An answer to my quizzing dilemma?

Another round of quizzes, another blog post on how my students aren't doing so well with my current system. But this time, I think I'm getting closer to a why.

On the last day before Christmas Break, Cathy Hamilton spoke to us. A good part of what she talked with us about was the poverty mentality. The district I teach in has 52% of our students on free or reduced lunch. That number could potentially be higher since there may be families who don't apply for free or reduced lunch (pride issues). The part that resonated the most with me was about how people who are in poverty are in "survival" mode. They are thinking about the present and getting through today. Future is not very prevalent in their thoughts. People in the middle class are future-focused. They talk to their children about what they're going to be when they grow up, going to college, and other "future" things. People in poverty don't do that. They are focused on getting through today. Another difference is how people in poverty look at their situation versus those in the middle class. People in poverty feel that it's just their luck things are the way they are or it's just the way it is. If their child is bad in math, "that's just how our family is." Unlike people in the middle class, they feel they don't have a choice. People in the middle class talk about choices. If a child from a middle class family did something wrong, they made a "bad choice." Middle class people offer their children choices to make all of the time. They do their best to help their children make the best choices.

So, getting back to my quizzing issue. To recap - this year I have been giving quizzes every 3 concepts or so. The most recent 3 learning targets I give them feedback only. The 3 learning targets that I have already given feedback on (the earlier ones) are graded. Most of this year, students in my Algebra 2 classes have been concentrating on the graded learning targets and making less and less of an attempt on the feedback ones. I did try right before break allowing students to earn their 5 (they mastered it!) on the (normally) feedback problems to see if they would put forth more effort on the feedback problems. In my Advanced Algebra 2 class, my students put forth better effort on the feedback problems and not quite half earned the 5 on at least one of the three learning targets. They had another quiz yesterday with the same deal and only 1 student earned a 5. In my Algebra 2 classes, I had a handful of students earn 5s on their quizzes before break. They have their quiz on Friday.

Also lurking in all of this is my Math I classes. They seem to do better with the 3-3 system. It's actually really surprised me. Usually, since they are the lowest ability students, they tend to give up much easier. They almost always do all of the problems - they take it very seriously. I don't think I'll change it to unit tests for them. In fact, I did that this time (we had a 4 learning target unit) and they didn't do as well. With this next unit, back to teach 3, quiz 3, teach 3 more, quiz 6 (3 graded, 3 feedback), repeat.

So... do I have an answer? Well, the more I think about this, the more I think it goes back to this poverty/survival mentality of focusing on the present rather than the future. My students are in a survival mode in their lives and that translates over to school. Teenagers as it is don't focus on future things much anyway and I think that my students even more so are concentrating so much on the present and surviving that they don't look toward what they could do to get ahead. As far as their quizzes go, they focus on the graded material because that is the "present" in my class - it's what needs to be dealt with now. Surviving in my class means doing the best they can on those graded learning targets. In many cases, I am thinking that they don't even attempt the feedback problems because they aren't focusing on them in their preparation for their quiz since it's not factoring into their grade now. They are probably thinking that they'll learn it when they need to for the grade. I am also now wondering that if the drop off in re-assessments I'm seeing has to do with the same thing. If their grade is "acceptable," why bother trying to improve it? If it's not "acceptable," now the student has to do re-assessments to get the grade up just enough to be "acceptable" again.

Answering the question creates other questions. How do you get students who are so focused on doing what needs to be done today to shift their focus? If my students are focused on the present, is doing the 3-3 method I mentioned earlier really the best thing? They're not doing much on the feedback problems. I almost feel like it's a waste of time. I don't like doing quizzes every five to seven class days (it eats up class time, it's a pain to prepare assessments that often, not to mention it feels like I am constantly writing quizzes and grading them). Am I better off going back to the way I was doing it before ("unit" tests with some feedback quizzes)? Is there a better way? Anyone out there in a similar socio-economic situation and doing SBG? I'd love to hear your thoughts and how you do assessment. Even if your socio-economic situation is not like mine, I'd love to hear your thoughts on what to do about my assessment dilemma. What I do know is that what I'm doing is not the best way. Now I have to figure out what that "best" way is.

Observations on Review Stations

I did review stations with my Algebra 2 classes the first two days back from Christmas Break. I had originally thought I would do them in one day, however we had a 2 hour delay and my normally 50 minute class period was trimmed to 30 minutes. Add to that I needed to pass back their quizzes from the last day before break and get them into the groups, and we were only able to do one activity. The second day, instead of having them do a warm up, I left directions on the SMART Board for students to get back into their groups from the day before and to get needed materials out and get ready to go.

The biggest question on my mind as I went to bed the night before we went back was whether all of the time I put into the activities would be worth it. I had probably spent 5-6 hours between deciding the activities and physically preparing all of them, including the answers. I had chosen activities and designed activities that would be mostly self checking. The dice activity in particular took a long time to find and type up the answers. I had invested a lot of energy in addition to the time and I hope my students got something out of it. Tomorrow for their warm up activity, I am having them complete a brief survey to get an idea of how they think it went.

