tag:blogger.com,1999:blog-22563758732715793832024-03-17T00:20:36.843-07:00Divisible by 3 [Andrew Stadel]I aim to blog about my interactions with math, logic, life, teaching, and the web they spin together.
My favorite divisibility rule is that of three.Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.comBlogger194125tag:blogger.com,1999:blog-2256375873271579383.post-71018197231743499322018-04-09T06:57:00.000-07:002018-04-09T14:45:41.883-07:00True Confessions of A Math Teacher<b>During the 2018-19 school year,</b> I'm interested in presenting on the valuable role that reflection plays on our growth as professional educators. Part of that growth is recognizing where we were in the past and how those moments in time have helped us grow to where we currently are as professional educators. My session would most likely be titled:<br />
<br />
<div style="text-align: center;">
<img border="0" height="38" src="https://4.bp.blogspot.com/-YCRKoVV2Jdk/WssNuuSccpI/AAAAAAAAFKM/2TEBGsXNEyYeGkEx93A73kICyD7NNUAcACK4BGAYYCw/s400/Snip20180408_18.png" width="400" /></div>
<br />
<b>Therefore, I'd like to share a true confession</b> with you about a concept I once taught and how it wasn't the most conceptual way of teaching it to students. I'll admit, it was a gimmick. I had plenty of gimmicks, but I'm only sharing one for now. Come to my session and I'll share a few more. Because of my desire to improve and grow as an educator, I stumbled upon a more conceptual way to teach the concept.<br />
<br />
<b>I'm hoping you will join me in learning more</b> about our craft of teaching through the power of reflection.<br />
<br />
<b><span style="font-size: large;"><a href="https://docs.google.com/forms/d/e/1FAIpQLSdeYprXyPozar_xQJM-Jk0GRySxCiwwkmUeCvGQ3dXouIc2fg/viewform" target="_blank">Click here to learn my true confession and complete a survey</a>.</span></b> <br />
<br />
In doing so, I hope you will take a couple minutes to confidentially share something about your growth with me. All responses will remain confidential. THANKS IN ADVANCE!!!<br />
Click the link above.<br />
<br />
Thanks!<br />
657<br />
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Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com11tag:blogger.com,1999:blog-2256375873271579383.post-80579383198780748522018-03-31T21:57:00.001-07:002018-03-31T22:00:52.699-07:00I Answer 3 Questions I Often Ask Others<b>During the 2017-18 school year</b>, I've definitely made a a conscientious choice to limit my online interactions. Simply put, my children are receiving my time and energy and that is what's most important to me (and them of course). That said, I feel I have learned a great deal this year in my role as an instructional coach, but haven't taken the time to share with you all. Here is a brief summary framed around three questions I often ask teachers about a lesson or task they did with their students:<br />
• what successes did you have?<br />
• what challenges did you have?<br />
• what advice would you give a teacher new to this [lesson/task]?<br />
<br />
Regarding the 2017-18 school year so far, here are answers to my own questions:<br />
<br />
<b>(1) What successes have you had?</b><br />
<b>Listening</b>.<br />
This is my fourth year as an instructional coach and I'm laughing and shaking my head at how green I was during my first three years as an instructional coach (or instructional idiot). One of the skills I have come to realize is most important in education is <i>listening</i>. Take the time to listen. Don't listen with the intention to make a suggestion to fix someone's problem. Listen to them. Learn from them. Find out what's most important to them. Listen to learn. Listening allows you to make connections with that person. Ask open-questions that allow teachers to share. Listen. When you think they're done telling their stories, ask questions that dig deeper, allowing you to learn even more about that person, whether it's their personal story, their educational story, or their aspirational story.<br />
<br />
<b>Collect stories.</b><br />
This comes from the <a href="https://www.amazon.com/Art-Coaching-Effective-Strategies-Transformation/dp/1118206533">"Art of Coaching"</a> by Elana Aguilar. Our district's coaches group has been reading Elana's book throughout the year and most of her strategies always go back to collecting the stories of the people you support. At least that's my interpretation. And how do you collect stories? By asking questions and listening!<br />
<br />
Let me give you specific examples without identifying any of the teachers I work with.<br />
If I didn't take the time to collect stories by asking questions and listening, I might not have learned a teacher's story about getting into education late after being divorced and losing a child. I might not have learned about a teacher's hardship with divorce and living between two places while trying to do right by their child. I might have never learned that a teacher has a farm and rides their horse frequently. I might not have learned about a teacher who loves to go thrift-shopping. I might not have learned about a teacher who is new to teaching and their previous math teacher is a teacher I supported two years ago. I might not have learned about a teacher and their adopted children. I might not have learned about a teacher going through their second battle with breast cancer. I might not have learned about a teacher's love of the outdoors and traveling. Needless to say, these personal stories take the coaching relationship to a level I never would have imagined. The work we do as professionals stems from a better personal understanding of each other.<br />
<br />
<b>(2) What challenges have you had?</b><br />
<b>Vision and Systems</b><br />
Imagine listening to two bands play live music. The first band sounds great. You might not know why, especially if you're not a musician. Here are some reasons why they might sound great. All the instruments are tuned and their volume seems to compliment each other. The musicians know when to start and stop the song. The singer has a good voice because they are in key. And there are way more reasons why a band might sound good to your ears.<br />
