This image popped up on our twitter account and it was one of those that made me stop and think.
I read it and then reread it. Would I be up for doing something like this?
I personally enjoy having teachers come into my classroom. I attribute this mainly to the amazing learning coaches that I had my first two years of teaching. They would pop into the classroom and observe me, take a few notes, and give me constructive feedback in between classes. As a new high school teacher, I loved getting the feedback during my morning classes because I could improve that lesson that very day for my afternoon classes! I could feel myself becoming a better teacher in the course of one day and it was so empowering!
Fast forward to a year later when I was taking classes to earn my Masters in Administration. For one of the courses I had to observe and fill out an evaluation form for two different teachers. My stomach dropped upon hearing about the assignment.
I felt a little bit better when everyone else in my class also shared the instant stress over having to ask a fellow teacher if we could observe and evaluate a lesson. Part of my personal issue was that I was new to teaching. Who was I to assess another teacher? It made me incredibly nervous and it got even worse when I actually had a teacher tell me they would rather I not watch their class after requesting to observe them.
Why can it feel so awkward to be watched? And is it worth pushing past the awkwardness to help each other grow to be better educators?
To that first question - It is easy to feel like your techniques are being judged. What if someone decides to come watch that class?? You know, the one with ALL of the kids who have to be told a million times what to do. That class is a rough part of your day already and now you’re inviting an audience?!?
And that, in my opinion, is the real issue here. If someone is just coming in and purely watching, that does absolutely nothing to help you and it is DEFINITELY awkward! It is completely one sided. The observer may have learned something or been given an idea to use in their class, but you are left feeling like they came, they saw, they judged, the end.
It is all about the conversation afterwards.
If you are the observer, ask yourself questions like:
If you are the observed teacher:
If we commit to that 2-5 minute conversation after class breaking down what happened and how it could be better, we all benefit from it! We can bounce ideas off of each other or even relate to having a challenging class together! We could learn a new behavior management technique from the person we are observing OR as a suggestion from the observer! There is so much to be gained from this conversation compared to so little to lose!
So to the second question, yes. If you and the observer can both commit to having a conversation about what went well and what could improve, it is 100% worth the initial awkwardness! After 3 or 4 of these types of observations, it may even start to feel pretty normal!
Give it a shot and let us know how it goes! Is it awkward? Is it worth it?
As this semester draws to a close, it is natural to begin to evaluate it for its successes and challenges. I start thinking about the changes I want to make to next semester and what I wish I had done differently and reviewing new tools that I have found over the past months.
I feel like this is a natural process that all teachers go through as we approach the ending of semester or school year. Being reflective is something that is ingrained in us by our desire to do better for the students and any teaching program I have ever heard of. We recognize the importance of being reflective and intuitively practice it.
My semester has been one of challenges to be frank. I have had personal challenges and professional challenges that have really highlighted the need to be purposeful in the classroom, my reflections, and reactions to my reflections.
I feel like this year I fell into the trap of reflecting but not acting. I was thinking a lot about what was happening in my classroom, but not taking the time to process my reflections and create an action plan around them. Those last two steps are really important to being purposeful as a teacher and reflective professional. The failure of not processing and acting on my reflections is one of the reasons, I continued to struggle.
THE IMPACT THIS HAD ON MY CLASSROOM
Reading this, it probably seems like I am being really hard on myself and that it could just be one of the groups of students that struggle and no matter what I did in the classroom, those students were going to struggle. That could very well be true, but I also feel like this semester was a humbling, challenge that reminded me of two very important things about teaching.
MY PLAN MOVING FORWARDI do not want to make the same mistakes I made this semester, so I have reflected, processed, and developed this action plan for next semester to make sure that I am being the best reflective and purposeful teacher I can be.
Teaching is hard, but it is also amazing, fulfilling, and incredibly important. I want to be the best I possibly can be for my students and I think that doing these things will help me do that. I hope that you take away from this post that it is O.K. to struggle, because when we struggle we learn things about ourselves. That when you find yourself struggling at school take time to reflect on what is happening, but don’t just stop there. Take the next steps. Process your reflections and develop an action to help or celebrate if needed. Lastly, don’t forget to keep learning. Learning is essential to great teaching!