My observations:

• In only one of my three classes did all groups appear to take all the activities seriously. In one class, one group didn't seem to be taking things very seriously, which was due to one student - I had hoped the other students in the group would pull this student in the right direction and unfortunately that didn't happen. In the other class, two groups kind of got off track - one due to a behavior issue, one due to poor pairing on my pair. I had to make some adjustments on the fly to groups due to absences and the one adjustment I had made ended up with a couple of struggling students as partners. Overall, most of the classes were engaged.
• Many of my students, even the "stronger" ones, did not remember what to do very well. Some of them got going quickly once they asked a question and we went back over how to do it. This was the most evident on the Row Game page for the Properties of Exponents.
• With the 3 x 3 match activities, several groups of students didn't fully work out the problems - especially the add/subtract polynomials. Maybe need to revise the problems so the answers aren't identifiable by the first term on that one? 
• I ended up with 5 groups of 4 (or 3 here or there). With 6 activities, this actually worked well, especially in my first class when I realized I screwed up the rotation and I needed to have 3 groups do the same activity with only 2 rotations left. I got much better with rotating activities in my other two classes.
• I originally was going to have students move, not the activities. However, having 6 physical spots to rotate through was going to be difficult without moving desks (and I have other classes between my 3 Algebra 2s and only 3 minutes between class periods). It worked out okay to rotate activities. However, this kept the partners the same. I think if I do this again, I would make them change partners every 2 to 3 activities.
• I originally had thought 5-6 minutes a station and get all 6 done in a 50 minute class period. Reality was 10 minutes a station and we got 5 done over approximately 70-75 minutes. If I want to do it in one class period, I'd have to shorten activities. However, I don't think they would have worked through as much or gotten as much. Definitely need to use my timer - not just half use it - to keep things moving.
• Overall, I think it was worth it. Would I do it again? Well... it was an awful lot of work. Still pondering that one.

One of my struggling students about halfway through today asked for a copy of the problems so he could take them to tutoring. At first, I had suggested to him to write down the problems he was working on to take to the tutor, but then I realized I had most of it in a printable form. A little later in the period, I think when he had the dice activity, he commented to me something along the lines of "this took you a lot of work." I replied that it did and that I appreciated he recognized that it did take a lot of work. Only kid who remarked that at all in three classes. I'll be interested to see their comments tomorrow on the survey.

Review Stations

My Algebra 2 students didn't do as well as I would have liked on their before break quiz. I had hoped that many would do well enough to master the exponent rules and adding and subtracting polynomials, but in reality, only a handful out of my 65 or so students did. When we return Tuesday, we need to do some review.

I had hoped to put together 6 stations - 3 exponent rules and 3 adding and subtracting polynomials, but at the moment I only have 4. I have spent several hours putting this together and at this late hour, I am questioning whether it will be worth it. My hope is that they will actually work through many of the problems and get much closer to mastering the skill. 

I intend to put the students in groups of 4 to rotate through the stations. I may have to adjust if I don't come up with two more stations. I am anticipating giving them 5-6 minutes per station. I know they won't necessarily get through all the problems, but they should get through most.

Right now the four stations I have are:

1) Match Puzzle for Exponent Rules. 

I printed this on cardstock and will have it cut out already to save time.  This is a 3 x 3 grid that has the questions and answers printed on the interior. They will have to match up the problems and answers.

2) Row Game for Exponent Rules.


In this case, I called it the partner game. Each partner works out their problem and their answers should match.

3) Match Puzzle for Adding and Subtracting Polynomials.



 Same directions as #1, but with adding and subtracting polynomials instead.

4) Cubes - Adding and Subtracting Polynomials.

I have constructed two cubes, one out of blue cardstock, the other of white cardstock. I have numbered the faces and written the following polynomials on the faces:

Blue Cube:
1: 3x^2 + 6x - 7
2: 8x - 2x^3 + 2x^2 - 1
3: 4x^3 - 3x^2 + x + 10
4: 5x^2 + 2x + 6
5: -5x^2 + 6x - 8
6: 6x^3 - 3x^2 + 7x + 10

White Cube:
1: 10x^3 - 7x^2 + 2
2: 3x^3 + 12x^2 - 6x - 9
3: 9x - 10x^2 + 3
4: 4x^3 + 6x^2 - 3x + 5
5: 5x^2 - 4x - 8
6: -6x^3 + 5x^2 + 3x - 8

Students will also have a wooden token that I will have put + on one side and - on the other side. The directions will tell them to roll the two cubes and flip the token to find out if they are adding or subtracting the two polynomials. I have specified that they are to either add blue + white or subtract blue - white. They are supposed to do this at least 12 times. Here are the answers I have left them so they can check:


At the moment (and it's pretty late), my back up for the last two stations is to create flashcards of 12 problems for both the exponent rules and adding and subtracting polynomials and have students work out the problem on the front and check their answers, which will be on the back. I'm not sure what else to do. I'm hoping that by having students move from station to station that they will work through the problems and hopefully get their questions straightened out. I'd like to think that this will be more effective than giving them a practice worksheet of x problems on exponent rules and adding and subtracting polynomials. We shall see.

