@druinok.bsky.social birthday is Tuesday - wear purple. Post a picture of a ladybug you see or share an idea/teacher hack for beginning of the year. She would have loved having a conversation with you about your idea.
My goal for the year... better questions and tasks, developing tasks that engage, allow students to think, lead to and support the intended standard. #made4math monday #forshelli goal: create a task similar to McGrane and McCourt page 41 for my first unit.
Loves when a book gives me space to think... meaning it gets my wheels turning and wondering, How might I... #eduread #forshelli
#made4mathMonday
Ran across these while cleaning out files. @druinok.bsky.social and I spent many hours with several others chatting about formative assessment strategies; we organized in baseball card sleeves, Name on front, description on back (sometimes), easy access in NB
2/n
Vocabulary is super important and I want to be more intentional about it. Headbandz-working with vocabulary, recall, etc.
I want to instill some solid structures, using Kagan as a guide early in the semester in order to plan more effective small groups, efficient use of time.
As I consider goals this year, I am placing related items on a shelf as a reminder. #forshelli #2526goals not really #madeformathmonday
Stations, I'd like to incorporate 1 per unit, goal: 3 times per semester. Not sure if these will be practice, intervention, review/enrichment yet.
(1/n)
Not so much something I've made, but how I organize papers, files. Each class has a color, when I collect, I clip with the class color. It works for my brain to remember who is in what class. And helps to quickly locate when returning.
#forShelli 🐞@druinok
#made4mathMonday
Karen, Shelli and Julie at NCTM 2023
8/8
If you feel moved to share memories or connect with others who loved Shelli, friends have created a space here:
🔗 www.facebook.com/share/g/14Er... #MTBoS #iteachmath
I remember the first time I did cup stacking! And how the task changes a bit over the years!
Towards the end when they discussed on Ss would mix up shapes of the graph with speed vs. distance; asking students to explain their thinking; ask what they're doing? It may be a great way to begin the semester. #eduread
I like that idea. There is a FAL you could steal 4 equations from. That task made me think of @saravanderwerf.bsky.social Stand and Talks - I will look for the file of the equations and graphs I used #eduread
#eduread I think I'll begin new semester using some of the empty graphs
Will have to think a little and pick your brain about early Stats!
Thanks for the chat!
Some of the ex shared also reminded me of FALs lessons from mathshell - so I can see maybe looking there for an example to use. #eduread
As we wrap up - What changes will we make in our planning and instruction based on what we've read in CH1? How might we use this in our own classrooms?
I feel like with Alg 2 it may be easier for me in my planning. Wondering if I could start a unit with a blank graph, use the structure of the videos, tie in to the algebraic / numerical models and finall making connections to a concrete scenario for Ss to tie back to ? #eduread
I literally typed the exact thing!
The lessons and the structure are so well thought out imo; So much that I question the order, approach - can be uncomfortable and I think that every time I used it; but the pay off for Ss retention supports. #eduread
#eduread They mention the TQE process and using it to frame the observations: Task to support the learning goals, productive questioning to engage learners and looking for ways to collect and use evidence of learning. Much of this ties back to FA cycle and use of #5pracs
#eduread I feel like @samjshah or Kate posted about this many years ago and it fascinated me how it to a "complex" idea and simplified it. the the beauty of it within the graph, too
#eduread I feel like Open Up Resources for HS also does a fantastic job making these connections in algebra with functions, helps Ss make connections and interpret within the context -
#eduread agree. most will teach the way they were taught until they see the connections and can realize how powerful listening to student ideas and helping them see the connections between different reps can be in solidifying their understanding
#eduread back toyour first mention of this - it confirms how I feel about equation solving - it *should* happen within context / or as part of systems solving. y=y; which led me to think about ineq, solved along side the graph ya>yb would be "when is function a above function b on the graph?
#eduread Yes! And the snippet videos are short/sweet but packed full of examples in presentation, classroom language, modeling for teachers to see how to implement the structures/tasks.
#eduread your first point here is an actual learning standard in KY-KAS, cannot remember if it is in CCSS or not. But I often feel that the latter - they are only focused on the ordered pairs.
#eduread Giving Ss the graph w/o labels, made me think of a Malcom Swan book and it really encouraged giving students the graphs and allowing them to tell the stories; makes me think of Slow Reveal Graphs; Graphing STories, then when you add the context, it allows Ss to make sense within the story
#eduread unpopular opinion - many likely go straight to the graph without even attempting the algebraically solving. If we teach them side by side, will Ss go straight to the graph? b/c it is so much quicker? less thinking? am I wrong?
#eduread CH 1 we even discussed how many will look straight to the graph with the access to desmos Graphing calculators now, with little connect back to the algebraic models.
#eduread CH 1 Equations and Functions
Much of this chapter reminded me of the connections NAGS acronym from Ms. STringer many years ago at an ACT bootcamp: Numerical, Algebraic, Graphical and Sentence/Scenarios
Making Sense of Mathematics for Teaching in High School, nolan, dixon, et al #eduread @druinok.bsky.social
I change seats every week. At one point in time, we did every unit. Gives kids opportunity to work with more people through the course.