2017-08-28 Today, we launched the new school year with some discussion about our course organizer. Specifically, we looked at each of the course questions and briefly discussed what they might mean. The greatest emphasis was placed on the cross-curricular nature of learning and the importance of literacy and language skills for success even in the math classroom.After the course questions, we moved forward into a conversation about our community principles. I introduced the meaning of the first few principles, and the students were given an opportunity to talk about specific ways that those principles might be manifested in our classroom. This will advance to a further project in the days ahead.
2017-08-30
For the past several days, the students and I have been going over various aspects of the course organizer. We spent a significant period of time reviewing the course standards and how they can be successful in their classes.Additionally, the project on our community principles (designated by the acronym "PRIDE") progressed through to its completion. The students completed their individual projects (in which they identified three practical applications of each principle). Then, we gathered together as a group (in each individual class block) and discussed a variety of those suggestions in order to formulate a classroom contract/constitution. Each block came up with its own unique twist on the project, even though a number of ideas and themes were similar. Each member of the community (including teacher, co-teacher, and aides) signed the contract as a testimony to our dedication to abide by its contents. I think it proved to be a very successful way to establish a trusting and yet simultaneously well structured environment.
2017-09-01
Today, I got to launch my very first unit in both Algebra 1 and Math 8. The students participated in my standard unit organizer hedgehog game. For the purposes of this first go round, I asked the questions to model for the students what it looks like. There was also a little more filled in structure to the unit organizers than there will be in the future, when co-construction will increase progressively throughout the year.Additionally, in our discussion of unit organizer material, the idea of literacy skills and cross-curricular connections arose (which is a critical aspect of the course questions from the course organizer). I find that the course questions this year are much better suited to ongoing discussion than the ones I attempted last year, which had fallen flat and led to a disregard of the CO. I foresee the routine being much more effective and consistent this year, since the questions align with the types of discussion that I have with my students anyway.
2017-09-06
Both Algebra 1 and Math 8 continue to move forward in their first units. We have referred to the self-test questions at various points in time. In Algebra, for example, we pinpointed the fact that students were struggling not with the key words or phrases in translation, but rather in the interpretive nature of the overall translation. This led me to the conclusion that I must approach the topic from a different angle tomorrow. In Math 8, we have emphasized over and over again the importance of language (e.g. the difference between perfect square and square root), which hearkens back to the course questions yet again.Students have taken control and ownership of asking questions and filling in the Unit Organizer on the SmartBoard. They still need a little bit of gentle coaching at times, but overall they have taken to the activity quite well. They are also very clear on the expectations of how they are to behave during the game (e.g. if they talk or argue when they are supposed to be listening to the answer of another person, the game will be shut down and we will simply discuss the UO from our seats).
2017-09-15
In Algebra today, as they went to take their quiz on evaluating expressions, and several students wanted to know why they had to show their work, we referenced the course question "which is more important: the right answer or the process that got us there"
2017-09-19
In addition to our regular use of the Unit Organizer, we referenced our course organizer today. First of all, we looked at the course standards, and how keeping SIM documents (UO's, FRAMEs, etc.) up to date is an expectation as part of students' grades (under routine participation). Furthermore, we again discussed our course questions. For example, in Math 8, we talked about how the process that leads to the right answer is even more important than the right answer itself (which is one of our questions). We also circled back (again) to the question about how language skills are important to the study of mathematics (e.g. today we made sure we knew that "sequence" and "order" are synonyms, so if it asks either word on a quiz/test/SOL, it is asking for the same basic process.I am pleased with these course questions and how they really do come up as consistent topics of discussion.We also addressed in greater depth why a unit organizer helps us (in my 2nd block class). Specifically, we discussed how it ties together several topics instead of them simply floating out in space alone.In Algebra, we took a look at one of our unit self-test questions in depth (I gave them an example of how thoroughly they should be able to answer those questions). We also used the self-test questions as our bell ringer today in preparation for tomorrow's unit 1 test.Lastly, in Math 8, we completed our FRAME on comparing and ordering rational numbers. As part of my Cue for this routine, I had students explain how our key topic on a FRAME ties back to our unit organizer. I thought that the co-construction went very well, as we actually did a sample problem together (with me scaffolding them through the process) and then we went back and constructed the essential detail steps of the FRAME.