Addendum:
Thanks to @pamjwilson - I am going to use Exponent Block for my 3rd exponent rules activity. This came via Sam Shah's wonderful virtual filing cabinet (check it out if you haven't been there!).

Addendum 2:
Thanks to @druinok - the final adding and subtracting polynomials activity will be something like I have... Who has....


Students are directed to deal out all of the cards. The oldest person starts and picks one of his or her cards. He or she reads the "Who has" part of their card. Students work out the problem. Whomever has the answer says "I have..." and then reads their "Who has..." at the bottom of that card. Students then work that problem and repeat until all problems are worked (or time is up).

Thanks again to everyone for your help!

Tech in My Classroom

As I mentioned earlier, I am one of two teachers in my building (and 7 in my district) who received an iPad for classroom use. I have spent most of break downloading apps, some for school and some for fun (especially since I also got an iPod Touch for Christmas - double yay me!), playing said apps, and fighting off  trying to regulate my children's use of the iPad, especially my 8 year old daughter.

As I was talking with my friend who is using a class set of iPads in her classroom, she suggested that I should have a usage policy for the iPad in my class. That way, if a student strays from the designated activity, I could take the privilege away from them and it would state that I would do that. Hopefully that will keep students from straying while using the iPad. I added the iPod Touch because I already have an activity in mind that uses an app that works on both. That way I could allow students to use my iPod Touch and I could get twice as many students using it over the course of the period.  We do already have an Internet Usage agreement that students signed at the beginning of the year. Here is what I came up with:



Also, I want to have an idea of what my students have access to technology wise. My district now has just over 50% of our students on free or reduced lunch. Given that, we do have some students who have access to quite a bit of things. Since I don't have an honest idea of what they do have, I am giving them a survey on our first day back as a bellringer so I can get a better idea of what they do have. Here's the survey:



Both are on box.net in both pdf form (as shown above) and docx form and you are welcome to download them and adjust as needed.

When we get to factoring binomials, the app I am planning on using with my students is DiaMath. Thanks to @crstn85 for the suggestion. By setting it on hard and the minimum number as -10 (or -12) and the maximum as 10 (or 12), it should help students with the skills they need to be able to factor successfully. When we get to the ax^2 + bx + c forms, I use the x-form that DiaMath has as the beginning of the problem, similar to what MissCalcul8 does in her post here.

Next up for me is some screencasting. I haven't totally decided whether I am going to work with ShowMe (app and internet) or Educreations (app and internet). ShowMe has been around for a while. Educreations just came out before Christmas. I will probably try both and see what I am more comfortable with. I would love to hear from people who have used both and to hear opinions as to which one is better.

2012 will be another year of changes and improvements (I hope!) to my teaching. Watch this space as I continue to learn new tricks.

Transformations Matching Cards

In my Advanced Algebra 2 class, we discussed the rules for transforming equations (shifts, compressing/stretching and reflections). Tomorrow is our last day before Winter Break (staff still has to go Friday), so rather than give practice problems that won't get done, I put together matching cards. I wrote 6 equations that are transformed from a base function, graphed them on the TI-84 and screen captured them, and wrote the description of how the new graph was transformed from the original. I did 5 sets. Then I put codes in the corner of each card (F#, G#, D#).

Students will work in pairs to match up the triples. I am going to provide them with a worksheet to record their information. Students will need to work through all 5 sets during the class period. I did make some sets easier than others. Cards are 3 1/2" wide by 3" tall and were originally done in Word. Enjoy!

Edit - I updated the box.net file on December 15th - found a typo when doing it in class.

My students got through 2 of the 5 sets in class today (over about 35 minutes or so). We will do the 3 sets they didn't get to the day they return from break. Actually, this will work out nicely, for it will get them back into the swing of things with what we left off with.
--Lisa

Students Hate Word Problems

Today, I quizzed my Advanced Algebra 2 students and part of the quiz included Linear Programming problems. They did poorly. Part of it may be that we did it before Thanksgiving, and part of it may be they just don't care about word problems. As they came into class today, several of them commented something along the lines of "I hate word problems. Why do we have to do word problems?" My answer was that word problems are the application of the mathematics, and it shows you where in the "real-world" that the mathematics is used. They weren't thrilled.

Over the last few years, I have taught word problems less and less. Mainly, this has been because we have so much material to cover in Algebra 2 and I have to make sure they are prepared for state tests as well. But I also realize I am doing them a disservice. Word problems are the application. How are they going to be able to apply the mathematics?

So how do you get students to not hate word problems? I know part of the answer is along the lines of what Dan Meyer is doing, but, let's face it, it's kind of hard to do that with Algebra 2 topics. So, what's the answer? How do you get students (particularly ones who have not done much with word problems for many reasons), to not hate word problems?