On the other hand, the other band sounds awful. Again, you might not be able to put your finger on why the second band sounds awful, but I'll give you some potential reasons. One or more of the instruments is out of tune. One or more of the instruments' volume is obnoxiously too loud. Maybe the musicians don't have confidence in starting a song, the tempo is off, they miss a transition, play off notes, or the singer is out of key. Again, multiple reasons why a band might sound awful.<br />
<br />
You don't have to be a musician to tell a good band apart from a bad band. The point is we recognize when something is off and when something is on. Let me explain why a band might be on or off: <i>vision and systems</i>.<br />
<br />
Typically, a band that performs well, started with a vision (or goal). For example, a blues band wants to perform cover songs of their favorite artists. For them to accomplish what they envision (their goal), they need to put into place a system that will accomplish said vision. Their system might include, but not be limited to the following:<br />
• create a set list<br />
• schedule rehearsals<br />
• be on time for rehearsals<br />
• establish norms at rehearsals<br />
• have tuned instruments<br />
• listen to each other when rehearsing their songs<br />
• identify parts of songs that need more refinement<br />
• and the list can go on<br />
<br />
If a band who wants to perform well has a vision and a system, they're more likely going to sound great when performing in front of a live audience. Often times, bands that sound exceptional put a ton of time, care, passion, and attention into their system. When bands sounds like garbage, they lack the system (and sometimes talent). During the last four years as an instructional coach, I've been part of both bands. Bands that have a clear vision and system and bands that lack a vision and system.<br />
<br />
So what's my challenge? My challenge (moving forward) is getting frustrated when I'm part of an educational "band" that lacks vision and system, especially when the strengths and passions of students and teachers are not being utilized. I don't always know how to constructively voice my concerns or ask questions when the vision is unclear and a system is lacking? How do I use my strengths and passions to create and/or enhance a vision and system I am proud to be a member of? I have more questions than ideas here and will continue to look for guidance in this area because I get frustrated when I see great potential untapped.<br />
<br />
However, it has been beneficial that I've been part of both educational "bands". The experiences have allowed me to appreciate the effectiveness of vision and system. My high school director is amazing and has great vision and systemic thinking. Having been part of the systems this person has created, I learned a great deal. I'm not done learning as I still have plenty to learn.<br />
<br />
<b>(3) What advice do I have for a teacher new to this?</b><br />
<b>Listen, collect stories, and be patient.</b><br />
As I expressed above, the more I listened to the teachers I support with the intention to learn more about them and what's important to them, our work will be more meaningful and productive. For example, as an early instructional coach, I often identified what I thought the teacher <i>needed</i>. Nope, don't do that. With experience, I learned to listen to what was important to the teacher and I often verify it by paraphrasing it back to them to be sure.<br />
<br />
Collecting stories simply means learn more about the people you interact with. Whether it's your students, your colleagues, your neighbors, or your mail carrier, everyone has a story that's worth knowing. Imagine how meaningful it is when you share your story with someone and they remember it next time you see them or are mindful of a tough situation you're going through. Listening and collecting stories of those we interact with is a gift we can frequently give them.<br />
<br />
Being patient is a general statement that can translate to "it takes time". The longer I'm in education, the more I realize things take time. Just like a good performing band, it takes time. I can't appreciate where I am now if it weren't for the instructional coach (idiot) I was a few years ago. Now, I'm just less of an idiot. I'm grateful for the teachers I've supported because they've had patience with me and allowing me to grow as a coach. How unfair would it be to them if I didn't reciprocate that same token of professionalism? Therefore, anytime you would like to grow as a professional, parent, friend, neighbor, or person, be patient with others <i>and</i> be patient with yourself.<br />
<br />
Peace,<br />
957<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com5tag:blogger.com,1999:blog-2256375873271579383.post-32820255322865581972017-09-17T17:37:00.003-07:002017-09-17T17:37:42.589-07:00Where's Andrew Been? I'll Tell YouHi everyone,<br />
<br />
I've been quiet lately, but there's been a lot happening.<br />
<br />
<b>Some upcoming opportunities:</b><br />
I'm excited to be giving <a href="https://www.grassrootsworkshops.com/workshops/andrewstadel/" target="_blank">a two-day workshop here in California</a> on <b>October 6-7, 2017</b> through Grassroots Workshops.<br />
This two-day workshop is near and dear to my heart because it's designed with math teachers in mind. The purpose of the workshop is to strengthen the teaching tools of those who attend so they can go back to their classrooms and:<br />
• help students strengthen their number sense<br />
• use student thinking to drive their math instruction<br />
• use problem-solving as a vehicle for conceptual understanding<br />
<br />
I share more in the video below. I really hope you can make it. Bring a friend!<br />
