The blog has been quiet, and will be forever more. If you are interested in some things I will be sharing in the next year, please go to stempaulp.wordpress.com.

Thanks for reading!

Paul

The blog has been quiet, and will be forever more. If you are interested in some things I will be sharing in the next year, please go to stempaulp.wordpress.com.

Thanks for reading!

Paul

I am blown away by the response to my Jedi posters, and am grateful that people are asking for the files and have already put them up in their classrooms! A special shoutout goes to @JustinAion and @jrobbins00 for being major “sneezers” to make this possible!

Taking this to the next step, I created slides that can be printed on 11×17 inch paper so I could post them around the room. I also included the technical wording of the mathematical practices on the slide so I could say, “Let’s persevere in solving these problems, work past the point you want to give up!” Or “Give me a viable argument, tell me how you did this.” Hopefully this could provide a bridge to other classes as they move on.

Here is the link to download the slides, both in 11×17, and a smaller format to use on a presentation. I have also included a blank slide if you need it.

Instead of writing a syllabus or creating assessments or working on lessons plans, I have procrastinated and scoured some images from the web to make these.

I have uploaded .png’s of these into this folder for downloading. The 8 math practices and SBG files were made to blow up to 18×24 (although the 8 math icons will be a little pixelated.) The Force and Darkside posters are pixelated when blown up that large, but will still look good!

Earlier this summer, I watched this video:

I wonder if we can make this into a task for our 6th, 7th, and 8th graders? Here’s my idea:

On the first day of school, students are corralled into the gym (7th and 8th grade) and cafeteria (6th), and they are all given their schedules. Most of them who came to Meet the Teacher night received their schedules, but it is easier to give everyone their schedules again on the first day. So what if we had three different jars of candy set up, one for each grade, and had each student guess the number of candies in the jar?

- Each student will receive a slip of paper when they walk in, and will write their names and their guesses on them.
- As the slip is handed in, a teacher with their laptop will enter the name and guess in a spreadsheet.
- On the second day of school, the spreadsheets can be printed and handed to students in math class.
- Students will watch the video, and discuss the ideas presented. Give their own estimates again of the jar, a la 3 Acts style, “which is the highest estimate, which one is the lowest?”
- Students will get a copy with the spreadsheet (there are about 150 students in each grade), and will figure out a way to find the average.
- On the 3rd day, the answer will be announced during the lunch period, with the closest guess receiving the jar of candy.

Here’s where I need your help. I am terrible at creating experiences that are “rich” in that they go beyond just one task as it appears for this one to be. What else can be added to it? Is this a task worthy to be tried?

…but it is only the beginning.

I am heading into my second year teaching math. During my first year, I spent it keeping my head above water while completing 10 online classes to gain my permanent teaching certificate and preaching every Sunday as an Interim Preacher at a church about an hour away. The only thing I used the web for math was to find a lesson or an idea for upcoming classes. I figured there would be a wealth of information out there to help me, I just didn’t have time to go and find it.

This summer, I determined that I needed to find more resources to help me with the craft of teaching, and I found it through the #MTBoS. There is a wealth of information out there, and I have gained quite of bit of information on what to do for next year, but now it is putting it into place. Here are a couple things I will implement this year:

- Standards Based Grading: I love this idea, and long to implement it well in the classes.
- Wall of Remediation: With the new textbook series (Go Math from HMH), there is an included book with skill sheets that I can print off and have students complete.
- Gradeable.com: I want to reduce the stack of papers I bring home, and think that gradeable will be able to help me with this.
- Whiteboarding: Kelly O’Shea has a bunch of games and ideas that I think will do well for me. I am planning on getting larger $2 white boards, but my mentor gave me 30 12″x18″ whiteboards for each student to use.
- An Online Math PLC: See mymathplc.wordpress.com for more info as we go on, but I wanted to collaborate with some folks who are doing similar things, so we shall see what happens!
- Using more engaging tasks in class: Dan Meyer’s 3 Act Math Tasks, Problem Based Tasks, etc.

**A couple of thoughts on the blogging challenge:**

On looking back at the blogging challenge, I knew I wouldn’t do all 31 days. I am a procrastinator, and I knew there would be times that I just would not blog.

One of the feelings that came up, as weird as it may sound, was that I began to be fixated on how many people followed me, and how many people read my blog. I don’t like that feeling. It feels like I am trying to impress someone, and feel vindicated when someone likes a post and follows me or my blog. This can begin to drive my ego and sense of identity. Again this is weird because I have under 2 dozen followers and less than 100 pageview, but yet I think about it.

