Posted in beginner teachers, elementary school, high school, middle school, resources

3 Strategies Every Support Class Needs

  1. What do you notice? What do you wonder?
  2. Math/Number Talk
  3. Number/Problem Strings

If you have not heard of these three ideas, you need to look them up. They have changed how I structure support classes. They have changed how I support students. They have changed my students.

Notice/Wonder – This was introduced to me through Morgan Fierst @MsFierst, Minneapolis public school teacher and 2016 MN math teacher of the year. She used pictures to illicit information and curiosity.  This idea came from Annie Fetter @MFAnnie. I encourage you to watch the video. But the main ideas are 1) it’s a way for students to connect their ideas and thinking with each other and 2) let students know that their ideas and thoughts in math are useful and valuable. This has been one of the best ways for me get all students talking out loud about math.

Math/Number Talk – I use the words math talk and number talks interchangeably, but I know many who don’t. It doesn’t matter what you call it, it’s about getting students to talk about their strategies and ideas. You as the teacher are responsible for modeling their strategies and connecting their ideas. I fell into math/number talks while at a workshop with Terry Wyberg @TerryWyberg, University of Minnesota math education professor. Jo Boaler, professor at Stanford Univeristy, has an online course on how teachers can learn math. We are so good at algorithms and tricks that Boaler was to defunct this and have us learn real math with real concepts.  Fawn Nguyen, math teacher in California, has developed two websites that I use on a regular basis for ideas: http://www.mathtalks.net/ and http://www.visualpatterns.org/. She has tips and more resources, like Jo Boaler. Math/Number talks need to have multiple access points and strategies. Many secondary teachers have shied away from this strategy because of its popular use in elementary classrooms. The video gives a good example of how to do a math/talk in high school. All the students are engaged in the same problem and are looking for various strategies. The most powerful take-away from doing math/number talks has been allowing students to use any and all strategies. They don’t feel that they need to have the most sophisticated strategy for their strategy to be seen as valuable.

Number/Problem Strings – A number string is a set of related math problems, crafted to support students to construct big ideas about mathematics and build their own strategies. Last year when I was looking for additional resources to use in my support class, I found this Math Routines pdf online. Then at MCTM in April 2016, the keynote speaker, Pam Weber Harris @pwharris showed the power of what problems strings could do to introduce or strength student skills and generalizing. I use number/problem strings to build pattern recognition and to build upon what they already know. Too many students shut down when they see a problem they can’t do, but seeing the build up and relationship a difficult problem has with an easier problem encourage and distress my students. As problems get harder students get more confident and actually start to see how “easy” problems can be because they see the pattern and relationship.

If I spend my time only on these three strategies during my 85 minute period, I feel that it’s time well spent. I have seen so much growth in their math skills that I can’t say enough good things. But more importantly to me is the growth in their confidence. They feel like it’s math they can because it builds on what they know. Their ideas and voices matter. They matter, and to me, my students in math support class need to know that every day.

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Posted in beginner teachers, organization, resources

How to start the school year

My principal just emailed us reminding all of us that there are 4 weeks before we see our students. You can take it as there are 4 more weeks of summer or only 4 weeks of summer left. August is when I put my teacher hat back on and I do start to think of what to do and what to say before that first day with students. I usually have things I need to relook at from summer workshops; then I make this GIANT list of what needs to be accomplished.

  1. How do I introduce myself?
  2. What are my rules and expectations this year?
  3. What difficult math problems do I want to introduce to show that productive struggle is meaningful?
  4. How do I cultivate a sense of community and teamwork?
  5. How do I get to know my students and build relations with them?
  6. What books do I need to finish reading so that I feel prepared to teach?
  7. Do I need to make any posters?
  8. What did I learn this summer that I must incorporate right away?
  9. When do I want to introduce Math Talk?
  10. How do I want to organize my lesson plans this year..electronic or paper?
  11. How do I use my Twitter and blog resources to help me be the most effective teacher?

