I am working for Georgia Teaching Fellows Atlanta (http://georgiateachingfellows.ttrack.org/Home.aspx) this summer. It has been an AMAZING experience! I along with a fabulous co-workers recently presented on using technology in the classroom to our Fellows. Incorporating technology in the classroom is so important and a relevant way to get students engaged. Since technology was the topic I wanted to stay away from a PowerPoint and using paper so I created a website (on weebly of course) for our workshop. I also created tutorial videos (using screencast-o-matic) on how to use technology in the classroom. The website it linked to the picture to the left (www.gtfayi.weebly.com). Sakon and I hope that this can be a resource for teachers to use to get ideas and learn more about the technology available. Topics Covered:
Enjoy! We had an awesome time bringing this to life.
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We are done with EOCTs! Well, we finished about 2 weeks ago and are now taking finals but we are still done! In Georgia, like every other state, a end of the year test is given to assess student understanding. I scheduled about 7 days of review this year and then two weeks before the schedule was changed were I had 4 or 5 days with each class depending on when they took the test. I initially freaked out but calmed down and then was glad we had a limited number of days of review--reviewing can get pretty old for all parties involved. About 1 month before the EOCT, I gave each student a 14 front and back page packet that had 56 different pages of review. It was so big and used so many of my copies I had each student sign a form that they had received it--no extras here! They initially freaked out but I assured them that we would finish it before they realized it. I also gave each student a score sheet were I would sign-off each page as they completed it. Before the big test day, I collected just the sign-off sheet and it counted as 2 quiz grades. I was worried that students would try to forge my signature so I started by making it super personal but that took forever so I just initialed them. No student forged my signature--or at least that I picked up on! I do recommend using a big packet but only if you check it frequently, give your students work from it consistently, and check over the answers with them every time. I also want to mention that I just checked for completion and begged them to correct incorrect answers--it does not help to have a review packet with all the incorrect answers. The students mentioned that the packet went quickly--a page or two a day really pays off! As we completed a page, I posted the answer key on my bulletin board. That way, they could always refer to that to check answers in case they missed a day or had additional questions. Another teacher posted her outside her room (I have had issues with students swiping answer keys outside my room so everything remains inside.) The key to a large packet is to make a doable and to assure students you are not giving them a 56 page packet they had to complete and turn in a month later. They will procrastinate and it will be a headache for you, for them, and their parents.
“If you can't explain it simply, you don't understand it well enough” --Albert Einstein If a student understands a topic they can teach it to anyone. I have used "Teach the Class" projects before (as explained in a previous post) but I wanted something more defined. I had both of my preps choose a topic (that I had predetmined) to present in the video. Now, I gave each group the breakdown of what type or problem I wanted them to present on and an example to model off of. They had either a 1 or 1.5 days in class to finish the problems that they would present on and turn those into me and then 2 full days in class to record/upload/edit their video. Students could NOT record until their problems were checked and approved by me. Then I created playlists for each class on my YouTube account and we watched the video as their review for their final test. Each topic that was presented was a review topic--not real sure how I feel about this as a method for all students to learn 10 new topics. Most groups worked really really well and created great videos! As a class, we then spent 2 days watching the videos. This served as their review for their final test! I also brought in popcorn for one day and set up the seats auditorium style. As a double bonus--these videos were available for them to watch at home in preparation for their final test. Important Notes/Reflections: 1) Limit the number of problems each group presents--aim for the videos to be between 6 and 12 minutes. 2) Limit the number of people in group to 2-3. Any more and it becomes more difficult to film and make sure everyone has an equal part in the video 3) There were a few issues with uploading so make sure to stress the importance of figuring that out with you the teacher asap. I ended up letting the groups that could not upload present in class with some points removed. 4) Also...it can take videos 48 hours to come up when searched for. Whoops! Either make the project due a few days before you plan on showing it or have students e-mail you the link. I do plan on using this project again but I will structure it a WHOLE lot more. Overall, the students enjoyed it and it was great to see all their hard work! Links to Each Classes Playlist: 3rd Period Playlist: http://www.youtube.com/playlist?list=PL97C49542A167ED67&feature=view_all 4th Period Playlist: http://www.youtube.com/playlist?list=PL5622AB2BE01B9A49&feature=view_all 5th Period Playlist: http://www.youtube.com/playlist?list=PL3AC9A5D7DFB5CCDF&feature=view_all 7th Period Playlist: http://www.youtube.com/playlist?list=PL3029588AC30DBD28&feature=view_all 8th Period Playlist: http://www.youtube.com/playlist?list=PL0F7EF5E935C9E604&feature=mh_lolz
When a first year teacher starts in their own classroom they are in need of a few items. Schools will provide most of the basic but their are a few items that would be great to give a first year teacher. Most items can be purchased at the Dollar Tree! LIST 1) Hand Sanitizer (with a pump) 2) Bandages 3) Feminine Products (Female teachers only) 4) Cloth Rag/Wascloth 5) Glass Cleaner 6) Plastic Ziplock Bags (Quart Size) 7) Plastic Utensils 8) Storage Box These are only suggestions but I think this would be a great first day on the job gift! Put some pretty ribbon around the box and you have a meaningful gift that is useful and practical. And remember, all items can be purchased at the Dollar Tree or on sale! PURPOSE OF EACH ITEM