Drive Introduction and Chapter 1

Drive by @DanielPink - chat on Introduction and Chapter 1 Thu 12/8

lmhenry9                   I guess let's start with the introduction. What caught your attention? #drivebook

druinok                      @lmhenry9 the idea of the “puzzle” mindset caught me…and when rewarded, they made more errors. #drivebook

cheesemonkeysf   @lmhenry9 Well, naturally, the *1st* thing that caught my eye was that he started by talking about motivation with monkeys. :) #drivebook

lmhenry9                   @druinok The last line about the Soma experiment: "Nobody was expecting rewards would have a negative effect." caught my attn. #drivebook

crstn85                       @lmhenry9 I'm here now!  Just read it today and I'm trying to think what this means for the classroom #drivebook

cheesemonkeysf   But the 2nd thing that I noticed was the multiplier effect of flow/intrinsic motivation. As a t & as a learner, I find flow key. #drivebook

druinok                      @crstn85 @lmhenry9 I kept thinking about rich problems while reading it... the puzzle mindset, the intrinsic curiosity #drivebook

crstn85                       @lmhenry9   Yea, that was surprising to me at first, but it makes sense to stop working if the reward is removed #drivebook

lmhenry9                   It's funny - I'm really struggling w/the motivation piece right now. My Alg2 students aren't giving effort 2 anything not graded. #drivebook

cheesemonkeysf   As a math learner, I find that no amt of #wcydwt or #anyqs holds my attn until I'm in flow w/the basic mathematics. #drivebook #justme?

crstn85                       @lmhenry9  I spent my afternoon coming up with a reward system for my autistic students. Might skip to section on when it works. #drivebook

johnberray               @druinok A sense of guilt came over me for some of the trivial rewards I've given out in the past. #drivebook

lmhenry9                   But my Math 1 students (lower ability 9th) actually do all the test probs - graded or not. #drivebook

cheesemonkeysf   @lmhenry9 I can understand yr frustration. I find that extrinsic motiv. doesn't get me ANY LONG-TERM YARDAGE w/middle-schoolers  #drivebook

crstn85                       @cheesemonkeysf So what does have long term success? #drivebook

druinok                      @crstn85 that section (on when it works) is in 2A... it's not often :( #drivebook

lmhenry9                   @johnberray I had that thought too. Glad that I am doing SBG now where I'm only grading each concept - no HW,no extra credit,etc. #drivebook

cheesemonkeysf   I find rewards simply DON'T work. What DOES seem to work is when I cultivate curiosity/engagement. This seems to be Pink's msg #drivebook

druinok                      @johnberray me too... made me really sit back and think about papers being awarded points and what the kids get from that #drivebook

cheesemonkeysf   @johnberray @druinok Don't feel guilty--it's just what YOU find works. As Henri Picciotto says, n.t. works for e.o. all the time. #drivebook

johnberray               @cheesemonkeysf @lmhenry9 There's always a duality of teaching content & why learning is important in general. #drivebook

druinok                      @lmhenry9 @johnberray I agree - it definitely ties in with #sbar... #drivebook

cheesemonkeysf   I find a couple things yield long-term success. 1st is cultivating a positive disposition twd math. #drivebook

cheesemonkeysf   Th means a discouraged st must stand a chance of experiencing SOME kind of success -- even if only by participating/being engaged #drivebook

cheesemonkeysf   The #1 thing I see among my discouraged s's is how strong & entrenched their defense mechanisms are, psychologically. #drivebook

crstn85                       @cheesemonkeysf Good point, the examples in the book were of easy access, non-threatening puzzles. Need to start simple #drivebook

cheesemonkeysf   Many s's come in hunched over in a defensive crouch that doesn't let them open up to the possibility of doing any math/thinking #drivebook

druinok                      I found it fascinating that after getting "paid", the 3rd day w/ no pay, the people weren't curious at all #drivebook

crstn85                       @druinok I think that's the most important message.  It's not just not motivating, it's de-motivating. #drivebook

lmhenry9                   For many of my lower-level stdts, they come 2 class thinking they can't do math b/c they've not done well due to HW being graded. #drivebook

cheesemonkeysf   That's why I believe low-stakes  activities w/a slightly familiar UI that are immediately engaging are important #drivebook

johnberray               @druinok I've heard it said that the surest way to kill a joy is to get paid for that experience. #drivebook

druinok                      @johnberray they actually talk about that later... paying people for donating blood #drivebook

crstn85                       @lmhenry9 I'm not sure I see the correlation here. Just because HW is graded they don't do well? #drivebook

cheesemonkeysf   If s's come in shut down & defended against engagement, I have to start w/building trust & a kind of a "therapeutic alliance" #drivebook

druinok                      @crstn85 I think it's a good point too w #sbar... after a kid comes from a class where they are "paid", hard to transition #drivebook

cheesemonkeysf   What I got from the introduction was that without engagement/intrinsic motivation, there can BE no motivation. #drivebook

