Yesterday, we spent our class time talking about graphing rational functions. This is a fairly advanced topic in Algebra 2, so I planned to spend some time on it. As usual, I had students fill out their self assessment paper before they left class. After school, I browsed them to see how the students thought they did. As I suspected, they weren't very confident in the learning, so I wanted to do another check at the beginning of class.
After our usual fraction warm-up, I put a graphing rational equation problem on the board. I gave them roughly 10 minutes to complete. The students worked diligently for most of the time, but I could sense their struggle (which I suspected and wanted to validate). I collected the papers to give the students feedback. On one girls paper, I saw some work plus this comment, "I'm sorry I don't get this".....
This tore me. I was pleased that the student didn't want to let me down, wanted to do well. However, I wondered what message I have been sending. I always want my room to be a safe environment. Students should feel safe asking questions etc. I really hope that I didn't create a fear of failure with my students..
My response to her comment hopefully made my point. "We're learning, it's okay not to get it yet!"
Wednesday, April 28, 2010
Monday, April 19, 2010
Guest appearance: With Students in Mind
I had the great opportunity to have a guest appearance on the Podcast: With Students in Mind co-hosted by Russ Goerend and Matt Townsley. I had a great time and wanted to create a link to the podcast from the blog!
With Students in mind episode #4
With Students in mind episode #4
Monday, April 12, 2010
Reflections on the 1:1 conference, where's math fit in?
First I want to take a second to thank the CASTLE group for putting on a great day! Scott Mcleod, Jamie Fasth, Nick Sauers, and John Nash; I much appreciate the efforts you put into the day.
It was a great day for two reasons.
1: I thoroughly enjoyed connecting with so many people who I've "known" via twitter: Deron Durflinger, Mike Sansone, John Carver, Jeff Dicks, Evan Abbey, Brad Fox and many others.
2: The conversations and presentations really got me thinking. (This was almost as important as number 1.) There were two conversations in particular that I'd like to focus on.
The first conversation happened during one of the "un-conference" sessions that went on in one of the rooms. The leaders decided to leave a room open for discussions and spur of the moment topics. Russ Goerend and Matt Townsley led a session that got some great conversations going about we're 1:1, now what. What more can I do as a teacher, how do my students learn better with the computer in their hand? There were a couple of teachers who taught in 1:1 schools who struggled being forced into using the Macbook with their students. They didn't see the power it could bring to their classroom. To me, this showed a failure in two areas.
1: The school leadership at this school didn't go a good enough job of showing, helping and leading this teacher forward in their thinking.
2: The teacher had wall of sorts built, i.e. didn't want the technology or was afraid the students would know more about the machine then they would.
This saddened me as there were many teachers walking around who would jump at the chance to implement the changes these computers could have in their students learning!
Conversation number two that really sparked my interest was with Kim Carey and Deron Durflinger, both from Van Meter Schools. Deron had been wanting for Kim and I to connect and really work with some math stuff in their 1:1 setting. As we met, our conversation went to the difficulties she was having really utilizing the computer in the math curriculum. I've been struggling with this for quite some time. Now, I don't teach in a 1:1 school, but I've been reflecting on what that would look. I know about the Geometry tools that are available, but I want something more. How does a Pre-Algebra classroom really use a computer in all their activities?
It was a great day for two reasons.
1: I thoroughly enjoyed connecting with so many people who I've "known" via twitter: Deron Durflinger, Mike Sansone, John Carver, Jeff Dicks, Evan Abbey, Brad Fox and many others.
2: The conversations and presentations really got me thinking. (This was almost as important as number 1.) There were two conversations in particular that I'd like to focus on.
The first conversation happened during one of the "un-conference" sessions that went on in one of the rooms. The leaders decided to leave a room open for discussions and spur of the moment topics. Russ Goerend and Matt Townsley led a session that got some great conversations going about we're 1:1, now what. What more can I do as a teacher, how do my students learn better with the computer in their hand? There were a couple of teachers who taught in 1:1 schools who struggled being forced into using the Macbook with their students. They didn't see the power it could bring to their classroom. To me, this showed a failure in two areas.
1: The school leadership at this school didn't go a good enough job of showing, helping and leading this teacher forward in their thinking.
2: The teacher had wall of sorts built, i.e. didn't want the technology or was afraid the students would know more about the machine then they would.
This saddened me as there were many teachers walking around who would jump at the chance to implement the changes these computers could have in their students learning!
Conversation number two that really sparked my interest was with Kim Carey and Deron Durflinger, both from Van Meter Schools. Deron had been wanting for Kim and I to connect and really work with some math stuff in their 1:1 setting. As we met, our conversation went to the difficulties she was having really utilizing the computer in the math curriculum. I've been struggling with this for quite some time. Now, I don't teach in a 1:1 school, but I've been reflecting on what that would look. I know about the Geometry tools that are available, but I want something more. How does a Pre-Algebra classroom really use a computer in all their activities?