So as I go forward with blogging, I want to keep this in check. I have considered a 180 blog this year, just so I can have a record for myself of what I have done, but we will see what happens. For my 2 dozen followers and 6 readers, thanks for following! And I promise I won’t let it go to my head.

#mtbos30 Day 16 (missing days 10-15)

All of my life, I have been one who procrastinated. Mostly, it was to avoid pain. I greatly dislike being in some sort of pain or discomfort, so if I could put it off, I would. This extends from school work to exercise to yard work to dealing with issues with myself to dealing with other people.

As you can imagine, it gets me into trouble from time to time. As a teacher, if I wait to grade papers, it piles up, and up, and up.

Recently, a friend of mine said this about her husband:

The reason why he procrastinates is because he is a perfectionist. If he doesn’t have the perfect solution, he won’t do anything.

And there it is. By no means would I have ever labeled myself as a perfectionist, as with most projects, I work them until they are about 80-90% done, and then I stop. But I never thought about the reason why I stop. For instance, on my back porch I have built an outdoor bed out of pallet wood. We have a mattress on there right now, but it’s not the right one, and I want to finish it with arms, but I don’t know exactly what I want it to look like, and how to do it. So now, the bed lies unfinished on my porch.

I want to begin writing assessments for the upcoming school year, and I have found a couple that I want to emulate, and have been using Examview Generator to create a couple, but it isn’t just the way I want it. So now, it’s been a week since I tried to generate a test.

I know my students are this same way. They get behind on a project and don’t know what they want to do, and they don’t like any ideas that their parents come up with to help them, so they don’t do anything. (I know this feeling, I lived there in middle school!)

**So what can I, they, we do about it?**

Well, I am sure that productivity gurus all over the world have answered this question well, but I just haven’t gotten around to reading them yet. But here’s what I try, and will try to do with my students. What’s one thing I can do to start this?

I had a huge mess of bushes in my backyard as the house sat empty for five years before we moved in. How do I start reclaiming the yard? Let’s take out a reciprocating saw and go chopping away.

A student is completely stuck on a math problem. What do they do? Ask questions, what do they know? What is this like? What is this question asking for?

Sometimes all we need to get started is just a little shove, a little bump, a first step as to what could be. Now finishing well is another problem I need to deal with….later.

#MTBoS30 Day 11

At a Professional Development workshop for the district this summer, we were introduced to Carol Dweck’s Mindset. We were given a copy of her book, and I believe there was a bit of buy-in from the teachers there. I mentioned before that I wanted to do a Star Wars theme this year including a Jedi rubric for Standards-Based Grading.

In doing some more reflection on mindset, I decided to take a couple of different graphics and mash them together in order to refer to “fixed” and “growth” mindsets in my classroom.

#MTBoS30 Day 9

Kindness must be used with wisdom within a structure of justice and fairness. Consider the role of a teacher. Love moves and empowers a teacher to be kind toward

allthe students; otherwise it will be mere favoritism toward some. Kindness moves the teacher to encourage the dull and the average as well as the bright students. But if kindness forgets about honesty, it will turn into cruelty. For instance, a teacher criticizes a student essay honestly, toughly, pointedly. Not to do this is to rob the student of a chance to grow through an interchange of power. But there must also be a gentleness, a feeling for the student’s anxiety about his own abilities. And so kindnesssearchesfor something in the essay that can be praised, at least for its potential. Kindness compels the teacher to look until finding something worth commendation. —Lewis Smedes Love Within Limits p. 17.

I met with a mentor today, a first meeting hopefully that will last for awhile, and he reminded me about truly caring for students. He said something along the lines of “The one thing I want to impart to every new teacher that I get a chance to talk to is to love the students. Show them you care. When you show them you care, they will go the distance for you.”

I get that. I really do. I know that students need love and care shown to them. I know that students will go the distance for you when they know they are safe and free to make mistakes and you won’t judge them for it. I know it, but it is sometimes hard to show it.

There are those moments in teaching when a class mistreats your sub, bombs a test in which you went over every single type of question twice, when a student you have given multiple opportunities to throws you under the bus for whatever reason. Those moments are difficult to show love, compassion, and kindness. What is easy to forget is that students will test you to see if your love is conditional. Students will try to prove that there is a limit to how much you care for them. It could be just another excuse for them to quit when they think you have on them.