lmhenry9                   @crstn85 Teachers in the past put points on just "doing" hw (I was guilty of that). Students choose not to do HW and barely pass. #drivebook

johnberray               @druinok I see. I haven't read the whole book yet. I'm finding it a little difficult to only draw on the 1st 2 sections. #drivebook

cheesemonkeysf   @lmhenry9 They also come 2 class believing they can't do math b/c they have been

 publicly shamed before their peers & that sucks. #drivebook

druinok                      @cheesemonkeysf there is still bio and extrinsic motivation... I got from the intro that they had no idea that intrinsic existed #drivebook

cheesemonkeysf   @johnberray @druinok I think this is so true. Some of my s's LOVE the knitted dodecahedron on my desk & are amazed that I made it #drivebook

druinok                      @johnberray I think the intro really shows a lot of insight into classrooms though #drivebook

johnberray               @lmhenry9 @crstn85 And many SBG models have to be hybrid models in which homework is counted. I count "Homefun". Guilty. #drivebook

cheesemonkeysf   @johnberray @druinok *THEN* then offer to pay me, like, $50 if I'll make one for them. I tell them, NO WAY! #drivebook

crstn85                       @druinok Definitely. I'm not doing #sbar but it's still hard to get kids engaged when they're used to being given the rules #drivebook

cheesemonkeysf   BTW, all knitting has screeched to a halt until Winter Break #explainstheknittingsilence #drivebook #dontdespair

druinok                      @cheesemonkeysf @johnberray similar to reading for pleasure & reading for a grade.  I love to read, but was horrible in LangArts #drivebook

cheesemonkeysf   @druinok It struck me as a typical business bestseller at 1st in that the biz BS/hype is laid on thick at the beginning. #drivebook

lmhenry9                   I found the discussion about open-source fascinating in Chapter 1. #drivebook

crstn85                       @johnberray @lmhenry9 I count it too. But even pure SBG is about learning until you get the grade for some #drivebook

cheesemonkeysf   @druinok I don't think of bio motiv as true "motivation" in that it is biologically programmed in. I found that less convincing #drivebook

johnberray               @crstn85 @druinok In some ways I wish I could shadow my s's through all 4 years of math. Like the Freedom Writers teacher did. #drivebook

crstn85                       @lmhenry9 The analogy to wikipedia was eye-opening. Never thought of that! #drivebook

druinok                      @cheesemonkeysf I've not read many biz books - I was thinking about it more from an #sbar /grading perspective #drivebook

lmhenry9                   @johnberray That would be an interesting concept. #drivebook

crstn85                       @johnberray @druinok We would need to start in Kindergarten for it to be really effective! #drivebook

druinok                      @johnberray as in "looping"? #drivebook

cheesemonkeysf   @lmhenry9 The open-source discussion fascinated me too! Evolution of Wikipedia articles is like this. Ppl take it v. seriously! #drivebook

cheesemonkeysf   @druinok @johnberray And that's the EXACT problem I face w/my reluctant readers/writers in ELA classes-same as in math. I use SBG #drivebook

johnberray               @crstn85 @druinok Kinde? Yeah. Too many students in my day to really know how they're learning. But SBG is a good step. #drivebook

cheesemonkeysf   @druinok Sorry- spent too long in high-tech business world before coming back to teaching. #drivebook

johnberray               @druinok Yes. Although certain students would be a labor of love for 4 years. #drivebook

druinok                      @johnberray some are a labor of love for one year :) #drivebook

lmhenry9                   @johnberray @druinok Some are a labor of love for 1 period. #oneclassatatime #drivebook

cheesemonkeysf   @johnberray @lmhenry9 @crstn85 Can't remember what @samjshah calls HW, but he has some hilarious reframing like "Home Enjoyment" #drivebook

lmhenry9                   @cheesemonkeysf @johnberray @crstn85 @samjshah I believe that's correct. #drivebook

cheesemonkeysf   It's hard doing #sbar when you come face to face w/the hypocrisy of the system about stuff like HW. I find I can't grade HW #drivebook

druinok                      So how do you promote engagement and intrinsic motivation in the classroom? #drivebook

crstn85                       @cheesemonkeysf I'm still struggling with what I'm teaching- habits vs. content. Plus what grades really represent #drivebook

johnberray               @lmhenry9 @cheesemonkeysf @crstn85 Have you all read Stephen Covey's 7 Habits of Highly Effective People? #drivebook I sense a parallel.