If you have some great ideas, please share away!
Monday, April 5, 2010
Reflections on the grading conversation
First, I want to thank all the visitors and contributors in the grading conversation. I was overwhelmed with the responses. Obviously, I hit a chord with many of you. I want to spend a few minutes adding my few cents.
I see grading as a necessity in our current education system. Now, before I start an uproar from shaggyhill or others, I want to reiterate in our current system of total education. For our students to get into college and qualify for a majority of financial aid students need a good GPA.
Secondly, I do see a major distortion in what grades mean from school to school, or even classroom to classroom within a school. I'm utilizing standards based grading in my classroom, while other teachers in my school and even in my department grade on points or other methods. Our current education system allows teachers to have significant control of how they assess and grade students in their classroom. As a teacher, I enjoy that freedom and would struggle working in a district that would really restrict my choices in that sense.
Do I dislike other methods of grading? No, I can see the perspective of grading student work for points, using accountability as an emphasis in the classroom and grading. My personal perspective has changed over the last couple of years. I believe that grades (if we must have them) should reflect what a student knows. When I report to parents, I want an easy way to show them what their child knows and doesn't. Standards-based grading does that for me. It may not be the choice of many others, but I see the purpose and believe it works best for my teaching style and how my classroom operates.
I'll be interested to see how education changes over the next few years. I sense a change a coming, but I'm not sure when it will happen.
I see grading as a necessity in our current education system. Now, before I start an uproar from shaggyhill or others, I want to reiterate in our current system of total education. For our students to get into college and qualify for a majority of financial aid students need a good GPA.
Secondly, I do see a major distortion in what grades mean from school to school, or even classroom to classroom within a school. I'm utilizing standards based grading in my classroom, while other teachers in my school and even in my department grade on points or other methods. Our current education system allows teachers to have significant control of how they assess and grade students in their classroom. As a teacher, I enjoy that freedom and would struggle working in a district that would really restrict my choices in that sense.
Do I dislike other methods of grading? No, I can see the perspective of grading student work for points, using accountability as an emphasis in the classroom and grading. My personal perspective has changed over the last couple of years. I believe that grades (if we must have them) should reflect what a student knows. When I report to parents, I want an easy way to show them what their child knows and doesn't. Standards-based grading does that for me. It may not be the choice of many others, but I see the purpose and believe it works best for my teaching style and how my classroom operates.
I'll be interested to see how education changes over the next few years. I sense a change a coming, but I'm not sure when it will happen.
Monday, March 29, 2010
What are we grading? (A hopeful conversation)
This post has been a long time coming. I've spent time in the teachers' lounge and on twitter having conversations about grading. Here's my struggle with grading...
What does a grade mean?
Is a grade the way of ranking of what students know?
Should completeness of homework be a portion of a grade?
Should a student who learns "faster" than another student get a better grade than one who may learn "slower"?
I look forward to your responses and the conversation we can create!
What does a grade mean?
Is a grade the way of ranking of what students know?
Should completeness of homework be a portion of a grade?
Should a student who learns "faster" than another student get a better grade than one who may learn "slower"?
I look forward to your responses and the conversation we can create!
Tuesday, March 16, 2010
Off the beaten path: Leading PD
Well, it's been a while since I've had the time to post. Basketball, a new child, and teaching have really gotten in my way... :). Now that things are settled down, I had the opportunity a couple of weeks ago to lead a Professional Development session at my school about Creating a Professional Learning Network (PLN).
One of my main goals for this PD session was not to use PowerPoint. I've been to too many PD's where we get a copy of a PowerPoint that's read to us by the leader. I wanted this session to be interactive and get the participants involved. My plan was to show the staff different tools I use in collaborating with people throughout the world. Each staff member had a laptop or netbook in our Media Center which made it nice to work in groups if someone had an issue. We got started and it went pretty well.
In cooperation with my administration team, I created a Ning for our staff to join and use as an online collaborative place. We're not ready yet to throw the site out to the masses, but we're getting started sharing and collaborating. I first showed the staff the Ning and we had everyone join the site and gave them time to play around and see the tools Ning has available to collaborate.
Then, our tech director showed a couple of tools, TipCam and quizlet . We then sent staff members back to their rooms to break and try any of the tools on their computers in their room.
As they came back, I had Milli Vanilli's Blame it on the rain. The purpose of showing this video was to remind them of the one hit wonder. The tools we were showing weren't going to be useful or helpful if we learned about them and then put them away. People need to participate for learning to happen.
After the music, I showed Google Reader. I also gave them Scott McLeod's sources on Reader. I gave them some time to play and also gave them some sites to add to their feed.