The list goes on. If you are a first year teacher, you probably don’t really know what you need to do since you don’t have curriculum or tried-true first week lessons. But don’t worry. There are many people who have done the first week of school routine so many times that they blog and tweet about it. To name a few.

My Week 1 Math Posts By Sara VanDerWerf  (Check her blog for other bloggers to read.)

Which comes first in the fall? Norms or tasks? By Tracy Zager

#MTBoS (Math Teacher Blog-o-Sphere)

And like all first year teachers, I am starting in a new building this fall and teaching a new course – Pre-Algebra (I taught it one year, 4 years ago.). I don’t know the norms of the school or my team. I don’t know the teaching sequence of Pre-Algebra. So this is my second list of things I need to accomplish.

  1. Does the school provide me with basic supplies like scissors, markers, and tape?
  2. How do I get the school to provide me with supplies or do I need to supply what’s not already there?
  3. Who do I go to for behavior and academic support for my students?
  4. How do I work with an already established team?
  5. What can I change in the sequence of teaching without undoing what my team has already done?
  6. How do I navigate teaching in multiple classrooms?
  7. How do I teach 85 minute math classes?
  8. How does the school address student test scores?

There are so many things to think about and sort out as a first year teacher, and it can all be overwhelming. Seek support. Seek out your team if you have one. Seek out the Twitter math teacher world. Seek out your friends from your cohort. Seek out your advisors and mentor teachers. You are not alone, trust me. Just ask any second year teacher, and they will say that it’s something you can survive and be good at.

Here is to you and your first year! And of course, congratulations to second year, third year, and newly tenure teachers!

 

Posted in beginner teachers, elementary school, high school, middle school, resources

Summer…almost

With summer just around the corner (or for some of you already here), I’m very excited to spend time on things that I didn’t have time for. Sleep. Friends. Family. TV. Yard Work…not as excited for it. House Projects. Vacation. Reading.

Summer is such an important part of the year for teachers. It’s time for us to rejuvenate and take time to take care of ourselves. Non-teachers may give us a hard time for not “working” all summer, but we know that it’s not what it seems. We may not have to report to anyone or clock in anywhere (unless you teach summer school or a summer program), but we are still teachers. If you are anything like me, you have your summer professional development lined up between everything else that you are doing during the summer. Along with summer professional development, you and I are catching up on latest instructional strategies and best practices through books and conversation we have with our colleagues. Summer may be here, but we don’t stop thinking about our students, our colleagues, and our work.

If you are looking for ways to refresh your teaching and professional self, here are some things I’m looking forward to.

In-Person Professional Development:

Sara Vanderwerf – Minneapolis, MN June 20, 21, 27, 28 – She is offering 4, possibly more, math professional development sessions on her time for a small fee (giftcards, cash…). This is as good as it gets if you couldn’t make it to Duluth for the spring conference.

Teachers of Color Coalition – St. Paul, MN August 9-11, 2017 – The Coalition to Increase Teachers of Color and American Indian Teachers in Minnesota unites individuals, organizations and communities concerned about the lack of racial, cultural, and linguistic diversity in the teaching force.

Books:

This is Not a Test. – Jose Vilson

The Mathematical Mindset – Jo Boaler

The Problem With Math is English. – Concepcion Molina

Building Powerful Numeracy for Middle and High School Students – Pam Weber Harris

Matherpiece – Greg Tang

*Most of these authors also have professional development all over the country.*

Posted in beginner teachers, elementary school, high school, middle school, organization, resources

Review of GOFORMATIVE.COM

I’m always looking for a different way to quickly access student knowledge on an individual basis as many of you are. There are many websites and Apps that do just that, but I haven’t been 100% happy with any of them. I problem I usually have with most of what I find are that it’s hard to type math or use math symbols. If your students are anything like mine, they don’t know how to use equation editors (well if at all) on Microsoft Word, Google Docs or any other word document software. Then there Apps or websites like Socrative, Polleverywhere, and Google forms that don’t do justice. We can see the live results, but students are limited to showing just the answer, trying to type their work, or picking from choices, which none of these show their thinking very well it at all. I also don’t want to pay to use a website because I don’t have the means nor does my school have the means to pay for an expensive limited time website/program. As far as Apps are concerned, I know that there are great ones out there (Doceri, Baiboard, Nearpod, Classflow…), but if your school/district is like mine, all Apps must be approved and preloaded somewhere else for students to download. The approval and push out time take too long especially for an App that I want to use the immediately. Then I kept asking myself what alternative do I have?