It's no secret that I'm pretty competitive. I also love logic games. Brain teasers are my fave. When I heard about escape rooms, I was so pumped. WHAT IS AN ESCAPE ROOM?An escape room is an activity where participants are put through a search and find like challenge that include puzzles and locks. There is usually a given scenario to help engage participants such as: you are the survivors of a zombie apocolypse but you've all been contaminated. You are locked in a laboratory where they were creating an antidote. Find the antidote within an hour and save yourselves!....You can see how decorating and creating a story helps engage you in the game! Clues can be out in the open or hard to find (invisible ink, random numbers on the wall, etc.). Participants "win" if they can unlock all of the boxes - usually one is containing whatever you are trying to find (example: the antidote). When you find that box, you win!
There are a lot of scenarios where I would use an escape room! This blog explores a couple of times that I used (or would suggest using) an escape room!
THE FIRST WEEK OF SCHOOL Day one - I introduced myself and did a welcome activity.
Day two - I showed the syllabus and the classroom rules/expectations.
Day three - I gave a pretest (yuck)
Day four - BREAKOUT EDU!!!!!
First of all, pretests are not fun but for my class, they are necessary. Because we are on a three track system, it helps me to be sure students are in the right class and allows me to gauge the right starting point for the following week. After three days, they know a little bit about me and my classroom but now I want to know about them. Other than their academic work, I want to know their personalities - enter Breakout Edu.
Breakout Edu has a lot of team building pre-made escape rooms. I had ordered their breakout box (you can also make your own!), picked a scenario, and set up my room. That first Friday, students came into the room and I simply introduced them to the scenario (you need to unlock the box within 40 minutes in order to get the prize!), and started the timer. There were a million questions. But that was my plan all along! I answered some basic structure questions but didn't answer anything that would help them solve the puzzles included with the escape room. I was looking for
As I've said in previous posts, I ask students to choose a project that shows they know the material. They have to present (or in this case facilitate) the project for the class. My Geometry class loved creating escape rooms for their congruent triangles unit. Even more helpful, it ended up creating a couple of days of review for my students before the unit test! They loved watching their classmates struggle through problems and they loved being sneaky about creating it. I definitely saw more engagement for this project choice than any other I've done so far!
Lucky for us, Breakout Edu provides a template for teachers to create their own escape rooms. It walks you through the process so nicely that of course my students can figure it out!
I highly encourage you to have your students create escape rooms. Something I will be trying during my next unit will be splitting the class into two groups and having them create escape rooms for each other to try. That should amp up the competition! :)
THE NEW BREAKOUT EDU OR
"CAN'T I JUST MAKE MY OWN?"Breakout Edu has recently changed their website/cost. It is now a subscription service. When I first began doing escape rooms, I definitely thought the cost was worth it. Now that I have the hang of it as well as the template for myself and students to use, I'm not sure how much I will go back to the site for more game scenarios. It really depends on your experience and how much work you are wanting to put into it. Getting the scenario from Breakout Edu takes almost no work. They have everything completed for you (including a Youtube video that walks you through the story and how to set up the room!). If you are willing to put in some more time (or give your students time to work on it!) you may be just fine creating your own!
Either way, you should definitely try an escape classroom! Competition, team building, content review and more can be gained from it! AND IT'S SO MUCH FUN!!!!!
Teaching is really, really hard. When you take your college classes and visit classrooms for observations, you really don’t appreciate how difficult it really is. Then you start your teaching career and assume the responsibility of applying all of your knowledge from college as well as worrying about how to make the lives of students better while trying teach them your content. Reality sets in and you realize how hard it is to balance everything that comes with your job.
Every teacher is going to have a rough week. Some years, you may have more rough weeks than easy ones. I am personally coming off one of those rough weeks. I have obsessed over the events and struggled with it to the point where I didn’t want to see my students. How do we come back from those types of weeks and keep our love for teaching and students? I can’t speak for everyone, but these are the things that I need to do when I have a week like this past one.
I have been teaching 10 years and the process of taking care of myself so that I can be the best I possibly can be at my job is something I am continuously working on. I don’t know anyone that is perfect at finding a balance between being a good teacher and being a person. It is something that I will continue to strive for. So far doing some combination of the things above have helped me come back year after year to teaching and allow me to gives kids a fresh start every week. I don’t wish any of these rough weeks on anyone, but the reality is that we all have them and it is nice to have a plan of attack for those days, weeks, months, or years. Hopefully some of these strategies are helpful to you when you go through those times, too. And for me, writing about all of it was one more release!