You can <a href="https://www.grassrootsworkshops.com/workshops/andrewstadel/" target="_blank">register by clicking here</a>.<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="400" mozallowfullscreen="" src="https://player.vimeo.com/video/215439097" webkitallowfullscreen="" width="640"></iframe>
<a href="https://vimeo.com/215439097">Grassroots Workshop Promo</a> from <a href="https://vimeo.com/mrstadel">Mr.Stadel</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
<br />
<b>Family (math) Fun</b>:<br />
This summer I've had a blast doing mathy things with my kids. Thanks to Christopher Danielson and John Stevens. Danielson shipped us out some really cool math boxes that included really cool books, puzzles, and wooden tiles for us to play with. Learn more about them <a href="https://talkingmathwithkids.squarespace.com/store/" target="_blank">here</a>. John Stevens wrote an awesome book, <a href="http://www.tabletalkmath.com/" target="_blank">Table Talk Math</a>. Recently, my kids and I have had some fun and low-risk math-type conversation over these sweet placemats he recently made available. Check them out!<br />
<br />
<b>My new-ish role:</b><br />
I'm starting my fourth year as an instructional coach in my district. We coaches will be expected to support teachers in all subject areas. Our work with teachers will be to focus on specific teaching goals and objectives of their choice while in conjunction with their site goal. It's a new challenge for me and I've already learned a great deal from my fellow coaches and the teachers I have worked with.<br />
<br />
One part of my new role is to support a small cohort of teachers who are working with 9th grade students in an algebra enrichment type course. The purpose of the course is to provide students with the conceptual understanding and number sense necessary to transition successfully to a full year of Algebra in 10th grade. We've already explored Number Talks, <a href="https://clotheslinemath.com/" target="_blank">Clothesline Math</a>, and <a href="http://wodb.ca/" target="_blank">Which One Doesn't Belong</a>. <a href="http://www.visualpatterns.org/" target="_blank">Visual Patterns</a> is on the horizon and we are using a Standards-Based-Grading model with reassessments to provide ongoing support for student.<br />
<br />
Maybe you have seen my <a href="http://www.estimation180.com/integers1.html" target="_blank">Clothesline Integer Game</a>. Leave it to the awesome math community to make it better. I recently had the pleasure of meeting up with <a href="https://twitter.com/geoffreydean92" target="_blank">Geoffrey Dean</a> and he shared his adaptation of the game; students could play in small groups and try and get 5 In A Row. I'll ask him if I can share it on the page above. I took his adaptation and made <a href="https://teacher.desmos.com/activitybuilder/custom/59b8cb8cdcc9fd103a29c4b3" target="_blank">a desmos version of it</a>.<br />
In the algebra enrichment course, we will also be trying out this <a href="https://teacher.desmos.com/activitybuilder/custom/580e2f88612b5fdb051c0ae7" target="_blank">desmos activity on multiplying integers</a> using a number line.<br />
<br />
<b>My Master's</b>:<br />
I'm pursuing my Master's in Educational Technology.<br />
Talk about adding even more to my workload. Ha!<br />
<br />
That's maybe a fifth of what I've been up to lately... but who wants to read more? Ha!<br />
Hope you are doing well and your year is off to a great start.<br />
<br />
Role,<br />
537<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com11tag:blogger.com,1999:blog-2256375873271579383.post-37543637015851464672017-07-03T18:06:00.001-07:002017-07-03T18:06:40.576-07:00Polygraph Vocab Jar<b>If someone is trying to curtail their use of profanity, they might set up a Swear Jar.</b> Every time they use a swear word, they deposit an amount of money inside the jar. Since there are a variety of swear words, the incentive is to consciously be aware of your profanity with the intention to minimize your profanity and find other (less colorful) ways to communicate.<br />
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<a href="http://www.kissradio.ca/wp-content/uploads/sites/6/2017/03/swear-jar.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://www.kissradio.ca/wp-content/uploads/sites/6/2017/03/swear-jar.jpg" data-original-height="205" data-original-width="310" /></a></div>
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<b>I'd like to introduce the idea of a <i>Polygraph Vocab Jar</i> when playing Desmos Polygraph</b> activities. Whereas the Swear Jar might have a negative connotation to it, I see the Vocab Jar as having a positive connotation. The purpose of the Vocab Jar would be to invite and encourage students to increase the frequency of use and variation of math terms when playing Polygraph activities. Check out what I mean in this video:<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="486" mozallowfullscreen="" src="https://player.vimeo.com/video/224103468" webkitallowfullscreen="" width="640"></iframe>
<b><br /></b>
<b>You might remember</b> <a href="http://mr-stadel.blogspot.com/2016/02/desmos-command-f.html" target="_blank">I blogged about the power of Command-F (Mac)</a> and Control-F (PC) when finding a specific term within Desmos activities. I'm utilizing the same tool here when looking for specific math terms in student conversations when playing Polygraph. I also like the idea of keeping track of the frequency of terms used from the word bank. If you want a math swear jar, I added two columns to keep track of taboo words. On a related note, I recently blogged about <a href="http://mr-stadel.blogspot.com/2017/07/polygraph-word-bank.html" target="_blank">word banks and taboo words in Polygraph</a>. Check it out.<br />
<br />
<b>In the video, I mentioned the idea of having some incentives in your math classes</b>. For example, if you're a single-subject teacher and have multiple sections of Algebra, you could turn it into a friendly competition between class periods. The class with the most variation and use of terms from the word bank with successful polygraph games gets [fill in the blank].<br />