I’m not trying to put a negative light on those programs, websites or Apps or my district, but I have had a hard time with trying to incorporate them in a genuine way that promotes student learning. Then a few pre-serivce teachers told me about a new website called goformative.com. I was skeptical because it sounded like all the other websites and Apps I had used before, but I was so happy it proved me wrong. The website did much of what I had always hoped for.

Pros:

  • free for anyone to use
  • teachers need to create an account, but students don’t have to (Federal Laws prevent students 12 and under from creating any sort of log-in, email required account without parent permission.)
  • all students need is the quickcode from the assignment you created to access it
  • types of questions you can create – multiple choice, show your work (where students can write with their finger/stylus on the screen), short answer, true/false
  • add content like image, text block, YouTube videos, Word documents
  • see all student work at once and see live results as they work
  • easy to use on an iPad

Cons:

  • students can’t save and come back to their work unless they sign in
  • using the student canvas, it’s not intuitive on how to erase work
  • doesn’t have latex or equation editor
  • can’t print the assignment for students if they don’t have a device

The list of cons have not deterred me from using the website over and over again. Students seem to like it, too. Using the website is like being able to work with all my students at once and addressing the students with most need because I see their mistake soon after they make it. The immediate and direct feedback has been very powerful and the most powerful aspect of this website.

Posted in beginner teachers, high school, middle school, organization, resources

What’s with the posters?

It’s the second week of teaching for me and I’m feeling exhausted and confident. I know my students names and have lesson plans all ready to go. I even decorated my room for the second year in a row now. 🙂

As a secondary math teacher, I’m notorious for having blank walls. I have never really bought or made posters because I figured my students would make them as the year goes by. I didn’t even put up my classroom expectations/rules. I always assumed that since I verbalized what I expected, it was enough. But being a middle school teacher has changed that in me. Middle schoolers have such a hard time recalling or following instructions even when written. Now, I have a posters that I put up. They are colorful and have great messages. I even laminated them, making them a more permanent part of my teaching resources. My classroom looks great and not so empty. Then I made the assumption that my students would read them while they were in my room. But I was so wrong. My students don’t notice them or care about them. In the past whenever I pointed out my poster, my students would be shocked that I had a poster that showed them what I meant.

Last year, my coworker and I made a commitment to actually use them and point them out. She was the one who told me about an article (sorry I don’t know the reference) she read about the importance of actually talking about the poster. Why put up a poster and not talk about it? I didn’t realize that by not talking about them, I wasn’t telling my students why those ideas and messages were important to me and to being a mathematician.

As part of my commitment, I introduced the GROUPS poster after doing the 100 Numbers activity that @saravanderf used in her classroom (https://saravanderwerf.com/2015/12/07/100-numbers-to-get-students-talking/). Through the activity, I was able to show students how the acronym came into play. They understood it better and saw what GROUP looked like. I had taken pictures of their group work, and they didn’t even notice because they were so engrossed in the activity. Even that along helped illustrate group work for students.

With different activities that I do with my students will come the introduction of each poster. I do a lot of Math Talk (http://www.nctm.org/Publications/Teaching-Children-Mathematics/2015/Vol22/Issue4/Creating-Math-Talk-Communities/) and inquiry activities/discourse, which lend themselves well to the Math Talk and STRONG Mathematicians posters. My students take Cornell Notes, which in itself needs some explanations because it’s such a specific way to take notes. Then I always like to give my students the chance to say “I don’t know” without saying “I don’t know”.