What ways do you intentionally de-stress after a long week? I am open to any suggestions!
I hope you have a fantastic week! And if you don’t, try a few of these steps and don’t forget that you get a fresh start next week.
Testing season is upon us for some or has just passed for others. It is always a time of stress and anxiety for the subjects that are tested. Even those of us that are not tested feel some of the strain. I am not one of those teachers that has to directly deal with testing and am usually at war with myself about my feelings on testing. I am relieved that I do not have the testing stress that other teachers have, but at the same time I feel like my subject has been slighted and diminished to a subject that is not as important.
I teach social studies in Missouri at the secondary level and have never experienced what it is like to be a tested subject. In Missouri the only thing that is tested in my content is government which is taken by seniors at my school. There really isn't much pressure on me as teacher except to do some things that support government so that when students get to government, they will hopefully have some foundation.
When I taught middle school there was even less pressure on me as my only experience dealing with testing was an encouragement to support English teachers by having activities that included reading and writing. Honestly I would do that anyway because I think it a good practice and skill for any person and especially as a social scientist.
Many of my co-workers have told me that I should feel lucky that I don't have to worry about the stress of jumping through the testing hoops. Honestly I am happy that I don't have to worry about it. I don't agree with testing and I don't really feel that the tests that have been created really tell us if they are learning, but it is what we use so we have to deal with it. However, even though I’m not an advocate for state testing I have always been bothered by the fact that they don't test social studies because of the message it sends to schools, parents, students, and communities. It sends the message that social science and social studies is not as important as the other subjects.
In my career I have had the conversation with students and parents about why it matters for them to take history classes when they aren't tested. I recognize that this is a subject that I love dearly and am probably biased when it comes to its level of importance in every single person's daily life, but I have come to realize in our current society that we have lost what it means to be a citizen... I don't mean the legal requirements of being a citizen but the knowledge required to participate in our society and understand the significance and meaning behind it. Dealing with the big issues of our day are all relevant and many are connected to the social sciences. The lack of testing just reinforces the sense that this subject isn't as important as its counterparts.
I realize that I am probably overreacting and to be honest I do enjoy the freedom that is allowed to me as teacher that doesn't have to teach a very specific curriculum for the test. I have the freedom to evaluate my standards and create learning experiences wrapped around needs that I see in my different classes. I also realize that I am not alone in teaching a subject that seems to be undervalued or that as teacher we all recognize that the learning experience is more important than the test, but we are all stuck in this give and take of balancing learning and testing. I am not even sure that I would want social studies to be more heavily tested because I don't like testing, but I am frustrated as a teacher that wants her subject to be valued and understood. I think that is really what it boils down to. I want all of us in education to be taken seriously and valued like we should be.
I guess my message in this post is this: teachers that are not tested are both envious and relieved at the prospect of not being tested. We love the freedom but wish to be taken more seriously. My hope for the future of education is that we come together as an education community and show our country and community how important all our subjects are and how they work together to create a citizen that can participate in our society.
By Genevieve Laucher, 6th grade teacher in San Jose, CA
Summer: that time of year to recharge, a time that teachers look forward to as much as (if not more than) their students do. However, as a brand new teacher who just started teaching full-time midway through the year this February, I felt that I hadn’t quite earned my break yet and wanted to keep my momentum going for a bit longer. I decided to teach summer school; specifically, Speech & Debate and Creative Writing for incoming sixth through eighth graders. Although a part of me envied my teacher friends who were taking trips and sleeping in, teaching summer school turned out to be a very enjoyable learning experience.
Having never taught these subjects before, I set out to do my research on the internet. There are so many resources out there that can be helpful for new teachers, but the challenge was sifting through and making my own tweaks to fit the needs of my eleven to thirteen-year-old audience. Finding lesson plans is great, but every group of students is different, and our lessons should reflect that. Throughout the planning process, I kept in mind that it was summer—my students wanted to have fun in their learning and so did I!
In my Creative Writing class, one of our favorite lessons was having my students create a “Fictional Facebook” for a character they were working on. They drew out a “profile picture” of their character, listed his or her hobbies, interests, birthday, relationship status, and more, and even wrote “status update” posts from the character and posts from the character’s friends and family members. As we know, students are on social media younger and younger, so why not take note of this interest and use it as an educational activity? My students were fully engaged, laughing and being creative as they developed fictional personas. At the end of the activity, they better understood the importance of character development and were excited to write their characters into a story.
