I have not idea who to give credit to on this document tf-statements. I’m thinking it looks like @mathymeg07.
So I used it as a beginning discussion with functions. Students were asked to place a post-it over the T/F questions. I gave them 1 minute to quick write anything they notice about the given graph, anything they see, anything they think may be important.
We then did a pair-share and finally, I drew popsicle sticks out and randomly called on students to share something they noticed.
After the sharing, I asked students to remove the post-it, answer the best they could on the T/F. Then we discussed and shared answers with reasoning. This is actually a pre-assessment for what I want them to do at the end of the unit… key features, define domain and range, locate / discuss function values from the graph.
The final step, a box at the bottom of the page, asked them to write one more valid statement about the graph. We then visited a classmate for a Give-One, Get-One.
We repeated this process with 3 more graphs.
As we closed class, students were asked to reflect by completing the sentence.
Something I learned… Something I realized… Something I was reminded of…
I had good intentions. I always do. But I’m a realist, knowing my limits. As a mom, 8 performances of Disney’s the Little Mermaid, a season opener Exhibition with Marching Band.
I think I ended up with 12 posts…with numerous others in my head.
But I am proud of the fact that I have posted something for everyday I’ve had students so far on my #Teach180 page. That’s gotta count for something, right?
So do the math 12 posts+this 1+ 16 days of #teach180 = 29. I almost made it to 31. Oh well, maybe next year!
I’m looking forward to my #teach180. It’s gonna be a special year. Some awesome kids walking through my door every day!
Have an amazing year everyone!
As we completed the matching cards portion of Journey to the Bus Stop, Distance – Time Graphs from Math Shell site, I provided an Graphing Stories Organizer in our co-teaching class.
In our notes, I had students separate the graph into sections, sort of like numbering lines in a text passage.
Then I asked them to describe each portion of the graph as increasing, decreasing or staying constant. Next I asked them to add a descriptive word like rapidly, slowly, etc.
Rather than jump right into the matching, this required students to think about what was happening. After completing this for each graph, students took out their scenario cards and began matching.
I feel like the conversations were more focused on what the scenario cards were saying and how that looked as a graph.
I wonder if I did a similar text marking, maybe with highlighters – one color for increasing, one for decreasing, one for constant…would that allow them to match more efficiently?
Sometimes we have tough days, so a bit of encouragement can be the little boost needed to finish strong. My Granny was a wise, wise lady. I learned from her whrn you’re having a tough time, start to get down on yourself, if you’ll focus on encouraging or serving someone else – it can lift your spirits…it’s not about you anymore.
Here are 3 Things I’ve seen in our building this year to offer some encouragement to colleagues.
This clipboard is on a shelf in our lady’s faculty restroom. There are several motivational quotes that are cycled through.
This jar was in our lady’s faculty restroom last year, filled with positive thoughts and motivational quotes.
This year, we’re beginning with every employee and/or department on a slip of paper. The big idea, is to draw one out and encourage that person for the following week.
The teacher who shared this board idea said it came from a link on Pinterest called the 30-day Happy Teacher Challenge. There’s a variety of challenges from encouraging colleagues, taking notice of students, exercise/time for self, trying a new strategy in your classroom and organizational tips.
The idea is each time a teacher completes a challenge, they add a sticker to the board.
Three comments from students today as qe worked with Barfing Monsters to wrap up our Unit 0 on Patterns.
Day 2 and 3
1. Student asks – did you come up with this on your own? Or did you find it on the internet? Well. The idea actually came from @samjshah from NY and @mathdiva77 from SC or NC. It was originally planned for a pre-calculus class I believe. Then @cheesemonkey from San Francisco started to modify it for Algebra 1. And she shared it with me, I made some adjustments and here we are.
2. Is this for an elementary class? Really? Barfing Monsters? Doesn’t sound very high school is to me.
3. Are these real people’s names? Yep, these monsters are need after real live math teachers. I proceeded to name the states in which they lived.
Lots of laughter. Some hurting brains. But good discussions and ideas shared.
My dear friend messaged me yesterday with an idea for a digital hallpass, asking if it could be done. Sure, let’s try it. So this evening, this is a basic idea of what we come up with…
Create a g-Form.
This one actually asks students to submit name, then whether they are leaving or returning to class. Based on the response, it sends them to destination dropdown menu if leaving or submit response if returning. Since the g-Sheet will time stamp responses, there is no need to ask for time.
Copy the share link and create a QR code on the hall pass to post in specific spot in classroom for students to scan and fill out the form prior to leaving the room and again as they return.
Not sure if you should have a class device available for those who don’t have a working device? What other ideas would this work for?
It is moments like this I appreciate tech – getting collaborate with my dear friend who lives many hours away now – but feels just like she’s still across the hall! Thanks TCB for the idea!
Earlier in the summer, I read / chatted Creating Cultures of Thinking, Ritchhart. This is a paragraph I had marked to revisit before school began.
Close your eyes and picture a classroom, any classroom – just not your own teaching space. A generic, made-for-television classroom will do. Take a visual walk around the room to notice what is there. Now open the door to the classroom and walk outside the room. Eyes closed. What greets you? Now, head to the library in your virtual tour and have a look around in your mind’s eye. What did you notice in your virtual tour of this imagined school? What was familiar? What was inviting? What left you cold?
I’m sure each person will answer each of those questions differently. I know a classroom is not what makes or breaks a teacher’s success. But I also know that I spend many, many hours each day and am glad to have a place I can sit and enjoy a calm, quite moment when needed.
I realize each person may have different preferences on the layout and style of their classrooms. But I prefer mine to be dynamic, ready to adjust at a moment’s notice. I want it to be a happy place – for my students, yes. But also for me – I believe I can gain energy for my students if I feel happy in the space. I want a space that speaks life, a space students feel welcome and are allowed to be creative.
Through the years, I’ve visited many different schools. Walking through the halls, the library, in the cafeteria…one can tell what’s valued and encouraged from a walk through those places. There’s an experience of energy – that trickles down to those who walk through those halls.
For me, it would be ideal to have evidence of learning, laughter, those things that matter most to us. If you could design your ideal school environment, what would one see, think, experience as they walked through the halls?