Next time you walk into a classroom, whether it be yours or not, ask yourself about the purpose of what you see hanging on the walls or from the ceilings. Everything in our classrooms have a purpose whether you talk about them or not.

Much of my poster inspirations have come from Pinterest.

Posted in beginner teachers, high school, middle school, resources

Throw-Back “Virtual Mentor”

The “Virtual Mentor” is a long running newsletter series written Ann Sweeney, a Mathematics Professor at St. Catherine University.  A full archive can be found here.

March, 2014

Happy March! Although it is traditionally Minnesota’s snowiest month, I’m buoyed because I know that April is coming. Besides spring, I always look forward to April because it is Mathematics Awareness Month (MAM). Each April the Joint Policy Board for Mathematics (JPBM) sponsors MAM. The JPBM is a collaborative effort of the American Mathematical Society, the American Statistical Association, the Mathematics Association of American and the Society for Industrial and Applied Mathematics. They started MAM to increase the public’s understanding and appreciation for math. It actually started as Mathematics Awareness Week in 1986.

Every year the JPBM picks a theme, designs a cool poster, offers suggestions on activities, and has a list of resources. This year’s theme is Mathematics, Magic and Mystery. The theme comes from the title of a 1956 book by Martin Gardner. Each day during the month an activity will be made available that matches one of the images on the poster. Since the activities, videos, etc. aren’t available until April, I don’t know what they will be. Based on activities that have been featured in the past, they will probably be suitable for high school and college students and excellent interesting ones.

That certainly doesn’t mean that our K – 8 students shouldn’t participate. You can easily have a set of puzzles, poems, interesting problems, games, etc. that you give to your students, one each day during April. You can award the Math Awareness Crown to the students who solve the most correctly, with small prizes for those who get each day’s answer correct.

Enjoy MAM and use it to have fun with your students while they and their parents become more aware of and appreciative of math.

Posted in beginner teachers, middle school, resources

Scholarship for you!

When anyone becomes a teacher, they know they are also a student for life. In the last few years as a middle school math teacher, I always found myself in a situation that required me to do some reading or learning about what I’m teaching and how I am suppose to teach. Teaching middle school math has not come as easily as Algebra has, but I know that by educating myself more, middle school math doesn’t have to be so intimidating.

I journeyed through my Masters courses while as a middle school math teacher, and I couldn’t be more happy about how it coincided. I learned at night while applying it during the day. I felt more confident and definitely more competent. A big part of my learning was taking more math or math related classes. I knew that if I had more knowledge, more higher level knowledge, I would feel more comfortable teaching it. Knowing more than what the teacher’s manual says is critical in secondary math.

In sponsorship of my education, the MCTM (Minnesota Council of Teachers of Mathematics) Foundation granted me a scholarship. The Arnie Culter Scholarship helped me get the education I sought after. MCTM showed me that what I value in myself as a teacher is something they value and something they want to support. Below you can find the information on how to apply for the scholarship. It is a journey worth going after especially when someone else is there to support you in becoming a better teacher.

The Cutler Scholarships are given semi-annually to MCTM members who teach mathematics in middle school and who submit applications by either the March 31 or October 31 deadlines.  More information on the Cutler Scholarship and application materials are available at www.mctm.org (go to “Grants and Scholarships” or to “MCTM Foundation” links on the homepage).

The current awardee is Suzanne Horne, a 6th grade teacher, math coach and ACE (Architecture, Construction and Engineering) coordinator at St. Paul Humboldt. She has been awarded a $1200 Arnie Cutler Scholarship for Middle School Teachers.  Suzanne has taken a course in statistics which helped her explore new ways of helping students and also to better analyze student data to better focus on student needs.

In a school setting where most students cannot afford graphing calculators, Suzanne found new ways to engage her students with data, formulas, and graphing using Excel.  She was able to revisit how students learn content such as standard deviations, chi, chi squared and p-values by employing new teaching strategies.

Grateful for the financial support that lightened the tuition burden, Suzanne found she could better “focus on the most important aspect of teaching, my students.”

Congratulations Suzanne!