2017-09-26
Today, since progress reports went home, the students plotted their first "point" on their course progress graph for their course organizer. In first block, we discussed our community principles a bit, and how progress reports are a great chance to practice our "eager to grow" principle. Additionally, we conversed about how some of the performance options (like extra help or test corrections) could aid the students in making improvement to a grade with which they were not satisfied.Furthermore, we had conversation in both first block and Algebra about some of our course questions (most specifically "which is more important and why: the right answer, or the process that got you there?"). There is one student with whom I need to have further conversation about this topic, as we have some disagreement as to the answer.Of course, as always, we went over the unit organizers as well. Algebra added more to their expanded map, while in second block we conducted an in-depth review discussion regarding the unit self test questions in preparation for the students' test on Thursday.
2017-09-29
We launched our second unit organizer in Math 8 today, after solid results on their Unit 1 Test yesterday.Additionally, we spent a fair amount of time discussing one of our course questions which I used as a bell ringer today. Specifically, we focused on the question "how do we handle a difficult problem when we feel stuck?" This led to conversation about how we deal with conflicts with our friends, and also how often we must get outside of our comfort zone in order to resolve difficult issues, which is a lesson that carries over well into math class also.
2017-10-03
Today, in my 1st and 3rd block classes, we revisited our classroom contracts (built from our community principles at the beginning of the year). We had begun to get a little off track (on both their part and mine) in the past couple days, and so that discussion helped to nip our difficulties in the bud before they got any more severe.Additionally, we also completed our unit organizer game as per usual.
2017-10-10
Today in Algebra, we discussed how in equation and inequality solving, there are multiple ways to solve a single problem, which is a clear discussion of one of our course questions. It was a good time to express to the students that they might take slightly different steps than one another, but as long as they are following the basic principles of Algebra and they end up at the same conclusion, there isn't a "right" way and a "wrong" way to do things.Additionally, we completed our standard unit organizer game in both Math 8 and Algebra.
2017-12-01
Today in my 2nd Block Math 8 class, we discussed where we have been so far in this course, using the Course Organizer as a reference point for the unit which we have covered.
2018-01-10
As we prepare for the midterm benchmark, we have been utilizing the course organizer (specifically the course map of all the units) to refresh our memory on the material that we have covered so far.We reviewed our unit organizer in greater depth than usual today as a way to get our minds back into our current unit after a long break and several unexpected interruptions. It worked well to jog the students' memories and help them get their bearings back again.
2018-03-07
In Algebra, the students and I added to the expanded map of our current unit organizer, but we also had a discussion regarding several of our course questions from the course organizer. We had conversation regarding the value of the journey, whether or not state tests are a complete measure of growth, the importance of vocabulary in mathematics, etc. This discussion was audio recorded and will be utilized towards earning Level 2 Fidelity of Implementation micro-credentials.
2017-08-30
For the past several days, the students and I have been going over various aspects of the course organizer. We spent a significant period of time reviewing the course standards and how they can be successful in their classes.Additionally, the project on our community principles (designated by the acronym "PRIDE") progressed through to its completion. The students completed their individual projects (in which they identified three practical applications of each principle). Then, we gathered together as a group (in each individual class block) and discussed a variety of those suggestions in order to formulate a classroom contract/constitution. Each block came up with its own unique twist on the project, even though a number of ideas and themes were similar. Each member of the community (including teacher, co-teacher, and aides) signed the contract as a testimony to our dedication to abide by its contents. I think it proved to be a very successful way to establish a trusting and yet simultaneously well structured environment.
2017-09-01
Today, I got to launch my very first unit in both Algebra 1 and Math 8. The students participated in my standard unit organizer hedgehog game. For the purposes of this first go round, I asked the questions to model for the students what it looks like. There was also a little more filled in structure to the unit organizers than there will be in the future, when co-construction will increase progressively throughout the year.Additionally, in our discussion of unit organizer material, the idea of literacy skills and cross-curricular connections arose (which is a critical aspect of the course questions from the course organizer). I find that the course questions this year are much better suited to ongoing discussion than the ones I attempted last year, which had fallen flat and led to a disregard of the CO. I foresee the routine being much more effective and consistent this year, since the questions align with the types of discussion that I have with my students anyway.
2017-09-06
Both Algebra 1 and Math 8 continue to move forward in their first units. We have referred to the self-test questions at various points in time. In Algebra, for example, we pinpointed the fact that students were struggling not with the key words or phrases in translation, but rather in the interpretive nature of the overall translation. This led me to the conclusion that I must approach the topic from a different angle tomorrow. In Math 8, we have emphasized over and over again the importance of language (e.g. the difference between perfect square and square root), which hearkens back to the course questions yet again.Students have taken control and ownership of asking questions and filling in the Unit Organizer on the SmartBoard. They still need a little bit of gentle coaching at times, but overall they have taken to the activity quite well. They are also very clear on the expectations of how they are to behave during the game (e.g. if they talk or argue when they are supposed to be listening to the answer of another person, the game will be shut down and we will simply discuss the UO from our seats).
