronic devices  Canton, OH  CantonRep.com
Canton Repository: Schools embracing, not banning electronic devices http://t.co/T9VQ5exS #ohioed

Blog  The Partnership for 21st Century Skills
New P21 blog post: PISA 2012  Who Will Solve the Problem? http://t.co/Jz1OsEkb

My Learning Journey: Must reads for teachers!
Must reads for teachers! http://t.co/xHjjuXsd via @zite
tags: reading_list

What's the Difference?!?  DOING MATHEMATICS
What's the difference between problembased approaches? (Note to self  check the comments on this one later on.)
What's the difference between these two problembased approaches? http://t.co/A7lazNKO #mathed #math #pbltags: mathed math pbl problemsets

Are you a Math Teacher or a Teacher of Math?  Confidently Limited
Interesting points on the importance of challenging problems beginning in middle school mathematics. Has links to some resources.
tags: math

Playing In The Math  The Space Between the Numbers
On when to intervene and how to intervene. Good points.
tags: struggling help
Wednesday, April 18, 2012
Calculators
HS/HE Conference
So, this is where you come in... If you were attending a conference with higher education faculty and had the opportunity to be in sessions with them, led by them, led for them by high school teachers, what would you want to see in sessions? What types of sessions? What would be interesting to you? What would help promote conversations between high school and higher education faculty? By the same token, if you are a higher ed person reading this, what would appeal to you? Ideally this would lead to something with some sustainability. Please comment with any thoughts you have  I'm just looking for ideas right now. Thanks so much!
Sunday, April 15, 2012
My Diigo Bookmarks (weekly)

#ACT has 20 years of data on the skills needed for nearly 20,000 jobs, covering 88% of the job titles in the workplace! http://t.co/ZD8bwOpxtags: ACT

tags: radicals

tags: remediation practice

tags: tasks

tags: alg2 logarithms

tags: alg2

tags: alg2

tags: CCSS stdsmathprac

tags: CCSS progressions

What an awesome math department! RT @clifmims: Inside the Flipped Classroom http://t.co/Yv6skKvf @myEN

When we wish S's retained content from prior courses, we need to ask what WE are doing to support sustainable learning. http://t.co/IS2BtmpN

Friday 5: iPads: This week's list focuses on the hot, hot, hot topic of iPads in education… http://t.co/ptEibc4w

Formative Assessment: Why, What, and Whether http://t.co/RCasJaoD #edchat #assessmenttags: edchat assessment

Looking for dotty paper, hundred squares, etc.? Our printable resources page is here http://t.co/HsKa6aK3

tags: integers

Mahoning Valley manufacturers say skilled worker shortage "the most significant challenge" they face. http://t.co/AkVrqJT5 #ohioed

Avon, Lakewood schools moving fast to adopt new curriculum standards. http://t.co/ny5k3gJ1 #ohioed #commoncore

tags: rational_expressions alg2

@lmhenry9 Our tech lady just sent me this: http://t.co/PDzVJfotags: 21st_century

loving problem of the week http://t.co/QdTUdNUQ a lifesaver here at the end of the year!tags: problems

Common Core Standards Usher in Teaching Reforms http://t.co/7iUYFW8K The word "learning" is never mentioned. #edreform #edchat #ccsstags: CCSS

Database of EOC math exams. Please view and help compile. https://t.co/3ijTrXy2 @fouss @lmhenry9 @jreulbachtags: EOC

The homework trap and what to do about it. http://t.co/vJMTTq0ttags: homework

Mental note. See how http://t.co/3HcMrBrB Is going to 'solve' it!

this might be the best quadratic formula video i've seen yet: http://t.co/07PVZL3tags: quadratic_formula

@ddmeyer good textbook problems: http://t.co/75ctwyytags: word_problems
Saturday, April 14, 2012
Flowers in the Garden (follow up)
In my Advanced Algebra 2 class, there were a couple of students who commented that "Mrs. Henry has the best games ever" or something along those lines. It was gratifying that they enjoyed the activity and seemed to get something out of it. I have to remember that even though they will do the work outside of class or the worksheet in class, they like to do these kinds of activities too and it's worth the effort to put it together for them. Just because they're compliant with what needs to be done to learn the material doesn't mean that they should get left out of the "fun" activities.
Thursday, April 12, 2012
Post Spring Break Blues
After some reflection, there are a few conclusions I have reached:
1) I think I could have better designed the lesson and set up the examples better. I do like how I started out the lesson, but I am going to revisit what examples and in what order they are in. Here is my note page  feel free to offer comments.
Sunday, April 08, 2012
My Diigo Bookmarks (weekly)

