Sorry for the corny title. I have marriage on my mind a lot these days...Let me go ahead and apologize about my previous blog post. I work at a charter school were anything other than direct instruction is forbidden. If I implemented writing in my classroom, it would be very likely that I'd be pulled in by the Dean of Academics and told how writign in math class was a waste of time. As Head of the Math department, I've wittnessed this first hand. I don't mean demote my school's policy, in a lot of ways I agree with it. I believe Direct Instruction is the most effective way to teach students who are behind grade level (as are 99% of my students). As a direct result of this believe, I belive writing should only be implemented in a math class if it is done to be productive--not done just to be done. With all this being said, post-TCAP, I managed to sneak in a bit of writing , which was incorporated into a math lab on qualitative data.
a) I spent Monday and Tuesday having my students complete a math lab on qualitative data.
Day One: The students were put into groups of two. They chose their topic (favorite pizza topping, favorite soft drink, favorite NBA team, etc.) Each group created 5 categories for their topic. For example, if I chose "Favorite Pizza Topping", my categories might be: Pepperoni, Cheese, Sausage, Supreme, and Hawaiian. The students then surveyed 20 of their classmates and recorded their data in a table. The students completed a worksheet of 12 questions regarding their data. Questions mostly covered percents, ratios and proportions. For example, one question was, "What percent of students chose Category 1?". The last two questions are were the writing comes in! I had students write (in complete sentences, of course!) what their sample population was and whether or not their sample was bias.
Day Two (tomorrow): The students will calculate percents to make a circle graph. Students will assign each of their 5 categories a color, make a cooresponding key, and shade in the appropriate percent, using the appropriate color, on the circle graph. I provided them with a circle graph, which was divided into 100 pieces-- which is why they are calculating percents first!
b) I had students complete a math lab for two reasons. The first reason being that I had math labs as part of my Big Goal that I created before the school year started. I wanted students to complete 6 math labs relating to the 6 main areas of study (Whole Numbers/Decimals, Fractions, Algebra, Percents/Ratios/Proportions, Geometry, Data Analysis) in order to reinforce a conceptual understanding. The second reason I had students complete a math lab dealt with their inability to grasp the concept of "bias". "Sample Bias" was introduced late in the year, during TCAP crunch time. (During the weeks preceding TCAP, it is always crunch time!) There were a hand full of objectives I had not taught yet--sample bias being one of them. I had noticed that students were struggling with determining whether or not a sample was bias. I thought doing a math lab covering data analysis would help to reinforce students conceptual understanding by giving them a concrete, real-world example of collecting data.
c) See (a)
d) I learn that some studnets do not have a strong enough math background to benefit from inquiry. At my school we group based on grade level. It was intersting to notice the differences between cohorts' execution of the math lab. My lowest group of students had to be walked through the steps. The benefitted little. I do not believe their conceptual understanding was enhanced at all, because they have such a poor concept of numbers to begin with. On the other hand, the higher cohorts enjoyed the project. They were able to make the computations without much prompting. Hopefully their understanding of Data Analysis was enhanced by the project.
e) Next week, I plan on doing a very similiar math lab using quanitative data. I'm going to have students gather quantitative data and use it to calculate mean, median, mode and range. I think this will give them a wide perspective on what people use data for.
Monday, April 18, 2011
Friday, April 8, 2011
What has worked for me....
I am chosing not to mention writing in this post, because the directions don't specify to talk about writing--and just to be candid, I rarely have students write in my class.
a) I believe that holding students to high expectations is the number one reason I have achieved success in my classroom. I work at a charter school, where we expect 100% from our students at all times. We have a "no excuses" policy that is executed well. We also reiterate our theme of college everyday. Our students wear college t-shirts on Friday, and they are constantly reminded of what it takes to get to college. I believe these strategies is the difference between the performance of SOME charter schools versus SOME traditional public schools. (Please don't misunderstand, I know there are terrible charter schools and great traditional public schools!)