crstn85                       @johnberray No, is it a worthwhile read? #drivebook

johnberray               @crstn85 Yes, indeed. #drivebook

lmhenry9                   @johnberray @cheesemonkeysf @crstn85 I have it- my dad gave it to me when it came out in paperback. Have started it several time. #drivebook

crstn85                       @druinok I try to do a lot of discovery- students experiment, conjecture and prove results rather then getting them from textbook #drivebook

cheesemonkeysf   @druinok My 1st rule of engagement is to design so that s's HAVE to be able to get a personal "win" out of an activity #drivebook

johnberray               @druinok Creative hook+well planned activities that run on s's dev intrinsic motivation. #drivebook

johnberray               @lmhenry9 @cheesemonkeysf @crstn85 7 Habits: opens with Personality Ethic vs. Character Ethic. Extrinsic vs. Intrinsic. #drivebook

cheesemonkeysf   @druinok Intrinsic motiv requires that I surprise & delight s's so they'll be willing to renegotiate their relationship w/math #drivebook

cheesemonkeysf   @johnberray @lmhenry9 @crstn85 It's funny-I read Covey & it never spoke to me #drivebook #bornarebelisuppose

crstn85                       @johnberray Well planned is key. Sadly few books have this all already set up. I'm experimenting on them while they experiment! #drivebook

johnberray               @cheesemonkeysf @druinok Bingo! But the system needs me to be something it can replicate. And it can't. #drivebook

cheesemonkeysf   @johnberray @druinok @crstn85 But with creative hooks/discovery activities, aren't we trying to create on-ramps to flow? #drivebook

cheesemonkeysf   @johnberray @druinok Wait, what did I/we say that sounded good? #drivebook

johnberray               @crstn85 That hook is the bridge to invite them in. My high school has a masterful history teacher who does this. @burgessdave. #drivebook

cheesemonkeysf   @crstn85 @johnberray The difficulty is that if a hook isn't authentically hook-ish for *me* individually, I can't force it 4 kids #drivebook

cheesemonkeysf   @crstn85 @johnberray I agree completely. And "well-planned" is different than "written by a control freak." #drivebook

johnberray               @cheesemonkeysf @druinok I fancied the "surprise and delight" part. #drivebook

crstn85                       @cheesemonkeysf Yes. If I'm not interested in a topic I have a hard time teaching it, have to find a cool problem worthy of time #drivebook

cheesemonkeysf   @johnberray @crstn85 Exactly! Getting them to (a) accept the invitation & (b) relax re using the on-ramp is a giant behav. change #drivebook

burgessdave            @johnberray @crstn85 Thanks, John! Sorry to be late to the party! #drivebook

johnberray               @cheesemonkeysf @crstn85 "well planned" sometimes means "able to go off script" because teacher knows intimately the content. #drivebook

cheesemonkeysf   @johnberray @druinok Glad that resonated. Surprising & delighting them is the only on-ramp to engagement I've found that works. #drivebook

cheesemonkeysf   @crstn85 That was my problem w/the "reform" curricula I tried working with last yr. Most of the prob's didn't speak to me. #drivebook

johnberray               @cheesemonkeysf @druinok Can we call a hook an intrinsic motivator? It seems like both in a way. #drivebook

cheesemonkeysf   @johnberray @crstn85 *And* also can "read" his or her class/audience #drivebook #somedaysmathteachingislikedoingstandupcomedy

lmhenry9                   (1/2) When Pink was talking about the idea Motivation 2.0, I kept thinking about how some people in union prominent areas (here) #drivebook

cheesemonkeysf   @johnberray @crstn85 Some reform curricula present lessons too rigidly structured for one type of understanding #drivebook #mightjustbeme

crstn85                       I think teachers absolutely must be flexible. Someone said we have to make the most decisions per min, bar air traffic control. #drivebook

johnberray               @cheesemonkeysf @crstn85 Being able to read" udience is the nemesis of a green teacher. Super important. #drivebook

burgessdave            #drivebook agree with you @johnberray about ability to go off script. Must be able to take advantage of teachable moment

lmhenry9                   (2/2) seem to be chasing the $ but everyone loses. People aren't as productive (u can't do that - contract) & neither is the co. #drivebook

cheesemonkeysf   @johnberray @druinok I think a hook is only an **on-ramp** to intrinsic motiv. The motivation need to come from w/in #drivebook #literalist?

lmhenry9                   Where I live is very pro-union (not just for teaching) & it just seems like so many things come down to the contract. #drivebook

cheesemonkeysf   @johnberray @crstn85 Being able to "read yr audience" is 1 of the keys to success in life generally, IMHO! #drivebook

crstn85                       @cheesemonkeysf That's why I like CME- good combination of traditional and reform. #drivebook

cheesemonkeysf   @lmhenry9 Didn't they try the giant salaries/bonuses as extrinsic motiv for t's...only to find it doesn't work? #drivebook #ohthosepeskydata

lmhenry9                   What happened to people doing things or doing them until they were "right" or "best" rather than worrying about the contract? #drivebook

cheesemonkeysf   @lmhenry9 I understand what you mean re things coming dn to the contract. Does this affect how you teach in classrm? #drivebook

johnberray               @lmhenry9 Contract IS a problem. And so is however many thousands of minutes we say a s has to have for credit. #drivebook

crstn85                       @lmhenry9 We're in our 2nd year without a contract here. It's an issue whenever someone wants to try something new! #drivebook

lmhenry9                   @cheesemonkeysf I don't let it affect me in the classroom. But I have watched people doing/not doing things b/c of the contract #drivebook