1) Hand Sanitizer -- students use, it lasts throughout the entire school year, and it cuts the number of trips to restroom if their hands feel dirty from an activity in a previous class 2) Bandages -- students will want to go to the nurse for no reason other than to leave class for a little bit, if you have bandages in your room, you cut the number of visits to the nurse in HALF. 3) Feminine Products (for female teachers only) -- it does come up and it is good to have a supply on hand. This also cuts down on trips to the nurse. I do realize that the previous 3 items are to keep students in class but it very important that they remain in your classroom and these are items that eliminate the excuses to leave! 4) Cloth Rag -- the erasers for whiteboards are awful! A rag cleans the boards better and keeps them looking their best! 5) Class Cleaner -- get for $1 at the Dollar Tree, name brand is not needed! When you need to make your whiteboard shine or clean overhead transparencies, this item works wonders! When mine gets half done, I fill it with water to make it last the entire year. 6) Plastic Ziplock Bags -- the quart size is perfect for putting pieces of games in. They are clear and easy to see what it contains and easy to write on! Brand is not important. 7) Box of Plastic Utensils -- when you bring your lunch to work you are bound to forget utensils at some point. The cafeteria is always far away so having these on hand make it a little easier! 8) Storage Box -- it always nice to have organizational items in your classroom. This also serves as a great gift box to put all of the other lovely items you purchased above! These are only suggestions but I think this would be a great first day on the job gift! Put some pretty ribbon around the box and you have a meaningful gift that is useful and practical. And remember, all items can be purchased at the Dollar Tree or on sale! I love teaching probability! It is relevant to my student's life. they do not complain about it, and they see the relevancy! (Yay!) And there are super fun techniques to use! BEANO is one of them. Once again, this is not a concept/worksheet that I developed. It was presented to me during the TI Conference in Atlanta, GA during the spring of 2010. Materials: 2 dice (or number cubes as we call them in Georgia) BEANO Worksheets (I give each student their own) Dry Beans (I used black-eyed peas since they were the cheapest--these are great to have for BINGO) I tell my students we are playing a game (insert excited students) and have them place their twelve beans on the front of the worksheet. I usually let them read the instructions on the front and figure it out! Then we play! You can roll the dice and say the sum, have a student do it (I opt for this option), or use a graphing calculator with the probability simulator program. When the dice are rolled by hand I will chart the frequency of the sums on the board for use later! Then we complete the backside. You may have to explain filling in the sum chart for some and I usually will plot the box graph with them. Then answer the questions (it discusses probability and you can add more questions if you want to!) and play BEANO again! The second time around and the questions prompt students to look at which sum (6, 7, 8) are most likely to come up and how they arranged the beans on their boards will noticeable change (see pictures below) or at least they should if they were paying attention. You can play a couple rounds and I usually have the winner be the next roller. The BEANO games played after the worksheet are way quicker then the game at the beginning of class!!! Also, keep track the frequency of the sums and you can use the theoretical chart from the worksheet for use of comparison of the experimental chart you keep track of in class. The more trials, the more like the theoretical the experimental will look like.
When a student takes a test or quiz, studying is the best way to go but is not the only factor in that student's performance. In math, I believe that being prepared to take a test also includes having a pencil and a calculator. And I also believe that the pencil and the calculator should be the one's that that student uses everyday. When a student uses pen in math I think it messes with the student psyche. With pencil, you are able to erase mistakes and move but if you write in pen, you are constantly reminded of your mistakes. Not the impression you want to mentally give yourself. Students are also less likely to take risks in pen since it cannot be erased so a more challenging problem is a whole other element for them. Not having a calculator on a test can also mess a student up. My students do not use their calc for every problem but it is a great tool just to check the arithmetic and not have to worry about that part. It is important that the student uses the calculator they use everyday on the test, when they borrow a calculator it may be a different version and that can throw them off. Formulas are stored differently and buttons are shifted around. Having a pencil and calculator for any math test can be a security blanket for students and make them feel more prepared than they would be without them. I remember in college that if I was up studying late for a test or presentation I also took a shower and dressed up--it gave me the confidence for the task at hand. It is the same concept when you take a math test, when you have your own materials you feel confident, when you are missing materials you feel (and are) unprepared and that can reflect poorly on the test. When a student enters the math classroom with their own materials, they only have to worry about taking the test! I am reviewing Binomial Expansion with my support kiddos and I wanted an activity that had them working. I had them break-up into partners and then explained the activity. I had the following chart on the board to help explain.