The biggest difference -- I have witnessed -- between a charter school and a traditional public school is the everyday behavior of the students. I have been told from teacher at other schools that they are amazed how well engaged my students are. Other visitors have admired how well behaved my students are. The academic results are noticeable as well. I have had students jump two to four grade levels in just one year. These results are going to get our kids to college.
b) I teach 6th grade Math Problem Solving. Students often come in 3 or 4 grade levels behind. (We've had students who were behind 5 grade levels.) Trying to get these kids on grade level by the end of they year cannot be done unless a "no excuses" policy is implemented. In my class, students must sit up at all times. They must follow along with a pencil while we are reading problems outloud. They must participate by raising their hand--bluring out is not tolerated. They must write down all notes that I put on the overhead. They must be silent at all times unless told otherwise. They must track whomever is speaking--to give that person their full attention. If they don't follow these rules, then they lose paycheck dollars (a system used schoolwide at my school). If a student loses too many paycheck dollars he/she must go to detention. Students who earn enough paycheck dollars get speicla priveledges. Students have homework every night (including Fridays, Spring Break, Winter Break, etc.), and if they don't turn in their homework they go to success lab. These procedures are just a few implemented in my classroom everyday to ensure that students are maximizing their learning.
c) I have a "no excuses" policy in my classroom to better ensure my students will have the opportunity to go to a four year college after graduation from high school.
d) I have learned what results you can get by holding students to a high expectations. I have also been reassured that poor preformance from (SOME) public schools has little to do with the students as much more to do with how learning is executed in the classrooms.
e) Where do my students go from here? Hopefully my students will go to college 6 years! Where do I go from here? I will continue to implement a "no excuses" policy in my classroom and hold ALL of my students to a high expectation. Although --being candid again-- I do struggle. Problems arise, but I will continue to put my students' learning first and foremost.
a) I believe that holding students to high expectations is the number one reason I have achieved success in my classroom. I work at a charter school, where we expect 100% from our students at all times. We have a "no excuses" policy that is executed well. We also reiterate our theme of college everyday. Our students wear college t-shirts on Friday, and they are constantly reminded of what it takes to get to college. I believe these strategies is the difference between the performance of SOME charter schools versus SOME traditional public schools. (Please don't misunderstand, I know there are terrible charter schools and great traditional public schools!)
The biggest difference -- I have witnessed -- between a charter school and a traditional public school is the everyday behavior of the students. I have been told from teacher at other schools that they are amazed how well engaged my students are. Other visitors have admired how well behaved my students are. The academic results are noticeable as well. I have had students jump two to four grade levels in just one year. These results are going to get our kids to college.
b) I teach 6th grade Math Problem Solving. Students often come in 3 or 4 grade levels behind. (We've had students who were behind 5 grade levels.) Trying to get these kids on grade level by the end of they year cannot be done unless a "no excuses" policy is implemented. In my class, students must sit up at all times. They must follow along with a pencil while we are reading problems outloud. They must participate by raising their hand--bluring out is not tolerated. They must write down all notes that I put on the overhead. They must be silent at all times unless told otherwise. They must track whomever is speaking--to give that person their full attention. If they don't follow these rules, then they lose paycheck dollars (a system used schoolwide at my school). If a student loses too many paycheck dollars he/she must go to detention. Students who earn enough paycheck dollars get speicla priveledges. Students have homework every night (including Fridays, Spring Break, Winter Break, etc.), and if they don't turn in their homework they go to success lab. These procedures are just a few implemented in my classroom everyday to ensure that students are maximizing their learning.
c) I have a "no excuses" policy in my classroom to better ensure my students will have the opportunity to go to a four year college after graduation from high school.
d) I have learned what results you can get by holding students to a high expectations. I have also been reassured that poor preformance from (SOME) public schools has little to do with the students as much more to do with how learning is executed in the classrooms.
e) Where do my students go from here? Hopefully my students will go to college 6 years! Where do I go from here? I will continue to implement a "no excuses" policy in my classroom and hold ALL of my students to a high expectation. Although --being candid again-- I do struggle. Problems arise, but I will continue to put my students' learning first and foremost.
Friday, April 1, 2011
Online Resources for Mathematical Writing
My favorite online writing resources are:
1. Math Wire http://www.mathwire.com/writing/writing1.html
(a) Math wire is a great resource to use for teachers trying to implement more writing in a mathematics course. It breaks down the process very clearly and gives great ideas to make mathematical writing easier (i.e. "think-pair-share").
(b) This site could be used as a resource for writing prompts. Offering a variety of techniques, this site would also be helpful as a guide for how to encourage strong writing in a math class.
(a) This site is also great for mathematical writing. It gives teachers ideas on various activities students can do to practice matematical writing. It also give teacher guidelines for assigning writing topics in mathematics. Glencoe also offers a section describing the use of journals in math classes.
(b) This site would be a great resource for a teacher to use if they were intersted in doing a varitey of writing procedures in class. It offers ideas on not only papers but journals as well.
(a) This site is helpful because it offers a toolbar with a breakdown of grade level standards. Each standard has several writing prompts correlated to that standard.