For the Speech & Debate class, one of our most successful debate activities was a simple one: the Four Corners Debate. I made signs that read Strongly Agree, Agree, Disagree, and Strongly Disagree and put one in each corner of the room. I then wrote a statement on the whiteboard and students moved to the corner that best matched their opinion. There, they talked with other students in their same corner and put together an argument to persuade the students in other corners of their position. Each corner got a turn to share their reasoning and finally students could switch corners if hearing other arguments had changed their mind. Some interesting topics included “Schools should require students to wear uniforms,” and “Homework is beneficial for students.” I had an opinionated group of students, so they were excited to share their thoughts. This activity encouraged them to take sharing a step further and explain not just what their views are, but why they disagree or agree with the given issues. The ability to reason and persuade others will help them throughout middle school, high school, and beyond! One of the more controversial topics, given the 2017 trends that teachers love to hate, was “Fidget spinners help kids focus.” Surprisingly, this issue was evenly divided! What this means for the future of fidget spinners in the classroom, we will have to wait and see in the fall…
Overall, teaching summer school gave me more insights and experience with lesson planning, something I’m getting used to as I begin my teaching career. Throughout the regular school year, my goal is to provide variety in my lessons and keep them engaging. The first step is to know our students and plan activities that will best fit their learning needs while also appealing to their interests. Something else that I always want to keep in mind is that learning can and should be fun—both for the students and the teacher!
Spring break is either happening or coming up soon for most of us. What are you doing with your time off? Hopefully you are doing at least one of these things.
1. A fun craft or recipe
Do something that is totally you! Make one of those pinterest recipes or crafts you saved back in August and haven't had time to do. You have time for this week and then probably not any more until May. Use this time to accomplish something just for you- and it doesn't need to be something for your classroom, feel free to save those for June!
2. Binge watch that show you've heard so much about.
I love hearing from others about shows they've found on Netflix, Hulu, Amazon, etc. that are binge-worthy. Now is the time to try one out! Find a comfy spot and relax!
3. Read a book.
There are plenty of great educational books you can read if you're looking for some ideas to try when you head back to school but you could also spend some time reading something completely unrelated to your job. It's Spring BREAK! I plan on reading a few books and only ONE of them is school related. I know, such a #Rebel.
4. Spend time with friends or family.
Teaching takes a lot out of you and sometimes our friends and family don't get the attention we'd like to give them. We have a few days off this week to not think about school. Take that time and give at least some of it to your friends and family. Invite a friend over for that binge-watch session or take them/your spouse lunch if they don't have spring break. Do a craft with your kids or plan a date night. You have time this week, use it on the people you love!
Some of use won't be able to resist the urge to use Spring Break to go work on our classroom and break goes by way too fast. If you have the opportunity, get out of the area! Out of sight, out of mind! I have a couple of friends who started planning a Florida trip back in November and I am so glad they did! We will only be gone for a couple of days out of Spring Break but I know that those days are already dedicated to friends and relaxation. It forces the much needed break on those of us who may not use it otherwise.
6. Stay up late!
Teaching is EXHAUSTING. My husband if always making fun of how early I go to bed but almost all of the teachers I know are heading to bed around the same time. We're tired from the day and we know we have to be up and on for the kids tomorrow...not the case on Spring Break! This is the week to stay up with your friends, kids, or spouse and live it up! You can sleep in tomorrow!
7. Sleep in!
Get some extra rest this week. Sleep in or take a nap - we don't get to do this normally. This is the week to stock up on sleep before we hit that crazy 4th quarter!
8. Get some alone time.
We are around people a lot. Whether you teach Kindergarten or Seniors, it can sometimes feel like we are at the beck and call of 30-180 students. Even if you are a mom with little ones to play with over break, take some time for just you. Spring Break marks the 3/4 mark in the school year for most of us and sometimes that last quarter is the craziest. Take some time for yourself before you head back into the chaos.
9. Do something you can't do during the school year.
Yes, we have the summer but that is still 2-3 months away! And that is a long freaking time when you are trying to teach 20-180 students who are itching for summer break themselves. Find something you're looking forward to for summer and have a little taste of it this week.