cheesemonkeysf   @lmhenry9 That's where I think getting s's into a state of flow comes in -- #drivebook

johnberray               @cheesemonkeysf @lmhenry9 I think it plays out in others saying no to doing/being more as a team.  #drivebook

cheesemonkeysf   -- Students have to TASTE that exper of losing themselves in the quest to figure something out. Then it builds on itself #drivebook

cheesemonkeysf   @lmhenry9 That's been my sense of you from reading yr blog. I admire your courage to experiment & see what unfolds. #drivebook

johnberray               @cheesemonkeysf @lmhenry9 I think the best teachers today are the mavericks who will not settle if others won't help. #drivebook

crstn85                       @johnberray The intrinsically motivated ones! #drivebook

lmhenry9                   @cheesemonkeysf I'm just so tired of hearing about "contract" says... Sometimes you just need to do what's best for students/team #drivebook

cheesemonkeysf   @johnberray @lmhenry9 I'm DEFINITELY with you there. Willingness to be a maverick is key to improving, in my view. #drivebook #imweirdthough

maxmathforum      This #drivebook chat is such a neat conversation. Mind if I join even if I haven't read the book?

lmhenry9                   @cheesemonkeysf @johnberray I'd be inclined to agree with you. #drivebook

lmhenry9                   @maxmathforum By all means. #drivebook

cheesemonkeysf   1 reason I like designing activities around SBG-type skills is that I can use them regardless of what curriculum/fad is mandated #drivebook

cheesemonkeysf   @maxmathforum Definitely! I say, never let a lack of doing the reading stifle your creativity. ;-) #drivebook

cheesemonkeysf   @maxmathforum Come on in -- the water's fine! :) #drivebook

crstn85                       @cheesemonkeysf I was very happy I'd done that when I moved schools & all my materials still applied. A good problem always works #drivebook

lmhenry9                   @crstn85 That's a wonderful bonus! #drivebook

maxmathforum      #drivebook I was intrigued by the question of if a "hook" can lead to intrinsic motivation.

johnberray               @crstn85 @cheesemonkeysf @lmhenry9 @druinok @burgessdave Gotta run! Dinner awaits. Pleasure hanging out with you all. #drivebook

maxmathforum      #drivebook I was just writing a stats lesson around the question "is my nose freakishly large" -- is that intrinsically motivating?

crstn85                       @maxmathforum perhaps we can only hope students will be intrinsically motivated if we offer them a hook? #drivebook

cheesemonkeysf   There's a great quote re how, if you can't find the culture you need & if you build it yourself -- #drivebook

cheesemonkeysf   -- others will magically appear and declare that they've been looking for this very same culture! #drivebook

maxmathforum      @crstn85 so a hook is necessary but not sufficient? #drivebook

cheesemonkeysf   @crstn85 @maxmathforum I truly believe a great "hook" can only be an inviting "on-ramp" for s's. You can lead a horse to water... #drivebook

crstn85                       @maxmathforum I feel like we're talking about the "you can lead the horse to water.." issue here.  Ha! You typed it faster.  #drivebook

lmhenry9                   @cheesemonkeysf @crstn85 @maxmathforum This is a great thought. Just have to find the right "hook" for some things. #drivebook

crstn85                       @maxmathforum Been struggling with this lately- progress reports due today so considering how much I should chase kids down etc. #drivebook

maxmathforum      @lmhenry9 @cheesemonkeysf @crstn85 my best criteria for hooks is what the heck made someone come up with this in the first place?#drivebook

cheesemonkeysf   @crstn85 @maxmathforum Great minds are all on the same wavelength! #drivebook

maxmathforum      @crstn85 Guess it depends too on what else is going on... what s's are used to, outside stresses, their interests #drivebook

maxmathforum      @crstn85 was observing a good math class today but 6 kids in the back were totally distracted by a burning, non-math issue #drivebook

cheesemonkeysf   @maxmathforum @lmhenry9 @crstn85 I like that criterion. I also like looking at where, developmentally, a concept is coming from #drivebook

maxmathforum      @crstn85 specifically, why there are so few racist jokes about white people compared to jokes about people of color. It's a gd ? #drivebook

cheesemonkeysf   @maxmathforum @crstn85 Also on how shut down (or whether) the s's are. To me a hook is necessary but not sufficient #drivebook

crstn85                       @maxmathforum I've had a couple issues lately stemming from dating/breaking up. You have to be really interesting to beat that! #drivebook

cheesemonkeysf   I hate to leave this conversation, but I just got a text that my burrito is ready! My burrito calls -- literally! 'Night for now! #drivebook

maxmathforum      @crstn85 In my dream school/class it's ok to take a mental health day when that kinda stuff is going on #drivebook.

crstn85                       @cheesemonkeysf Yes, sometimes you need a hook that doesn't look like math.  #drivebook

maxmathforum      @crstn85 maybe part of understanding motivation is understanding when life is more important than math class! #drivebook

crstn85                       @crstn85 And that has to be the case.  Back to teachers being flexible. #drivebook

lmhenry9                   I will archive #drivebook later tonight or tomorrow. Any thoughts on when you want to do Chapter 2?