(b) This is an excellent source for prompts. Each grade level has several writing prompts per standard. The writing prompts relate a deep mathematical understanding to writing by having the students explain their thought process.
4. Math Academy http://www.mathacademy.com/pr/minitext/writing/index.asp
(a) This site is helpful, because not only does it give instructions for the teacher, but it also gives instructions for the students as to how mathematical writing should look. It also offers a lengthy explaination as to why writing should be implemented in a matematics course.
(b) This could be a useful site for students. Students could use this site as a guideline as to how their writing should be formatted. It also offers a great explaination as to why writing is important in mathematics. Explaining the "why" is important for student investment and influences the student's motivation toward the end product.
Wednesday, February 16, 2011
Digital Youth Project
I would like to throw out a disclaimer before I begin yet another angry rant. Today I filled out a self assessment as part of my requirement for licensure by the state of TN. I was required to select three growth areas and discuss why I chose each area. One area I picked was "Teaching Strategies". The school at which I work, is a huge supporter of the "direct method". The administration encourages teachers to stick with the "drill and kill" method, believing it yields better test results. My school also doesn't buy into this whole theory that technology is the public school system's savior. My school doesn't buy flashy smartboards or purchase state-of-the-art LCD projectors. The majority of my class it taught with an expo marker and a white board. Now you are starting to get the picture why I am "technology-phobic". With ALL that being said, I think that my students might benefit from some of what the internet has to offer. The YouTube project made me think of all the cool videos that are on the web which provide visuals that my expo marker and left hand simply cannot produce. Enough positive, let's get on to the ranting!
It may come as no surprise, but I did particularly agree with certain ideas genearted from the Digital Youth Project. The authors state, "Contrary to adult perceptions, while hanging out online, youth are picking up basic social and technological skills they need to fully participate in contemporary society." *Sigh*. Myspace, Twitter, and Facebook are not teaching social skills necessary to participate in society. I don't know about anyone else's school, but mine has some drama. It can be hard to work with other people. When I have a conflict with a coworker, facebook does not tell me how to deal with it. My relationships in the past and present help me to know the most effective way to deal with tough situations. Students need to make meaningful relationships with their peers, so they can get experience with relational challenges.
What are the steps that I need to take to have my classroom be engaging?
I think my classroom is engaging. In fact, you are welcome to visit my classroom anytime. I'm sure you will find a majority of students eagerly raising their hands in anticipation of answering a question correctly. Sure I have a student who slouches every now and then--or heaven for bid, a child who doesn't write down all the notes. But overall the engagement is great. I've had teachers from several other schools observe my class and ask, "How do you get your students to be so engaged for the full 70 minutes?" The reason? Because my students know what engagement can get them: a college education. All 191 students at my school want to attend college, and they know that they will get there if they put in the hard work.
I had the privelage of taking a teacher field trip to a traditional memphis city school a few months ago. I am a second year teacher at a charter school, so I had never ventured into a traditional MCS school before. I had heard horror stories of students widdling weapons from broken library shelves and students pleasuring themselves in the back of classrooms. Need less to say, my expectations were low. The visit fully lived up to my expectation. Although I did not wittness any weapons being widdled, the engagement was severely lacking. Students were not learning. It was as if each student was in their own little world doing their own little thing, and nobody, including the teacher seemed to care. Had the students been listening to the teacher, they wouldn't have learned anything anyways. The teacher told them that 6 was a perfect square because 3 + 3 = 6. I almost cried.
It may come as no surprise, but I did particularly agree with certain ideas genearted from the Digital Youth Project. The authors state, "Contrary to adult perceptions, while hanging out online, youth are picking up basic social and technological skills they need to fully participate in contemporary society." *Sigh*. Myspace, Twitter, and Facebook are not teaching social skills necessary to participate in society. I don't know about anyone else's school, but mine has some drama. It can be hard to work with other people. When I have a conflict with a coworker, facebook does not tell me how to deal with it. My relationships in the past and present help me to know the most effective way to deal with tough situations. Students need to make meaningful relationships with their peers, so they can get experience with relational challenges.
What are the steps that I need to take to have my classroom be engaging?
I think my classroom is engaging. In fact, you are welcome to visit my classroom anytime. I'm sure you will find a majority of students eagerly raising their hands in anticipation of answering a question correctly. Sure I have a student who slouches every now and then--or heaven for bid, a child who doesn't write down all the notes. But overall the engagement is great. I've had teachers from several other schools observe my class and ask, "How do you get your students to be so engaged for the full 70 minutes?" The reason? Because my students know what engagement can get them: a college education. All 191 students at my school want to attend college, and they know that they will get there if they put in the hard work.