<br />
Click <a href="https://docs.google.com/spreadsheets/d/10NA3IDAWxpS0Ocjv4gIgt17L9k9t_Z-_lzEsJa9RbZY/edit?usp=sharing" target="_blank">here if you want copy of the spreadsheet featured</a> in the video above.<br />
<br />
As much as I love the Command-F feature to find terms on a webpage and keeping track of them in a Google sheet, <b>I would love to see a Vocab Jar integration into the Desmos Polygraph</b>. I think it would be a valuable tool for teachers to continue their formative assessment of student conversations and use of mathematical language.<br />
<br />
What do <i>you</i> think?<br />
If this is something you would find useful, would you send a +1 to <a href="https://twitter.com/Desmos" target="_blank">Desmos</a> for me?<br />
If you have a way to improve this idea, leave a comment below and Cc desmos.<br />
<br />
Swear,<br />
606Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com3tag:blogger.com,1999:blog-2256375873271579383.post-55741827286614780382017-07-03T09:48:00.000-07:002017-07-03T10:02:04.492-07:00Polygraph Word BankHave you ever wanted your math students to get better at using math language?<br />
Have you ever wanted your math students to be able to compare attributes of visual mathematics?<br />
<b>Desmos Polygraph activities supported through word banks is your jam!</b><br />
<br />
<b>Over the past three years as a Digital Learning Coach</b> in my district, I've been able to see Polygraph used in a variety of ways. This post will share a few of the many things I've learned.<br />
<br />
<b>My first year, I supported a high school Algebra teacher.</b> We debriefed after she ran the <a href="https://teacher.desmos.com/polygraph-parabolas" target="_blank">Parabolas Polygraph</a> activity with students. She was a little bummed that students weren't using more of the academic language they had been learning. For example, minimum, maximum, x-intercepts, roots, vertex, etc. I offered the suggestion of providing students with a word bank, possibly carved out on a section of the whiteboard, with the words she wanted her students to use. She one-upped me and put them on a half sheet of paper and printed them out to give to her students next time she played polygraph. I'll revisit this technique in a few paragraphs.<br />
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<a href="https://1.bp.blogspot.com/-B6MuP3N51e4/WVpv4mu9L8I/AAAAAAAAE0o/FCdTfLLEJ6sB1hbB-i_8p8F-D-izvO1NQCLcBGAs/s1600/Snip20170703_8.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="221" data-original-width="739" height="95" src="https://1.bp.blogspot.com/-B6MuP3N51e4/WVpv4mu9L8I/AAAAAAAAE0o/FCdTfLLEJ6sB1hbB-i_8p8F-D-izvO1NQCLcBGAs/s320/Snip20170703_8.png" width="320" /></a></div>
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<b>My second year, I supported a Math 8 teacher.</b> She was running the <a href="https://teacher.desmos.com/polygraph-lines" target="_blank">Lines Polygraph</a> activity with her students. I looked at the dashboard while students were playing and many of the students were asking questions about the slope using either "uphill" or "downhill" as their descriptor. I asked the teacher about this. She said this is the way she taught it. I asked her about the mathematical association with uphill and downhill and she replied, positive and negative, respectively. I paused the class (before the pause feature existed, ha!) and drew two lines to represent the "uphill" and "downhill" slopes on the whiteboard. I told the class I noticed they have been using the terms uphill and downhill to describe these slopes. I went on to tell them, this is a great place to start, and now we're going to make your language even stronger by referring to uphill slopes as positive and downhill slopes as negative. For the remaining time, we're inviting you to use positive and negative.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLx8g2_x01hbMHFuwzGC9Zaev7HHgc_s-j46iZr0vHIDq-DeGLsWSM5jGjgxKmJtJPLRZAFhjQ5o-jsSDZk7GyIBU_u9GYWQY_HgPRr4JnV-iYVhLafRtP4eLwn7hih481hbTwZHk9X9Ni/s1600/slopes.001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLx8g2_x01hbMHFuwzGC9Zaev7HHgc_s-j46iZr0vHIDq-DeGLsWSM5jGjgxKmJtJPLRZAFhjQ5o-jsSDZk7GyIBU_u9GYWQY_HgPRr4JnV-iYVhLafRtP4eLwn7hih481hbTwZHk9X9Ni/s320/slopes.001.jpeg" width="320" /></a></div>
<b>I love this experience, because it validated the work the teacher did</b> while raising the bar for the students to strengthen their mathematical vocabulary. I believe if you set the bar low for students, they'll often meet it with a high success rate. If you set the bar high for students, they'll work toward that high bar, often with a comparatively high success rate.<br />
<br />
Back to the word bank.<br />
<b>My third year, I supported an Algebra teacher at our continuation high school.</b> She ran the Parabolas Polygraph with her students and had a word bank up on the whiteboard. We debriefed and talked about making a half sheet of the words she would like students to use. Furthermore, let's make a Taboo list of words we want students to avoid using. She tried the Polygraph again, using the word bank handouts and noticed students were using the academic language a lot more than when the words were up on the whiteboard.<br />
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<b>It's not enabling the students by providing them with a half-sheet of math terms</b> <i>you</i> want them to practice and use. It's enabling if you're the one telling them what questions to ask their partner, or worse; you're typing in the questions for them. Providing students with the half-sheet, a physical token, places an emphasis on your invitation to students to practice and use specific math language associated with the concepts at hand.<br />
<br />