10. Get outside and get active!
Hopefully the weather is nice for break...regardless, find something active to do for at least one day of the break. Enjoy some sun if possible and get moving no matter what! Even a 5 minute dance party would work! Just move. Don't let your break fly by without DOING something or you'll go back to school more tired than you were before!
I'm at a new school this year and I was looking for a way to get more involved. I was lucky enough to meet the Student Council sponsor who was very open to letting me help out. Student Council programs are different at every building so a lot of it was really new to me. I helped out at Halloween and Christmas events for the community where there were activities, decorations, and prizes for families and children to do. It was so cool to see the community show up in the school building. This last week however was one of my favorite events and after having a bad week (I read this post about a million times!) it was exactly what I needed. AND it would be pretty easy to replicate at your school if you wanted to!
Every year my school hosts the Love Bug Ball, a Valentine's dance for the students in the special education program. It started with just one or two teachers setting up a dance in their classroom for 4-6 students. They eventually reserved the commons area of the school and invited the special education programs from the local schools. A few years ago Student Council offered to do the set up and I am so thankful they did because it meant I got to help out!
Student Council students were out of class for 5 of their 7 classes Friday but it was time well spent. During 1st and 2nd hour we set up the room. With decorated tables, a photo booth, a DJ table, and a snack area, it definitely looked like any other high school dance I'd been to. A couple of students volunteered to be the photographers and write down the names of students and which school they attended so we could send their photos over. We had a playlist created on Spotify and borrowed some speakers from another teacher to set the mood. A few of the students parked themselves next to the snack table to keep it clean and the water/lemonade stocked. Each of the StuCo students were dressed up for the dance and at 9:15 just as 2nd hour was ending, we saw other dressed up students coming down the hallway! For the next two hours we all danced together! I loved seeing Student Council, Best Buddies, and 100+ students from local schools all dancing together.
After songs from Frozen, Annie, Michael Jackson, and more, the dance was over. We cleaned up and went back to class for 6th and 7th hours but I couldn't stop thinking about how great my morning was.
If you are wanting to do something like this at your school, first of all, I highly recommend it! The cost was minimal, mainly because we had so many re-useable decorations. Your first year may cost a bit more but if it's something you know you want to do next year, consider going through Valentine's Day clearance this week. We also partnered with Best Buddies who bought some of the snacks for the dance. We bought plastic table cloths, lemonade, balloons, and some more decorations for the photo center. Basically, do it. I am so thankful that I was included in helping with this event. It is definitely what I needed. It will easily become your favorite event of the year and who doesn't need something amazing like this to look forward to in February!?
Curriculum and differentiated instruction. These are two of the biggest emphasis in education since I started teaching 10 years ago. There are always educational fads and sometimes they are just renaming a concept related to curriculum writing and differentiated instruction. I would have to say though that in my opinion your curriculum and your approach to teaching are the biggest factors in whether or not you are a successful teacher.
When I first started teaching, I really didn’t think about curriculum. I was hired to teach 6th grade ancient civilizations and all of my material was essentially provided to me. I had an amazing mentor that had previously taught the same subject and a partner teacher on the other team that was also amazing. I really had great materials and I just fed off of what they gave me. My building would occasionally give us a work day to review the standards for our grade-level and make sure they matched what we were teaching. The problem was that no one ever gave us any instruction about how to do this, what to look for, or examples of quality curriculum. I just assumed that because we were covering the standards that we had amazing curriculum.
Fast forward to now. I have been teaching at my school for 7 years and working on my curriculum for 7 years. I really love what I have built and I think it is strong, but I still feel like I am just going off my gut of what I think curriculum should be like. I realized that I wanted to understand curriculum writing, what good curriculum looks like, and how to write a really strong curriculum. At the same time the past couple of years I have become obsessed with differentiated instruction and how to make it work in a high school social studies classroom. I have been searching for something to guide me on and give me a hint that I am headed in the right direction.
This led me to search amazon for education books and I came across Integrating Differentiated Instruction and Understanding by Design by Carol Ann Tomlinson and Jay McTighe. This immediately caught my eye. I am interested in curriculum writing and because of my recent move to student-directed learning I am trying to differentiate my instruction as much as possible. This seemed like it was meant for me.
Tomlinson and McTighe are seasoned educators that have multiple degrees and books on their perspective areas. Tomlinson focuses on differentiated instruction and McTighe focuses on curriculum writing. They are definitely experts in their fields.