I had the privelage of taking a teacher field trip to a traditional memphis city school a few months ago. I am a second year teacher at a charter school, so I had never ventured into a traditional MCS school before. I had heard horror stories of students widdling weapons from broken library shelves and students pleasuring themselves in the back of classrooms. Need less to say, my expectations were low. The visit fully lived up to my expectation. Although I did not wittness any weapons being widdled, the engagement was severely lacking. Students were not learning. It was as if each student was in their own little world doing their own little thing, and nobody, including the teacher seemed to care. Had the students been listening to the teacher, they wouldn't have learned anything anyways. The teacher told them that 6 was a perfect square because 3 + 3 = 6. I almost cried.
Forecast 2020
I have mixed feelings about this website. Overall I thought it was super biased toward inundating our school systems with technology. The most disturbing aspect of the site was a comment made on the homepage. The homepage stated, "If you think our future will require better schools, you're wrong. If you think we will need better teachers, you're wrong!" Um, excuse me? Yes, we do need better teachers and better schools. Even if those better teachers use technology in the classroom, they still need to be better. Teachers need to be better and teach better in better schools. News Flash "Forecase 2020": Memphis City Schools is not good enough.
On a positive note...
I enjoyed reading the article titiled, "Altered Bodies". It discussed how in the year 2020 the world will be in an bio-warfare--more or less. Because the majority of humans have a total disregard for the environment, it is only a matter of time before the damning consequences of this neglect become more perceptible. (Watch an "Incovient Truth". Al Gore's documentary describing such consequences). The article states, "At the same time, greater threats to human and environmental health from climate change, pollution, war, extreme urbanization, and other natural and human-made disasters will in the next decade create new stresses on minds and bodies." Naturally these threats will effect schools. As a teacher, I am responsible for keeping my students informed of ways they can help reduce their carbon footprint. I must set a good example for my students by recycling, bicycling more frequently and reducing my energy use.
The article also encourages teachers to stay informed on current medication their students may be using. As a teacher, I am responsible for being knowledgeable about how chemicals and other factors can affect my students' learning. Not only do children consume far more medication than ever before, their diets are far less healthy. My children consume meals that lack any nutrition. For example, Memphis City serves "three cheese marinara bread"--one of my students' favorites cafeteria lunches. When this delicious treat is served, the line curves around the cafeteria with children, giddy for the scrumptious meal that await them. What is it? A piece of bread, smothered in American cheese, with marinara dipping sauce on the side. It is really not a meal at all. Where is the protein? Where are the vegetables? These meals are not helping the children to develop physically or mentally. And don't get me started on Flaming Hot Cheetos. Whose bright idea was it to make the most processed flavor ever, and inundate our children's diets with it? Children do not have the capacity to make healthy decisions with regard to their diet. Adults must take the initiative to set positive examples and restrict the diets of children before they become victim to obesity. Alas, I ranted again...
On a positive note...
I enjoyed reading the article titiled, "Altered Bodies". It discussed how in the year 2020 the world will be in an bio-warfare--more or less. Because the majority of humans have a total disregard for the environment, it is only a matter of time before the damning consequences of this neglect become more perceptible. (Watch an "Incovient Truth". Al Gore's documentary describing such consequences). The article states, "At the same time, greater threats to human and environmental health from climate change, pollution, war, extreme urbanization, and other natural and human-made disasters will in the next decade create new stresses on minds and bodies." Naturally these threats will effect schools. As a teacher, I am responsible for keeping my students informed of ways they can help reduce their carbon footprint. I must set a good example for my students by recycling, bicycling more frequently and reducing my energy use.
The article also encourages teachers to stay informed on current medication their students may be using. As a teacher, I am responsible for being knowledgeable about how chemicals and other factors can affect my students' learning. Not only do children consume far more medication than ever before, their diets are far less healthy. My children consume meals that lack any nutrition. For example, Memphis City serves "three cheese marinara bread"--one of my students' favorites cafeteria lunches. When this delicious treat is served, the line curves around the cafeteria with children, giddy for the scrumptious meal that await them. What is it? A piece of bread, smothered in American cheese, with marinara dipping sauce on the side. It is really not a meal at all. Where is the protein? Where are the vegetables? These meals are not helping the children to develop physically or mentally. And don't get me started on Flaming Hot Cheetos. Whose bright idea was it to make the most processed flavor ever, and inundate our children's diets with it? Children do not have the capacity to make healthy decisions with regard to their diet. Adults must take the initiative to set positive examples and restrict the diets of children before they become victim to obesity. Alas, I ranted again...