<b>I've learned a lot over the past 3 years,</b> implementing both Desmos Activities and Polygraphs. I would say the use of a word bank handout is one of the most effective ways to get students practicing and using the math language <i>you</i> want them to use. Here are my current word banks (and Taboo lists) for <a href="https://docs.google.com/document/d/1GM1fJRO7GJJOtUKPWgN2x5hCmY65ObUEVhSJkMUtbcI/edit?usp=sharing" target="_blank">Parabolas</a> and <a href="https://docs.google.com/document/d/1W9BTT_86vsmeAr5Dh4QSteXagw4J4j3epOqWjSJkMqU/edit?usp=sharing" target="_blank">Lines</a>. You'll notice I intentionally left some blank spaces in the tables so students (and teachers) can add their own. I can't think of everything.<br />
<br />
<b>Consider the <a href="http://mr-stadel.blogspot.com/2017/06/low-tech-polygraph.html" target="_blank">Low-Tech versions of Desmos Polygraph</a></b> so students can practice using academic language more frequently without devices.<br />
<br />
<b>What words would you add to my word bank (and taboo) lists?</b><br />
<br />
Bank,<br />
948<br />
<br />
<b>BONUS feature:</b><br />
You've heard of a swear jar, right?<br />
When someone is trying to curtail their swearing and/or use of bad words, they'll set out a swear jar, placing an amount of money in the jar every time they use a bad word.<br />
*Consider the idea of a VOCAB jar in your math class. (<i>future blog post coming soon</i>)Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com3tag:blogger.com,1999:blog-2256375873271579383.post-41599397105310711732017-06-30T23:04:00.001-07:002017-07-03T11:51:27.248-07:00Low Tech Polygraph<b>Imagine classrooms full of math students</b> <i>without</i> devices missing out on opportunities to play wonderful <a href="https://teacher.desmos.com/polygraph-parabolas" target="_blank">Desmos Polygraph activities.</a> It's a miserable thought, right?<br />
<br />
<b>Unfortunately, classrooms like this exist.</b> I've been extremely fortunate the past three years to work in a district where every secondary student is provided with a device and can enjoy playing (and learning from) Desmos Polygraph activities. What can we do for students and teachers who aren't 1:1 yet?<br />
<br />
<b>I've also been honored to provide <a href="http://www.estimation180.com/presentations--workshops.html" target="_blank">professional development</a></b> for math teachers in various districts across the country. They <i>LOOOOOOVE</i> playing (<i>and learning about instructional uses of</i>) Polygraph during the workshop. However, I often hear comments from teachers like:<br />
<ul>
<li>We're not 1-to-1 yet</li>
<li>We're BYOD and many students just bring cell phones</li>
<li>I have to book the computer lab because we're not 1:1</li>
</ul>
<div>
I also get questions like:</div>
<div>
<ul>
<li>When do you recommend we do Polygraph? We have limited time.</li>
<li>This [Polygraph] is a great tool, what if students are absent?</li>
<li>I love the idea of students playing Polygraph on more than one day, but how do I do that?</li>
</ul>
<div>
Here's my idea:</div>
</div>
<div>
<b>Provide students and teachers with a low-tech version of Polygraph</b>. </div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-wW30mMD_4EY/WVc0QVRudvI/AAAAAAAAE0E/41cAS4Ty_nErooHroDG5--DbmiEtVwAwwCLcBGAs/s1600/Polygraph%2B-%2BLow%2BTech%2B-%2BParabolas4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1237" height="400" src="https://4.bp.blogspot.com/-wW30mMD_4EY/WVc0QVRudvI/AAAAAAAAE0E/41cAS4Ty_nErooHroDG5--DbmiEtVwAwwCLcBGAs/s400/Polygraph%2B-%2BLow%2BTech%2B-%2BParabolas4.jpg" width="308" /></a></div>
<div>
<b>Here's the setup</b> I've tried with teachers and the response has been fantastic.</div>
<div>
<ol>
<li>Print out four different versions (A-B-C-D) of the sixteen Polygraph graphs</li>
<ol>
<li>I've already made <a href="https://drive.google.com/file/d/0B0Lk45wwjYBubGlEMno0cE13Q28/view?usp=sharing" target="_blank">Lines</a> and <a href="https://drive.google.com/file/d/0B0Lk45wwjYBuT3IyRDJoUU9RSHc/view?usp=sharing" target="_blank">Parabolas</a></li>
</ol>
<li>Make double-sided copies of {A-B} and {C-D}</li>
<ol>
<li>Make enough {A-B} copies for half your class and {C-D} copies for the other half</li>
</ol>
<li>Insert one copy into a plastic sleeve</li>
<li>Store in a highly accessible place in your classroom</li>
<li>Have some dry-erase markers nearby</li>
<li>Provide students with a <a href="http://mr-stadel.blogspot.com/2017/07/polygraph-word-bank.html" target="_blank">word bank & taboo bank (<i>follow-up post</i>)</a></li>
</ol>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8a7XcSmSk51HbV13pb0qX4_ChFwvvD9AdaPwpX1HW7OuMjaJnrmdzVg2vE9lwH0-Xt99An1F42LR-yL_1MhsXJwFVIdj_HqgQuTigitDWISZBrhx5-ck-_Q2CedJSQ0FVmK43PydJg0KV/s1600/IMG_0714.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8a7XcSmSk51HbV13pb0qX4_ChFwvvD9AdaPwpX1HW7OuMjaJnrmdzVg2vE9lwH0-Xt99An1F42LR-yL_1MhsXJwFVIdj_HqgQuTigitDWISZBrhx5-ck-_Q2CedJSQ0FVmK43PydJg0KV/s320/IMG_0714.jpg" width="320" /></a></div>
<div>
<b>You can have students play Polygraph at <i>anytime</i>!</b>. Imagine the possibilities. Imagine <b>even MORE</b> students being able to play Polygraph. Just remind students they can play any other letter besides their own letter. For example, Page C can play A, B, or D. </div>
<div>
<br /></div>
<div>
Have a go and let me know!</div>
</div>
<div>
<br /></div>
<div>
Low-tech FTW,</div>
<div>
1104</div>
<br />Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com2tag:blogger.com,1999:blog-2256375873271579383.post-63904808400977368292017-06-28T15:03:00.000-07:002017-06-28T15:03:12.976-07:00Estimation 180 Bins<b>I'd love some feedback</b> on this tool I'm tinkering around with right now.<br />
<br />
<b>I was inspired by <a href="https://gfletchy.com/" target="_blank">Graham Fletcher</a></b>, seeing him place student estimates inside ranges, or bins if you will. My goal was to make a tool that replicated this experience, is efficient for teachers to use, and added some visual enhancements. The tool could be used with <a href="http://www.estimation180.com/" target="_blank">Estimation 180</a> challenges and was made in <a href="https://www.desmos.com/calculator" target="_blank">Desmos</a>.<br />