I printed 6 copies of the pdf attached below and cut up the problems and placed them in the bags above. Problems 1-6 where in Bag A, 7-12 in Bag B, 13-18 in Bag C, 19-64 in Bag D, and 69-100 in Bag E. I increased the point value as the problems increased in difficulty. LEAVE THE QUESTION #S ATTACHED TO EACH SLIP OF PAPER. (Trust me, this will save your sanity) I also need to mention that I did not create the worksheet or answer sheet--I believe as the pdf states, that Steve Blade did. Thank you Steve Blade! I then let students pick which bag to draw a problem from and I recorded the problem number on my grade sheet in the corresponding Bag letter. The last page of the PDF has all solutions on it. I just looked at the number on the slip and checked it with the corresponding number on the solution page! The advantage of printing multiple sheets and having students draw, this eliminated groups working together or copying off each-other. I did not let students pick another problem till they got their current one correct. What I liked: 1) Gave students the opportunity to choose what type of problem they complete 2) Limited the number of types of problems the did to 3 of each kind 3) Gave students the flexibility to earn a higher grade and their grade was a true reflection of their effort Recommendations: 1) Encourage students to try all bags--I had students get stuck on the harder problems from Bag E and waste a good bit of time 2) I let my students earn up to a 130 on this assignment
I LOVE when I can bring the life of a mathematician into a lesson. Binomial Theorem/Expansion is a great example of this! I always introduce Binomial Expansion by first having my student complete an already started copy of Pascal's Triangle. This is one warm-up that every student does without prompting. They see it as a puzzle and not "math" but you may have to encourage students to keep looking for the pattern. When they enter the classroom, I hand them the sheet, wear a beret, and only speak in French. My french is limited and it is easy to see who the French students are on how they respond to my questions. I keep up the French speaking through the warm-up and then I go into the life of Blaise Pascal. (Source: http://en.wikipedia.org/wiki/Blaise_Pascal) Once that is done I introduce Binomial Expansion and tie that into Pascal's Triangle. I find that this method makes Binomial Expansion a little more exciting. Now, while I find BE very thrilling and life-changing, my students typically do not. I find the French speaking and little history lesson make a somewhat less thrilling topic a little more exciting. I also recommend teaching your students how to logically expand these problems and not have them memorize the different formulas. This is a concept were students can pick up on the pattern quickly and ignore the formal definition of the formula!
I find when teaching how to write the equations of lines the best progression is as follows: 1st: Graph the function when given the equation 2nd: Match a given graph to its equation 3rd: Write the equation of function given its graph I feel that this order helps students complete the last task better. For this matching game, I printed the solution page of the worksheet from kuta(http://www.kutasoftware.com/freeia2.html) and cut the equation and graph on separate index cards for each group. I knew my students would find it easy and it allowed the kiddos to work with one another on a task that was not that long. I planned on using this the opener to my student's review day for their upcoming quiz but then I started to make them. To make one set took me 10 minutes and I was planning on making 10. I made 2. I plan on making the rest to use for next year-I will be making these while watching a movie or getting a student to make them! While we reviewed, I handed out the index cards to students who where done and had them match with the sets I had completed. It worked well to keep those students working with something they find 'fun'! I also attached the notes I give my students when we first look at the writing the equation of an absolute value function graph. The lesson went well--my students typically find it "easy" and nice break. I see it as the calm before the storm. Piecewise functions are next.
My support classes are about to take their test/quiz on all conic sections in their Math 3 classes. I let my classes divide themselves into groups of 3 and then they had to get a large sheet of paper and 1 parabola question from me. They completed a total of 3 problems where their where either given the equation of a parabola and answered questions and graphed or the graph of a parabola where they answered questions and wrote the equation of the parabola. Reflection: 1) Happy with the overall result and it helped that in order to get the next problem, they had to have everything correct on the current problem. 2) Will have students work in groups of 2 next time. I feel it makes each student more accountable for more of the work. For an overall review, I am using the model but with 4 problems addressing parabolas, circles, hyperbolas, and ellipses. Visit my Teachers Pay Teachers store to download. You are able to customize the product for your student's needs. |
Natalie Turbiville
Educator who loves math and working with students. Archives
May 2016
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