Monday, February 14, 2011
YOUTUBE Video
http://www.youtube.com/watch?v=sskf3tF2heU&feature=fvwrel
I chose this video, because my students and I are about to begin Unit 5: Geometry. I thought this video, although very simple, was a nice introduction to surface area. I would have the students track the video and copy down the notes as the teacer did on the board. Afterwards, I would give the students a worksheet of several more surface area problems involving cubes. After 5 minutes of drill, I would introduce surface area of rectangular prisms. I would then give students more practice problems calculating the surface area of both recangular prisms and cubes.
I chose this video, because my students and I are about to begin Unit 5: Geometry. I thought this video, although very simple, was a nice introduction to surface area. I would have the students track the video and copy down the notes as the teacer did on the board. Afterwards, I would give the students a worksheet of several more surface area problems involving cubes. After 5 minutes of drill, I would introduce surface area of rectangular prisms. I would then give students more practice problems calculating the surface area of both recangular prisms and cubes.
Angry Rant
After viewing this video, I think technology is over-emphasized in today's schools. The vidoe made me angry. I liked that it brought up important statistics: such as "I watch television 16.5 hours a week." and "I game 3 hours every day." Honestly, I think those two statistics are exactly why we should NOT implement technology in the classroom. Maybe children today should be spending a little less time staring at a screen. You're probably thinking right not, "Oh Whitney, she must be some frumpy 88 year old lady, who doesn't know the difference between DVR and Tivo." The truth is, I am 23 years old. I don't have a televison. I choose to spend my time reading rather than spending mindless hours in front of a television watching Jersey Shore. (I'm proud to say I've never seen an epidsode!) I read "Watership Down", "I Know Why the Caged Bird Sings", and "Grapes of Wrath". This antiquated form of entertainment challenges me, and it helps me learn. You know why I think kids can't get jobs or go to college? Because they can't read! Watch "Waiting for Superman". Maybe if teachers taught kids how to read and do basic arithmetic they'd be closer to going to college than having the "create" on a laptop. I apologize for my elistist tone, but I refuse to devalue my morals by buying into the newest crock that MCS is trying to promote. With all this being said, I DO think that typing is a very valuable skill. I also think learning basic computer skills that are pertinent in college (such as writing a report using WORD, organizing/creating a presentation using POWERPOINT and analyzing data using EXCEL) IS very important. I don't think that schools shoudl be void of computers by any stretch of the imagination. What I DO think is that learnig to read, write, and do math should be prioritized before learning to blog.
Monday, January 31, 2011
Blogs
My favorite things teachers are using blogs for:
1. Teachers attach links to keep students aware of current events.
2. Teachers post homework.
3. Teachers keep students engaged in learning while they are at home.
4. Teachers include a list of the curriculum so parents can know when/what their child is learning
I would use blogs to:
1. Remind parents and students of quizzes and test that were coming up.
2. Respond to questions about the homework each night.
I could know if my blog is effective by monitoring how many students were utilizing my blog. I could also know if my blog is effective if it was reflective in my student's grades.
1. Teachers attach links to keep students aware of current events.
2. Teachers post homework.
3. Teachers keep students engaged in learning while they are at home.
4. Teachers include a list of the curriculum so parents can know when/what their child is learning
I would use blogs to:
1. Remind parents and students of quizzes and test that were coming up.
2. Respond to questions about the homework each night.
I could know if my blog is effective by monitoring how many students were utilizing my blog. I could also know if my blog is effective if it was reflective in my student's grades.
Test on Friday
We have a test coming up this Friday! Be sure you are studying the following concepts:
1. Percents/Fractions/Decimal Conversions
2. Percent Word Problems
3. Equivalent Ratios
4. Ratio Word Problems (true/false statements)
5. Proportion Word Problems
6. Proportions (whole numbers and decimals)
7. Proportions from Tables
8. Percent Problems from Circle Graphs
Please don't hesitate to ask me if you are unsure about any of these objectives!
1. Percents/Fractions/Decimal Conversions
2. Percent Word Problems
3. Equivalent Ratios
4. Ratio Word Problems (true/false statements)
5. Proportion Word Problems
6. Proportions (whole numbers and decimals)
7. Proportions from Tables
8. Percent Problems from Circle Graphs
Please don't hesitate to ask me if you are unsure about any of these objectives!
Subscribe to:
Posts (Atom)