<iframe allowfullscreen="" frameborder="0" height="480" mozallowfullscreen="" src="https://player.vimeo.com/video/223529654" webkitallowfullscreen="" width="640"></iframe>
<br />
<br />
What successes might you see happening in your classroom when using this tool?<br />
What challenges might you see happening in your classroom when using this tool?<br />
What advice do you have for improving it?<br />
<br />
Thanks in advance for your responses.<br />
<br />
Bins,<br />
303Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com9tag:blogger.com,1999:blog-2256375873271579383.post-73960977705565074822017-02-24T06:32:00.001-08:002017-02-24T06:32:02.627-08:00Math Confidence DilemmaI'm hoping you can help me think through this dilemma I have right now:<br />
<br />
<div style="text-align: center;">
<iframe allowfullscreen="" frameborder="0" height="480" mozallowfullscreen="" src="https://player.vimeo.com/video/205550876" webkitallowfullscreen="" width="640"></iframe>
</div>
<br />
Let's go at it in the comments.<br />
Thanks in advance.<br />
<br />
Get Tracy Zager's book <a href="https://www.stenhouse.com/content/becoming-math-teacher-you-wish-youd-had" target="_blank">here</a>.<br />
<br />
AndrewAnonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com27tag:blogger.com,1999:blog-2256375873271579383.post-45140709562600403412017-01-11T22:41:00.001-08:002017-01-12T08:51:46.912-08:00My Future Class<b>During the past 2.5 years as a Digital Learning Coach in my district</b>, I've had the great fortune to work with some amazing teachers doing great things. I've tried my best to share their ideas, activities, lessons, and experiences with each other and other teachers throughout our district. However, if/when I return to the classroom, I really need to help future Andrew by capturing and sharing with him all the awesome things he'll need for his future class. I mean <b>my future class</b>. Here's what I've started to do:<br />
<br />
Create a Google Form:<br />
<br />
<span style="background-color: yellow;"><b>Question 1: </b><i>Multiple Choice</i> </span><br />
List your classroom categories. Be sure to include "Other" for any categories you can't think of ahead of time.<br />
<a href="http://4.bp.blogspot.com/-OEfmgOeSzR4/WHcZbNq2nNI/AAAAAAAAEfk/l758zH-QLnYzUPNH12pT9845yahxs602wCK4B/s1600/Snip20170111_7.png" imageanchor="1"><img border="0" height="400" src="https://4.bp.blogspot.com/-OEfmgOeSzR4/WHcZbNq2nNI/AAAAAAAAEfk/l758zH-QLnYzUPNH12pT9845yahxs602wCK4B/s400/Snip20170111_7.png" width="400" /></a><br />
<span style="background-color: yellow;"><br /></span>
<span style="background-color: yellow;"><b>Question 2</b>: <i>Paragraph</i></span><br />
Tell your future self everything about the activity you saw, the classroom routines you witnessed, etc. Be as detailed as possible. Describe what you'd like your future self to do and use.<br />
<a href="http://3.bp.blogspot.com/-FGUvLeES_kM/WHcahQc0HII/AAAAAAAAEfw/g6vyMf3pdag-vpqUXq3F4i8XDtkkWI9fwCK4B/s1600/Snip20170111_8.png" imageanchor="1"><img border="0" height="66" src="https://3.bp.blogspot.com/-FGUvLeES_kM/WHcahQc0HII/AAAAAAAAEfw/g6vyMf3pdag-vpqUXq3F4i8XDtkkWI9fwCK4B/s400/Snip20170111_8.png" width="400" /></a><br />
<br />
<span style="background-color: yellow;"><b>Question 3:</b> <i>Short Answer</i></span><br />
Provide the teacher name(s) of this great idea. Chances are future Andrew will want to contact that teacher and ask questions about it. Chances are also good the teacher has made some refinements or found something better.<br />
<a href="http://2.bp.blogspot.com/-b9hlhwJ3SzY/WHcbHGH4bcI/AAAAAAAAEf4/b6IInuszPAsFTWbsa_i_BWga4vYIub7DQCK4B/s1600/Snip20170111_9.png" imageanchor="1"><img border="0" height="86" src="https://2.bp.blogspot.com/-b9hlhwJ3SzY/WHcbHGH4bcI/AAAAAAAAEf4/b6IInuszPAsFTWbsa_i_BWga4vYIub7DQCK4B/s400/Snip20170111_9.png" width="400" /></a><br />
<br />
<span style="background-color: yellow;"><b>Question 4</b>: <i>Short Answer</i></span><br />
Paste a URL to anything related to this idea, activity, etc. When editing the form, click on the three dots to tell the Google Form the text must be a URL.<br />
<a href="http://1.bp.blogspot.com/-pi_NE390akw/WHcb8mEh8eI/AAAAAAAAEgE/UpIo5sNt9rMePCfPgy8R6rs2XI1EfZTXgCK4B/s1600/Snip20170111_11.png" imageanchor="1"><img border="0" height="110" src="https://1.bp.blogspot.com/-pi_NE390akw/WHcb8mEh8eI/AAAAAAAAEgE/UpIo5sNt9rMePCfPgy8R6rs2XI1EfZTXgCK4B/s400/Snip20170111_11.png" width="400" /></a><br />
<br />
<br />
<span style="background-color: yellow;"><b>Question 5</b>: <i>Add a File</i></span><br />
<i>*This feature exists for Google Education and not personal accounts, yet.</i><br />
I will take pictures of the activity, handout, student work, whiteboard, etc. and upload it here. This way I can capture evidence of what I like and share it with the future Andrew. This is money!<br />
<a href="http://2.bp.blogspot.com/-2xW3SQhXgCY/WHcdSVzrg-I/AAAAAAAAEgU/UecLmPOZlR4qbwAvp_0yv8Uyh4Lu6uLTQCK4B/s1600/Snip20170111_16.png" imageanchor="1"><img border="0" height="141" src="https://2.bp.blogspot.com/-2xW3SQhXgCY/WHcdSVzrg-I/AAAAAAAAEgU/UecLmPOZlR4qbwAvp_0yv8Uyh4Lu6uLTQCK4B/s400/Snip20170111_16.png" width="400" /></a><br />
<br />
<br />
<b>All of these beautiful entries flow into a spreadsheet</b> I can organize by category and/or create individual sheets for each category using the Add-On <a href="https://chrome.google.com/webstore/detail/rowcall/plcnijepgekkpmeiiekmakkjbbnaiano?hl=en" target="_blank">rowCall</a>.<br />
<a href="http://3.bp.blogspot.com/-hiG1NXxseM0/WHcfvdbUIcI/AAAAAAAAEgg/wAPKs_bvHZQR-7Yp2jIbIld4NMsnHOO3ACK4B/s1600/Snip20170111_18.png" imageanchor="1"><img border="0" height="188" src="https://3.bp.blogspot.com/-hiG1NXxseM0/WHcfvdbUIcI/AAAAAAAAEgg/wAPKs_bvHZQR-7Yp2jIbIld4NMsnHOO3ACK4B/s400/Snip20170111_18.png" width="400" /></a><br />
<br />
<span style="background-color: yellow;">[UPDATE]:</span><br />
I forgot to mention I have a shortcut to this form on my phone so I can submit these ideas as soon as possible, not having to wait to sit down at a computer. There's no excuse for me missing an idea.<br />
<br />
