Skip to main content

March Break Intervention (Thanks for helping!)

Well, my public challenge to my students two months ago worked... I got hooked on drinking way too much Diet Coke while writing my final Masters papers and couldn't kick the habit. So, I told my class that if they saw me with DC in my hand, they could use any means necessary to get it out of my hands. My grade eights, in particular, were delighted by the possibility of taking me on (I'm 6'4" and way too many pounds). But, the public pressure not to meant it was relatively easy to switch over to water... I didn't want the embarrassment of being bested by a pack of rabid grade eights, for one.
So, to make sure that something happens, I'm going to publicly list my tasks for March Break. They are:
  • Finish GeoGebra PD for our PCMI PDO
  • Restructure question banks and verify the tags in MapleTA.
  • Design & implement GoogleDocs tracking database/spreadsheets à la CIS 339 Middle School in the Bronx, as seen at Educon 2.1 in January. This is something that's been on my mind a lot; thanks go to my colleague here for finally making us push towards it!
  • Finish up PhD applications. Do it.
  • Read 5 books on my reading list. And reflect on them. And write that reflection down.
I think that's enough. I'm sure I'll have an "around the house" list, too. But the internet doesn't need to know about that.
Post a Comment

Popular posts from this blog

Teacher Professional Development and Microsoft OneNote

During the first three weeks of July, I have the amazing opportunity to work at the Park City Mathematics Institute.  It is, without exaggeration, the best professional development opportunity for teachers of mathematics.  Participants spend three weeks thinking deeply about mathematics and mathematics education.

There are three main aspects of PCMI:

learning mathematicsreflection on practice (RoP)becoming a resource to others.I'm part of the team for RoP and in charge of the third aspect, in which participants consider a gap in professional development back at their home districts and work in small groups to help fill that hole by developing a rich PD seminar on that topic.

It is not easy to develop professional development.  Teachers who haven't written PD have to patiently learn how to write (essentially) lesson plans for someone else.

This year, I used Microsoft OneNote to facilitate the process.  We have a central OneNote Notebook through which I lay out the daily schedule…

Escape Room / BreakOut in OneNote

So when I was visiting Anna in Edinburgh during March Break, she showed me how she used Password-Protected OneNote sections within the OneNote ClassNotebook to help students check their work -- she set the password to the correct answer, so they knew they had it right when the Section opened up.

I figured I could use this for Math Review, so I set aside a couple of hours (turned out to be 3 hours but a fair chunk of that was solution-time) the other night to put an Exam Review together for my Grade 10 Mathematics course.  I pulled together as many multiple choice questions and short answer questions on the topics as I could Google and tried to balance each Section with a mix of topics and then threw in a couple of pop-culture questions, too.  The students worked on the problems in each section and used the answers as passwords to unlock the next section until they got to the Prize section.
Result?  Near total continual engagement for the 60 minutes class! Across three classes!  They lo…

Desmos, OneNote & Replay

So using Desmos activities are a great way to encourage exploration and discussion in math class -- if you haven't tried them, I encourage it.  They're collected at https://teacher.desmos.com/ 

But ... Desmos doesn't give you quite enough.  It doesn't have a way of capturing the work that the student does within their space, and it doesn't allow for annotation of class contributions as we come together to discuss.  Well, not surprisingly, OneNote comes to the rescue. 
Using the Windows shortcut Windows-Shift-S it is really quick to snag the Desmos screen and pop it into a waiting OneNote page.  From there, we can grab our pen and (using wireless projection) talk about what all the different responses mean and where to go from there.
(An aside : one of the nice features of Desmos activities are the way you can hit PAUSE and it will pause all the screens of the students working.  I always give them a heads up "10 seconds to pause..." and it's refreshing…