maxmathforum      @crstn85 and the need for flexible systems to support them #drivebook

crstn85                       @lmhenry9 This time slot was good for me. Any day but Wednesday is okay. #drivebook

lmhenry9                   Should we look at next Thursday (12/15) 8p est for next #drivebook? Then take a break for the rest of December?

maxmathforum      @lmhenry9 I'll try to read the 2 chapters of #drivebook by then. Or just absorb y'all's wisdom!

cheesemonkeysf   @lmhenry9 Next Thurs 12/15 8 pm ET/5pm PT sounds good to me for next #drivebook! And a break! woo-hoo!

cheesemonkeysf   @maxmathforum @crstn85 AMEN TO THAT. #drivebook #mentalheathdaysaregood

Time to change?

Yes, it was another quiz day in Algebra 2 today. Yesterday, I had them work on review problems over all the learning targets (not just the ones being tested). Still had quite a few students not make much of an attempt on the feedback only problems. If you haven't been following the saga - here is my last post and it has the previous ones linked to it in the second paragraph.

So, as I was grading today, this was the thought I had:

(For those of you seeing this for the first time, I teach, quiz 5-6 learning targets - 3 that were previously quizzed and students only got feedback, 3 that have not been previously quizzed and were the most recently taught and give feedback only.)

Starting with the next quiz (which for my classes will be the last one before Christmas Break), I will still grade the older 2-3 learning targets. On the "newer" learning targets, if a student shows they totally understand it and would earn a 5/5 on it, I will record that 5. On the next quiz, when everyone else is doing those learning targets for the grade book, those students who earned the 5 on the previous quiz will not have to do those problems. I will still write feedback for those students who didn't earn 5/5 so they know what they need to work on, but I won't record a score.

My hope is that students will take all the learning targets seriously, not just the graded ones. I have a growing group of students who are not even attempting the feedback problems.

Thoughts??? Please comment below on what you think. I hate to change mid-stream, but I'm not sure what else to do here. Thanks!

Early Merry Christmas to me

Last week, our principal offered a day of training along with a (school) i-Pad to two of our staff members. We had to submit how we would use the i-Pad in our classroom. Here's what I submitted:

If I were to receive the training and I-Pad, the first way I would use it would be to put together screencasts to upload to the internet for my students. A screencast is when you write on the screen and audio is recorded along with whatever you are writing so that it would be similar to being in the classroom (although they wouldn't see my smiling face). My intent would be to have screencasts for each concept and to use some examples that we went over in class and possibly additional examples as well. Students would be able to view these outside of class to help their understanding of the material. Although there are programs to do this with a computer and our SMARTBoards, it is very difficult to do between having a microphone close enough as you are writing on the board as well as getting the software to work with it. I have read several accounts of teachers doing screencasts and have noted which apps they have used to do it. My understanding is that it is much easier process to record the screencasts on the I-Pad since the microphone is built-in to the I-Pad.

There are also a couple of apps that will allow the I-Pad to control the mouse. It would allow me to write on the SMARTBoard while walking around with the I-Pad, similar to an airliner.

With only having one I-Pad in the classroom, I think for Math it would be challenging to use some of the math apps that are available for students in the classroom. There is a VGA to I-Pad cable available that would hook the I-Pad to the projector and would allow students to see what is happening on the I-Pad screen. I have a couple of thoughts of how this could be used in the classroom. There is an app called Wolfram Alpha that does a lot of mathematics. Although it is available on the internet, having the I-Pad in a student's hand manipulating the mathematics while others are seeing it could be one use of it. Also, in Algebra 2 we study the graphing of parabolas and bringing in Angry Birds could be interesting. When the birds are launched, they have a parabolic path and the path is left up on the screen. Students could find the equation of the parabola and use that to determine what to do next. I know of a teacher who has spoken with the developers of Angry Birds and he indicated that it is to scale, so students could find the equation accurately and go from there. This application does intrigue me a little, but I'd have to do a lot more research before launching it in the classroom (pun intended).

Those are the main thoughts going through my head at the moment. If I am one of the recipients, I would continue to research other viable options to try in the classroom.  Thanks for giving us the opportunity!

I found out today that I am one of the two lucky recipients! Yay me! Now for the somewhat scary part.... 

I know I have seen on Twitter that some of you have done screencasts on i-Pads and I did find some blogs that discussed this (Screencasting Apps for the i-Pad from langwitches.org, ScreenChomp from Teaching Math with Technology are the two I tagged in Diigo), but I'd love to hear from math teachers who have done this and what works well (or doesn't work well).

Does anyone else have any other suggestions of what I could with the i-Pad? I only have one for my classroom and I teach Algebra 2 and Math 1 (think Algebra 1 at a slower pace). Thanks for the help in advance!

Meanwhile, I'm trying to patiently wait until December 20th...