I read the above quote and realize yet again what is at stake in the classroom. It is more than high-stakes testing, Marzano performance observations, and whatever subject you are teaching. What is at stake is the value of a single person. Every student will remember something from you. Sometimes it is your sense of humor (or lack of it!). Sometimes it is your manner of teaching or the tasks you give. Most often, it is how you treated them.

I had a professor in Seminary who was one of the kindest men you could ever meet. A friend of mine said about him, “Even if you raise your hand and absolutely butcher the answer to the question he just asked, he’ll make you feel really good even when you’re wrong.”

The self-worth of a student is constantly in flux due to social media, their home-life, their relationships, their performance in the classroom or the athletic field. In my classroom however, I have the power to control what I say, how I react, and how I treat that student. Whether or not my words or actions change them at that moment, I can’t control. But I do know, that love and kindness have the power to change a person for a long time. Each student is deserving of that love, no matter what.

Day 8 #mtbos30 #July2014Challenge

One of my struggles last year was grading quizzes and tests quickly and getting them back into the hands of the students. I would end up procrastinating for a day or two and felt the loss of momentum one they received it back, saw the grade, and then checked out if it was a bad grade, and celebrate if it was a good grade. As I move into SBG, I am working to manufacture some different results. In my blog searching this summer, I came across this great series of posts from Shifting Phases:

Mylene had the students write a duplicate copy of the quiz to hand in, and one to keep and grade together. I think that could be a bit cumbersome for a test with longer answers, and using twice the amount of paper. Then she posted this:

Now this is a good idea! Scan the quizzes so you have an electronic copy of the quiz, and the students don’t need to create a second copy. And, you don’t have to manage all of those papers! So I have been wondering about taking this a step further. What if I got a scanner, maybe just a Document one like the Doxie Go and had students scan in their quiz, and then check their answers in a book and then sit down to make corrections until all students are done. Then I would have a digital copy I could check and grade and hand a grade sheet back to the student the next day. Well, the Doxie Go won’t work for me as you can’t hook it to scan directly into a computer, and I can’t use it on my school’s wireless network because we don’t have an open BYOD network. So I went ahead and bought a Canon LIDE 210 to do the scanning, hooked directly up to a computer.

Now, what I would LOVE to figure out is this. What if every one of my students had a QR code that they could clip to their quiz and then scan it in. And then some magical piece of software will read the code and place it in the correct folder for each period. I can then tag all of the quizzes for that day with the right concept number, and have an automagically organized digital copy of what every student does for the year? That would rock! I haven’t figured out how this could work…

…until I came across Gradeable, and I wonder if this can get me closer? If you have thoughts, please post it below!

Day 7 of #MTBos30 #July2014Challenge

Last year was my first year teaching 7th grade Math and 8th grade Pre-Algebra (2nd year as a teacher, I was the AVID coordinator my first year). The curriculum was several years old, and not aligned well with the NGSSS (Next Generation Sunshine State Standards). I pretty much taught to the workbook, assigned problems, thought students understood what they were doing, and then they would bomb the test. I then retaught the material, and gave a re-take and some did better. I had a difficult time trying to figure out how students learned, and how to teach concepts while also giving them practice through the workbook. Needless to say, most of the time I felt like I was Charlie Brown’s teacher.

The great thing about teaching is that the next school year is a brand new year. I have a year of teaching math under my belt. Our district has moved middle and high school grades to the Florida Standards (FS), which in 7th grade is almost exactly the same as Common Core. I received some great PD that came through our district by way of Math Solutions. Our district is moving forward with a new curriculum by Go Math. And, I have spent this summer struggling, learning, reading blogs, and stretching myself to do something different for the upcoming year. Enter: Standards Based Grading.

My first task was to break down the standards into topics to be taught. I was given a sample copy of the new textbook, and I took the time to break the lessons and units into individual topics. The topics are labeled 7-01, as I may be teaching 7th and 8th grade again this year, and want to keep the grade topics listed differently. According to several SBG blogs I have read, 36 topics may be too many. With only 36 weeks to the school year, and really about 24 before the AIR test, I don’t know how many we can touch on.

I found an OMGR! (one more great resource!) which comes from the great state of Utah. They have broken down the Go Math textbook into the CCSS and identified specific page numbers for each standard. Hopefully it will help!

7th Grade Concept Thoughts – Link to PDF

STEM Paul P

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Note: some lessons may be less sticky than others