A template and reasoning for planning backwards when creating curriculum
One of the best things is that this book takes you through step by step in planning your curriculum backwards. They provide charts and templates that you can use to start the process for yourself. That is really big for me as a person that loves to chart things out and see what it will look like at the end. The even better part is that give you logical reasons for why they have each step included. The break down what you do and why. I had a vague understanding of what it meant to backwards plan and it was something that I was sort of doing in my own planning, but what they presented was much more intentional. That was key for me.
There is too much to really give you the full low down but the three core pieces of the planning backwards in this book are:
They do a great job of taking you through each stage and talking about each piece of the stage with tips and suggestions of how to do it. They also give examples tied to different contents and grade-levels.
A reminder that I am responsible for designing and facilitating learning in the classroom
This reminder came at the best time for me. I had just wrapped up one of the hardest semesters of my teaching career and I wasn't sure what to do about it or fix the problems I was having. As I read this book, it reminded me that I am responsible for creating valuable learning experiences in the classroom and making sure that students are learning it. I had been wrapped up in the high school mentality that they need to learn to be adults and figure things out for themselves. This book reminded me though that it is my job as the teacher to guide them and find ways to make learning meaningful for my students.
Tomlinson and McTighe believe that teachers need to "balance student opportunities to make sense of the big ideas of content, to monitor the evolution of student understandings, and to engage in teacher-guided student reflection on and direct instruction related to the enduring understandings." This was what I needed to be reminded of. In my journey to create a student-directed learning environment, I let go of the teacher guided material and was pushing to hard for the students to create meaning all of the time. This book helped remind me of the things I knew to be true to be best practices and why I need to do them.
This book does such a great job in discussing the reasons why we do the things that we do. The first chapters of the book are dedicated to 'What Really Matters in Teaching' and "What Really Matters in Learning?' This honest discussion of why we do what we do and why it is important was a great refresher and affirmation of why I am a teacher.
What I also love is that Tomlinson and McTighe want the students to work for it. My favorite quote in the book might be "Understanding must be earned." That is the best! There is so much blame going around and while teachers have a lot of responsibility in the learning process, the most important thing is that we have to provide opportunities for students to earn their understanding.
Where differentiation occurs in the process of creating curriculum and what differentiation really looks like
I have never really been taught as a teacher what differentiated instruction really looks like. We talk about it a lot in schools and we all know that it is a good idea, but what does that mean. What does real differentiation look like? What pieces of the curriculum can be differentiated? All of these questions are answered in this book. Tomlinson and McTighe first talk about what differentiation really means then go through their stages of curriculum and discuss where differentiation can and should take place for students. They give scenarios to show what it looks like in different contents and grade-levels. I will say that there were times that I would like even more specific examples, but that is because I am very specific and like to see how things are broken down.
One of the things I have really taken from this process is the importance of pre-testing. It is hard to actually differentiate your instruction with out first pre-testing students for their prior knowledge and their interest in the content. Without this it is hard to create activities that will address student choice and readiness level.
Along with this I was afraid in taking the steps towards true differentiation that I would have to individualize everything for every student. That thought alone sent me into panic mode. There is no way I would have the time to do that in a way that was effective. Tomlinson and McTighe put me at ease though by saying that you do not have to individualize everything in the classroom. It is better to look for patterns of instruction that can help with multiple learners. This was such a relief. By identifying major patterns of instruction and areas that many students may struggle with, I can create supports and activities to build those areas.
I really recommend this book if you are looking for a book to take you through the process of designing a curriculum that works for all students and how to use differentiated instruction to better instruct all students.
I'm teaching a new class this semester - one that I've never taught before. The school I teach at places all freshmen together in their core courses and tracks them. If they are below a certain map score when entering high school, they can also be placed in a "Reading and Writing Strategies" course or a "Math Strategies" course. While a long term sub taught the first semester of Math Strategies, I am taking over this semester and I am pretty excited.
I get a whole class period every single day to help freshmen work on strategies for math! I can finally do all of the activities that I don't have time to do in my Algebra or Geometry courses. And I can go sloooooow.