2017-09-15
In Algebra today, as they went to take their quiz on evaluating expressions, and several students wanted to know why they had to show their work, we referenced the course question "which is more important: the right answer or the process that got us there"
2017-09-19
In addition to our regular use of the Unit Organizer, we referenced our course organizer today. First of all, we looked at the course standards, and how keeping SIM documents (UO's, FRAMEs, etc.) up to date is an expectation as part of students' grades (under routine participation). Furthermore, we again discussed our course questions. For example, in Math 8, we talked about how the process that leads to the right answer is even more important than the right answer itself (which is one of our questions). We also circled back (again) to the question about how language skills are important to the study of mathematics (e.g. today we made sure we knew that "sequence" and "order" are synonyms, so if it asks either word on a quiz/test/SOL, it is asking for the same basic process.I am pleased with these course questions and how they really do come up as consistent topics of discussion.We also addressed in greater depth why a unit organizer helps us (in my 2nd block class). Specifically, we discussed how it ties together several topics instead of them simply floating out in space alone.In Algebra, we took a look at one of our unit self-test questions in depth (I gave them an example of how thoroughly they should be able to answer those questions). We also used the self-test questions as our bell ringer today in preparation for tomorrow's unit 1 test.Lastly, in Math 8, we completed our FRAME on comparing and ordering rational numbers. As part of my Cue for this routine, I had students explain how our key topic on a FRAME ties back to our unit organizer. I thought that the co-construction went very well, as we actually did a sample problem together (with me scaffolding them through the process) and then we went back and constructed the essential detail steps of the FRAME.
2017-09-26
Today, since progress reports went home, the students plotted their first "point" on their course progress graph for their course organizer. In first block, we discussed our community principles a bit, and how progress reports are a great chance to practice our "eager to grow" principle. Additionally, we conversed about how some of the performance options (like extra help or test corrections) could aid the students in making improvement to a grade with which they were not satisfied.Furthermore, we had conversation in both first block and Algebra about some of our course questions (most specifically "which is more important and why: the right answer, or the process that got you there?"). There is one student with whom I need to have further conversation about this topic, as we have some disagreement as to the answer.Of course, as always, we went over the unit organizers as well. Algebra added more to their expanded map, while in second block we conducted an in-depth review discussion regarding the unit self test questions in preparation for the students' test on Thursday.
2017-09-29
We launched our second unit organizer in Math 8 today, after solid results on their Unit 1 Test yesterday.Additionally, we spent a fair amount of time discussing one of our course questions which I used as a bell ringer today. Specifically, we focused on the question "how do we handle a difficult problem when we feel stuck?" This led to conversation about how we deal with conflicts with our friends, and also how often we must get outside of our comfort zone in order to resolve difficult issues, which is a lesson that carries over well into math class also.
2017-10-03
Today, in my 1st and 3rd block classes, we revisited our classroom contracts (built from our community principles at the beginning of the year). We had begun to get a little off track (on both their part and mine) in the past couple days, and so that discussion helped to nip our difficulties in the bud before they got any more severe.Additionally, we also completed our unit organizer game as per usual.
2017-10-10
Today in Algebra, we discussed how in equation and inequality solving, there are multiple ways to solve a single problem, which is a clear discussion of one of our course questions. It was a good time to express to the students that they might take slightly different steps than one another, but as long as they are following the basic principles of Algebra and they end up at the same conclusion, there isn't a "right" way and a "wrong" way to do things.Additionally, we completed our standard unit organizer game in both Math 8 and Algebra.
2017-12-01
Today in my 2nd Block Math 8 class, we discussed where we have been so far in this course, using the Course Organizer as a reference point for the unit which we have covered.
2018-01-10
As we prepare for the midterm benchmark, we have been utilizing the course organizer (specifically the course map of all the units) to refresh our memory on the material that we have covered so far.We reviewed our unit organizer in greater depth than usual today as a way to get our minds back into our current unit after a long break and several unexpected interruptions. It worked well to jog the students' memories and help them get their bearings back again.
2018-03-07
In Algebra, the students and I added to the expanded map of our current unit organizer, but we also had a discussion regarding several of our course questions from the course organizer. We had conversation regarding the value of the journey, whether or not state tests are a complete measure of growth, the importance of vocabulary in mathematics, etc. This discussion was audio recorded and will be utilized towards earning Level 2 Fidelity of Implementation micro-credentials.