Common Core Toolkit  EngageNY
UPDATE: Common Core Toolkit  EngageNY http://t.co/nP6K44O4

Why getting into Harvard is no longer an honor  Class Struggle  The Washington Post
Why getting into Harvard is no longer an honor. http://t.co/EcDCpNW0

On Twitter: To Follow or Not to Follow
Twitter relationships with students via @edutopia http://t.co/4rGW9yHQ #edtech #edchat

The Common Core Math Standards : Education Next
A discussion about math #CommonCore http://t.co/WdCxl7To
tags: CCSS

Common Core: Nobody said it was going to be easy  The Answer Sheet  The Washington Post
Common Core: Nobody said it was going to be easy http://t.co/9DoPGlGY #k12 #education
tags: CCSS

15 Ways To Use The New iPad In Classrooms  Edudemic
15 Ways To Use The New iPad In Classrooms  Edudemic http://t.co/JvTHcXA9
tags: ipad

15 Favorite iPad Apps As Selected By Teachers  Emerging Education Technology
15 Favorite iPad Apps As Selected By Teachers http://t.co/UTKhfGCM

Mrs. Graham's Math: How to study math
tags: practice
Friday, April 06, 2012
How Much is Enough?
Thursday, April 05, 2012
Common Core Concerns
My Advanced Algebra 2 students had a quiz Wednesday. Rather than knockin' it out of the park, there were a lot of ground outs, and some pretty ugly ones too. These are supposed to be the best of my current students and lately, they've been pretty awful with their work ethic and drive. As we were working through the review colored folders, I could tell that they have not been putting forth the effort to really learn the material until before the test. They were asking questions and as I was listening to their questions, it was apparent to me that it was as if they were learning it for the first time. They did not seem to have much recollection of the lesson and even though they had their (guided) notes they had filled in, it seemed like some of them didn't know how to follow them. How is it that my "brightest" students can't figure it out for themselves?
And as far as my "regular" students  their work ethic isn't stellar either. I've been struggling with getting them to even practice what we're learning as of late. Even though there have been improvements, it still isn't where it needs to be and I'm finding I'm doing a lot of work to set up in class practice.
I understand that there are going to be a lot of changes with Common Core. I am going to be teaching different things and I am going to need to approach it differently. Having said that, I feel rather unprepared for this shift. I get that we will need to incorporate rich problems/tasks into our classes. I am not sure how to go about doing this. Do I just put the rich task in front of them and say "Here it is  have at it?" I'm pretty certain if I do that most of my students will give up within 3 minutes. When do I incorporate these kinds of problems and tasks into my classes?
I am used to teaching the material in a certain unit, preparing some sort of review and then testing them on what they have learned from the unit. From what I can tell, I am still supposed to think of my class as being comprised of units. How does my daytoday business of teaching change? What is it that I will need to be doing differently? How will my assessments change? Will I be giving projects or tasks instead of traditional end of unit tests? Or will it be a combination of traditional unit tests infused with projects or tasks? How do you really determine if a student knows the material if he or she is working with other students? What about using resources to help them along (notes, the internet, etc.)? I've been mainly of the mindset that students have to be able to recall the information, but in the "real world," they'll use Google and others to help them figure out the solutions to whatever problems their work presents. How does that fit into how I assess? I know I've posed some of these questions before, but I still feel like they, and many more, are unanswered.
I can't say that these changes are necessarily bad. It will certainly step up the rigor and, given time, I think that our students may enter college more prepared than they are now. But there are going to be some growing pains, and I think they will be huge. When we changed currciula in Ohio 1011 years ago, there was grumbling then that our students weren't going to be ready for the "rigors" of the new curriculum. I think what happened is that most of us continued to teach what we have been teaching and made the indicators fit what we were doing. (For those of you not familiar with our standards  we had indicators at every grade level and there was never any specification what got taught in what course.) Given that we are going to have assessments that reflect the course structure from the Common Core, we won't be able to do that again. We will have to adjust what and how we teach. I am really hoping for some guidance as we shift.
Wednesday, April 04, 2012