<b>Connections</b> to <a href="https://twitter.com/search?q=%23observeme&src=typd" target="_blank">#ObserveMe</a><br />
If you're doing #observeme at your site, use this Google Form to track ideas you get from other teachers when visiting their classrooms. Not familiar with #observeme, check out <a href="http://robertkaplinsky.com/observeme/" target="_blank">Robert's post.</a><br />
<br />
<b>Connections</b> for current classroom teachers:<br />
Capture amazing things you and your colleagues are doing this year. Capture things you'd like to refine for next year and add them to <b><i>Your</i> Future Class </b>form.<br />
<br />
<b>Hope this inspires you to do something similar.</b> I'm curious what ideas you might have or any suggestions you might have to improve my Google Form.<br />
<br />
Future,<br />
1041<br />
<br />Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com11tag:blogger.com,1999:blog-2256375873271579383.post-41566634055432835382016-12-28T12:12:00.004-08:002016-12-28T12:55:00.470-08:002016 Recap<b>I stumbled upon my biggest revelation in 2016</b>. It's a question that always challenged me as a classroom teacher, but I often suppressed because too many other teaching responsibilities took priority. I've come to realize that was a foolish excuse. This question will be forever present throughout the rest of my career in education:<br />
<blockquote class="tr_bq">
<i>How do we balance the things we're supposed to teach and the things students need to learn?</i></blockquote>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLzVV43W5pHqV3FWCnPxgXmtL0li6sqTOoolxqoLu18NFbWxAeIMudb9qYImaYS5KLj-T6NNo84TJBl2h3SJUYc-zRjTnTyl0QEnRK6ky3iXLjIFb-ghPzLAobPk36OnTDaFcli0KXJf3X/s1600/Randolph+Township+PD+2016.001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLzVV43W5pHqV3FWCnPxgXmtL0li6sqTOoolxqoLu18NFbWxAeIMudb9qYImaYS5KLj-T6NNo84TJBl2h3SJUYc-zRjTnTyl0QEnRK6ky3iXLjIFb-ghPzLAobPk36OnTDaFcli0KXJf3X/s320/Randolph+Township+PD+2016.001.jpeg" width="320" /></a></div>
<b><br /></b>
<b>I'm okay knowing there will <i>never</i> be an exhaustive and absolute answer</b> to this question. I think it's more valuable we continue to work toward what we think <i>might</i> be an answer. Working toward the answer keeps us hungry, honest, and humble. If we pretend to know the answer to this question, then we have given ourselves the false illusion that our work as educators is complete. Having worked with hundreds of educators this year in workshops and presenting to thousands of teachers at conferences, I know I'm not the only one with this burning question. I see (and feel) their heads nod when I raise this question/concern.<br />
<br />
<b>I don't pretend to have an answer.</b> I encourage us all to work toward that balance. For example, as a middle school teacher, I was supposed to teach proportional relationships, but my students needed to learn number sense strategies like skip counting, multiplication, decomposing numbers, and more. I don't blame the students, their former teachers, and parents for poor number sense. It's what it is!<br />
<br />
<b>I could whine about it to you, my colleagues, my principal, or my family</b>, but that doesn't change anything. If I want my students to have better number sense <i>AND</i> be more successful with proportional relationships, that's on me to create, nurture, and refine systems that get them further along on their learning journey. Instead of whining or assigning blame, I can do my best to <i>include</i> my colleagues, parents of students, and administration to play active roles in that system, ergo one goal for 2017 is to learn more about successful systems and their design principles.<br />
<br />
<b>What are your thoughts? Does that question plague you too?</b><br />
<br />
<b>2016</b><br />
Professionally, I'm proud and honored to have:<br />
<ul>
<li>Worked with amazing math teachers in TUSD who do their best, work hard, take risks and reflect on their practice.</li>
<li>Given my <a href="https://www.youtube.com/watch?v=EKa1CstxA9g&feature=youtu.be" target="_blank">Classroom Clock Ignite talk</a> at NCTM Annual because I believe in using time constraints to maximize the effectiveness of what we do as teachers.</li>
<li>Co-presented with <a href="https://twitter.com/kbennetttusd" target="_blank">Kristen Bennett</a> (OCMC), <a href="https://twitter.com/gochemonline" target="_blank">JR Ginex-Orinion</a> (CUE), <a href="https://twitter.com/mrschungsta" target="_blank">Lynda Chung</a> (CMC South), and <a href="https://twitter.com/MathProjects" target="_blank">Chris Shore</a> (GMD) and learned a great deal from all of them</li>
<li>Worked with teachers in <a href="http://www.estimation180.com/presentations--workshops.html" target="_blank">these states</a>.</li>
<li>Received appreciative emails and tweets from teachers</li>
</ul>
<div>
I continue to work on:</div>
<div>
<ul>
<li>Family time > math conferences</li>
<li><a href="https://www.youtube.com/watch?v=Z7dLU6fk9QY" target="_blank">Looking up</a> at people and the world > looking down at a device</li>
<li>To-do list > email list</li>
<li>Listening to > listening for (thanks Max) </li>
<li>Listening to > speaking</li>
<li>Learning what's important to others > what I might think is best</li>
</ul>
<div>
I loved seeing my children:</div>
</div>
<div>
<ul>
<li>play together</li>
<li>laugh together</li>
<li>argue</li>
<li>problem-solve</li>
<li>tickle me</li>
<li>talk about numbers</li>
<li>describe the world around them</li>
<li>enjoy being kids</li>
</ul>
<div style="text-align: center;">
<a href="http://3.bp.blogspot.com/-obppcNH9-i0/WGQZbpvKd8I/AAAAAAAAEds/E8ADuD6EGcIp3mE4u_dTxky_UwQHNp_nwCK4B/s1600/IMG_7357.jpg" imageanchor="1"><img border="0" height="240" src="https://3.bp.blogspot.com/-obppcNH9-i0/WGQZbpvKd8I/AAAAAAAAEds/E8ADuD6EGcIp3mE4u_dTxky_UwQHNp_nwCK4B/s320/IMG_7357.jpg" width="320" /></a></div>
</div>
<div>
<br /></div>
<div>
I'm grateful for:</div>
<div>
<ul>
<li>vacation and family time</li>
<li>those who have challenged my thinking</li>
<li>those who inspired me to do the best work I can do that supported student learning and effective teaching</li>