I saved the best for last. There was a reason for this too. I saved Twitter for the last part of the day. I did this for a couple of reasons. 1- Twitter won't allow numerous new accounts from one IP address. I wanted this to be fresh in their minds as they went home, hoping they'd create an account. 2- What I thought to be the most powerful tool I wanted to save for last.
You'll as why do I think Twitter is the most powerful, well... Twitter allows educators to connect with so many educators and other resources from around the world. To demonstrate this to the staff, I asked my PLN to do a shout out with the #bcschool tag. We got numerous responses and many of the staff commented on how people from all over the US, Canada, and from across the pond in the UK would say hello to our school.
Overall, it was a great day. I received many comments how staff liked being given time to work with the technology. We've had a great turn out and conversation on the Ning, and also have a few staff joining Twitter. We're taking baby steps, but our conversations are gaining depth and also increasing in frequency.
One of my main goals for this PD session was not to use PowerPoint. I've been to too many PD's where we get a copy of a PowerPoint that's read to us by the leader. I wanted this session to be interactive and get the participants involved. My plan was to show the staff different tools I use in collaborating with people throughout the world. Each staff member had a laptop or netbook in our Media Center which made it nice to work in groups if someone had an issue. We got started and it went pretty well.
In cooperation with my administration team, I created a Ning for our staff to join and use as an online collaborative place. We're not ready yet to throw the site out to the masses, but we're getting started sharing and collaborating. I first showed the staff the Ning and we had everyone join the site and gave them time to play around and see the tools Ning has available to collaborate.
Then, our tech director showed a couple of tools, TipCam and quizlet . We then sent staff members back to their rooms to break and try any of the tools on their computers in their room.
As they came back, I had Milli Vanilli's Blame it on the rain. The purpose of showing this video was to remind them of the one hit wonder. The tools we were showing weren't going to be useful or helpful if we learned about them and then put them away. People need to participate for learning to happen.
After the music, I showed Google Reader. I also gave them Scott McLeod's sources on Reader. I gave them some time to play and also gave them some sites to add to their feed.
I saved the best for last. There was a reason for this too. I saved Twitter for the last part of the day. I did this for a couple of reasons. 1- Twitter won't allow numerous new accounts from one IP address. I wanted this to be fresh in their minds as they went home, hoping they'd create an account. 2- What I thought to be the most powerful tool I wanted to save for last.
You'll as why do I think Twitter is the most powerful, well... Twitter allows educators to connect with so many educators and other resources from around the world. To demonstrate this to the staff, I asked my PLN to do a shout out with the #bcschool tag. We got numerous responses and many of the staff commented on how people from all over the US, Canada, and from across the pond in the UK would say hello to our school.
Overall, it was a great day. I received many comments how staff liked being given time to work with the technology. We've had a great turn out and conversation on the Ning, and also have a few staff joining Twitter. We're taking baby steps, but our conversations are gaining depth and also increasing in frequency.
Thursday, February 18, 2010
Journaling in math????
Yes, as weird as it sounds, we've been doing some journal writing in math class. This may seem strange, but.... Why do teachers in other disciplines journal? For reflective thinking! Should we reflectively think in math class? I think so. Students need time to process the content we're covering, a place to ask questions that they may not be willing to ask in a group setting.
My brother-in-law Russ Goerend has a great post about a standards based journaling approach. (Good journaling article, and a plug for family!) Now, I've chosen to not grade the journals. I've written before about my grading practices here. I started with paper journals. Students many times forgot to bring theirs or such, so it was a paper mess for me to follow up with them etc.
But...., I made a transition. I created an edmodo group for my students. This has allowed me to give the students a reflective question and they can answer. What I like about it is the ability of other students to respond as well. This does take some of the protectiveness out of the conversation, but they can also just send me a direct message and it's not viewable within the whole group.
I also really like it for the ease of feedback, I can just click reply and send the student some feedback on their writing. This has allowed us to reduce the paper usage in our classroom as well as stimulate collaboration 24-7 .
I know there are other sites like edmodo, please share them so I can compile a list to share!
My brother-in-law Russ Goerend has a great post about a standards based journaling approach. (Good journaling article, and a plug for family!) Now, I've chosen to not grade the journals. I've written before about my grading practices here. I started with paper journals. Students many times forgot to bring theirs or such, so it was a paper mess for me to follow up with them etc.
But...., I made a transition. I created an edmodo group for my students. This has allowed me to give the students a reflective question and they can answer. What I like about it is the ability of other students to respond as well. This does take some of the protectiveness out of the conversation, but they can also just send me a direct message and it's not viewable within the whole group.
I also really like it for the ease of feedback, I can just click reply and send the student some feedback on their writing. This has allowed us to reduce the paper usage in our classroom as well as stimulate collaboration 24-7 .
I know there are other sites like edmodo, please share them so I can compile a list to share!
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