Practicing in Class Update
My Math 1 students had a test today and I used the colored folders activity from Mrs. Graham's Math with them on Monday. I took some 12" x 12" card stock and cut it into 4 6" x 6" squares and wrote review questions on them. Each color had the same type of problems on them. With my Math 1 students, I put the answers in the folder they would get next so they wouldn't just copy the answers. I felt my students worked very well with this review activity. Almost every student was engaged and some of them were helping each other. This is my inclusion class and it allowed both me and the aide in class to get around and help students. My only complaint (and it's my own fault) is that some problem sets didn't take as long to do as others did, so there was a little too much down time. I think if the problem sets took around the same amount of time, this would work well. I did Speed Dating with them again (they did it before the previous test) and also did fairly well with it. The one thing I have found with them is they tend to take the problems they are comfortable with rather than challenging themselves to work with one they are not as sure of. Overall, it's been a successful week with them and I think I'll be looking to do more of these type activities with them.
My Advanced Algebra 2 students also had a test today. Instead of giving them a review sheet like normal, I broke it up and used the same colored folders activity I used with Math 1. I did put the answers in the same folder as the problems because they like to know they are correct as they are working on it. I think they were a little more engaged than if I had given them the worksheet to do the problems, however, their test scores today were not good. I'm trying to figure out if they didn't learn the learning targets very well when they were taught and it's catching up with them or if the different way of reviewing is the issue or what. More on that in another blog post, perhaps.
My Algebra 2 students did the notecard activity that Mimi blogged about on Monday  I had originally planned this for last Friday but didn't have time. We did a new lesson Tuesday and since today was our last day before Spring Break, I put together a relay activity similar to what @druinok mentioned in her practicing blog post. I set up 6 sets of cards and made duplicates so I had 12 sets of cards. I used the Random Word Chooser to have students choose partners (or in one class  1 group of 3) and had them get whiteboards. Once they were settled, I explained the rules: They would each begin with a card (face down to begin) and work out the problem on the card. When they thought they had the correct answer, one team member was to bring the whiteboard up with their card and I would check it. If it was correct, they would get the next card. If it was wrong, they had to go back and fix it. (In most cases, I gave them a hint as to what was wrong to keep them moving along.) The first 6 teams to successfully get through their cards (I did 9) would get to pick a plastic egg from my basket (they all had candy in them).
At the start, most of my students were engaged. When they got stuck, some of them got really stuck. (The first 2 problems had GCF factoring in them  I have no idea why they don't "see" it, but that's another story.) In all three classes, there were 23 groups that basically seemed to give up after struggling for a while with the problems and those groups got through maybe 2 problems each. However, most of the classes were engaged and working  and it was the last day before Spring Break!
Here's what I am struggling with: although I am seeing more students who are engaged with practicing the math when I do this in class, it takes a lot of work to set these up, even when I am taking problems from worksheets (and not creating them from scratch). I probably have about 2 1/2 hours invested in the set up of the relay activity. Right now, I don't have a lot of extra time to give to keep setting up these kind of activities. However, it does mostly pay off since the students are doing the math and seem to be somewhat enjoying it. I am still seeing an issue in terms of them not completing homework or worksheet/book problems. How do you get the students to realize that they still need to do outside work, especially now when the weather is nicer and we are getting near the end of the year? I'm not sure what that answer is right now.
Sunday, April 01, 2012
Unnamed (weekly)

2d Making the Case for StandardsBased Grading3  12Essential Educatora
might be single most comprehensive #sbar article, imo: Making the Case for StandardsBased Grading http://t.co/17GPl3Up
tags: sbar

Math Common Core Standards guide to help with Scop
Math Common Core Standards guide to help with Scope and Sequence? http://t.co/jfslMelg Not quite #NYSED approved, but could help
tags: CCSS mathematics scope&sequence