I have loved this week so much and I want to share a couple of the activities that we did in class that could be adapted for time or grade level pretty easily!
the 8 mathematical practices
My goal for this class is for students to know and understand the 8 mathematical practices. I asked students on the first day, "what makes someone good or bad at math?". Many of them said focus or not giving up. After we had shared out what they thought, I introduced the 8 Mathematical Practices. I downloaded this freebie from TPT and hung them up in my room. Most importantly, after each activity we do, I ask them to each write down and share out which mathematical practice(s) we used and how.
This one takes a round or two for students to really catch on to the goal. Just ask them to bear with you and make sure you understand and can prompt students through the first couple of times. It also helps if you can divide your class evenly by something visual. I usually do boys v girls but I have 13 boys and 2 girls in my first Math Strat class so that wasn't going to work. I numbered them teams 1 and 2 counting off around the circle and gave a bright sticky note to all of my team 2 players so they could be easily identified.
1. Get in a circle with each person in between two people from the other team.
2. Declare the location of THE COUCH! 4 spaces in the circle become the sacred couch. The goal is to get your team on the couch in all 4 spots. At the beginning of the game, it should always two people from each team.
3. Create an open seat or spot in the circle not on the couch.
4. If you have an open spot to your left, then you can call someone's name and they must move to that location. The one person who's name is called is the only one to move.
5. After the person moves, there will be a new open spot in the circle. Repeat step 4. You cannot move the same person twice in a row.
6. The game ends when one team has all four spots on the couch.
An oldie but a goodie!
1. Choose one person to leave the room so they cannot hear discussion.
2. The remaining people get into a circle and decide on a rule. The rule could be that every person is now the person to their left or it could be that everyone is Suzie. Whatever the rule is, everyone in the circle should answer all questions following the rule.
3. The person who was outside comes back into the room and stands in the middle of the circle. They have 3 chances to guess the rule but can ask an unlimited number of questions.
4. The person in the middle asks questions like, "What color is your shirt?", "Are you a boy or a girl?", "What color shoes are you wearing?", etc. The students in the circle answer the questions according to the rule. If they do not know the answer without somehow giving it away or if they answer a question incorrectly, someone can call out "Psychiatrist" and everyone in the circle gets up and moves to a different spot in the circle. The game continues until the person in the middle either guesses the rule or uses all 3 tries.
Logic Puzzles & Sudoku
If I teach my students how to complete logic puzzles and sudoku squares then I am giving them another option for an activity to use when they need a brain break. Beyond the perseverance and critical thinking needed to solve these puzzles, I want students to be able to work independently or in small groups on something that doesn't require a lot of noise or movement. Much like English teachers can start class with some independent reading time, teaching students to solve these puzzles could add a great spot for some math practices to be done quietly at the beginning or end of a class period. I used Puzzle Baron's Logic Puzzles to teach them how to complete them. The only issue with this site is that some of the problems include alcoholic drinks. Just keep an eye out for that!
I saw someone post on Facebook about doing something like this in a journal personally and I loved the idea! I created a Google Sheet and added it to my Google Classroom for my math strategies students to use. Many students (and adults) struggle with interpreting graphs and may think only of the coordinate plane when hearing the word graph.
I started by having students tell me something they knew based off of the example chart on the right. Students were able to summarize that the example represented a generally happy person who had a couple of rough days. I responded that it was my personal pixel chart and that I was generally happy but I had a pipe burst (in 3 spots!) and got my basement ripped up on January 5th. They filled out the days they could remember leading up to this week and will now fill it in each day when they come to class.
I am excited because I can pull a lot of things from this.
The color code
With another focus on interpreting graphs, I had my freshmen students take the color code test. When they got the results, they looked at the pie chart (which shows only the most dominant color) and tried to guess about how much of the pie the other colors took up.
This was great for self reflection, for learning about how they are motivated, and for learning that others are motivated differently. It was also great data for me to see so that I can use it in future lesson plans.
I bought the jumbo pack of popsicle sticks so that I could create multiple Kaboom! games but I decided to use them in Math Strat as well.
I put students into teams of 2 and gave them 20 popsicle sticks, 4 feet of yarn, and 1 foot of ductape. They had 30 minutes to make the most money.
The money aspect definitely took it up a notch from just challenging them to build the tallest tower.
week one done!
We did all of this in a 4 day week back from Christmas break and I absolutely loved watching my students who feel like they are not great at math be so confident and enjoy themselves with each of these activities. I'm looking forward to week 2 and more!