<li>teachers willing to share their successes and challenges in hopes of supporting their colleagues</li>
</ul>
</div>
Whatever 2016 brought you and whatever 2017 will bring you, I challenge you <i>and</i> myself to:<br />
<b>Be hungry. Be more honest. Be more humble.</b><br />
<br />
2016Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com4tag:blogger.com,1999:blog-2256375873271579383.post-37688151677961196222016-12-09T23:13:00.001-08:002016-12-09T23:49:39.006-08:00Systems<b><a href="https://twitter.com/MathProjects" target="_blank">Chris Shore</a> and I drove from Southern California to Asilomar and back</b> last weekend so we could attend and present at CMC North. On the way back, Chris introduced me to the idea of systems and how valuable they are to the success and longevity of a program, team, organization, etc. I realized I have so much to learn about systems.<br />
<br />
<b>In my current role as a Digital Learning Coach</b>, I could ask,<br />
"What systems have I put in place with fellows (teachers I support) so they can continue the work and mindset we started together?"<br />
<br />
<b>If I was in the classroom</b>, I would ask,<br />
"If I had to be away from the classroom for a day or more, what systems have I put in place so my students can successfully function without me?"<br />
<br />
<b>This last question can be truly sobering</b>. I realize my systems as a classroom teacher could have been far better. Here are a couple reasons:<br />
1) The systems that I <i>did</i> have in place, relied heavily on me being present. For example, when greeting students at the door, there was no guarantee the sub would greet them. Student thinking was valued, but this didn't always happen in my absence.<br />
2) Did I establish and regularly execute systems so my students knew how to be successful each day they walked into class? Even when I was present, did I establish a system so my students knew how to share the most positive part of themselves with their classmates?<br />
<br />
<b>I could sit here and kick myself on many things.</b> I could find at least 100 things I could have done better as a classroom teacher. Moving forward:<br />
<blockquote class="tr_bq">
<i>How do I build systems with my fellows so they are successful after our time working together?</i></blockquote>
<blockquote class="tr_bq">
<i>How do I build systems with teachers in professional development workshops so they leave the workshop prepared to strengthen their own systems and instruction?</i></blockquote>
I'm thinking about reading <i><a href="https://www.amazon.com/Systems-Thinking-Social-Change-Consequences/dp/160358580X/ref=sr_1_1?ie=UTF8&qid=1481352730&sr=8-1&keywords=systems+thinking+for+social+change" target="_blank">Systems Thinking for Social Change</a></i> over Winter Break. Has anyone read this book? If so, what do you think? Or do you have other suggestions?<br />
<br />
Systems,<br />
1113Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com4tag:blogger.com,1999:blog-2256375873271579383.post-49380213579153819582016-11-14T00:20:00.000-08:002016-11-14T00:20:08.005-08:00Ten Letters for the President [99pi and GMD]This is what I'm sharing in this week's <i>Global Math Department</i> newsletter:<br />
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 17.333333333333332px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ten Letters for the President</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I’ve mentioned my favorite podcast before. Recently </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">99% Invisible</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> released Episode 235, </span><a href="http://99percentinvisible.org/episode/ten-letters-president/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Ten Letters for the President</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. It’s definitely worth listening to in light of recent events in U.S. politics. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<br /></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The podcast does a thorough job explaining the process of President Obama receiving tens of thousands of letters a day from people across the country. In reality, he only reads 10 letters each day which turns out to be less than 0.1% of the letters received. Those 10 letters are a small sample of the pulse, emotions, heartaches, and thoughts of thousands across the country. The president says, “These letters, I think, do more to keep me in touch with what’s going on around the country than just about anything else.”</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I share this </span><a href="http://99percentinvisible.org/episode/ten-letters-president/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">podcast episode</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> for three reasons:</span></div>
<span id="docs-internal-guid-d9a4549b-61ea-466b-8573-1b44740e876f"></span><br />
<ol style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It’s a reminder of the impact our current events can have on all of us; teachers, students, family, strangers, friends, enemies, cities, states, countries, and all humans. No matter how large the impact, I believe we as individuals can have a far greater impact with how we treat those we have contact with each day. Our students need to see us be good humans. We are in their daily world. Be good humans.</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">These letters to the president are super important. If less than 0.1% of the daily letters received can positively inform and impact the president, then these letters could very well be more valuable than any tweet, blog post, or Facebook comment one might dispense into their social media bubble.</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I hope these letters continue to pour into the president, especially after January 20, 2017. I hope 10 letters continue to be read by the president each day. I hope those letters keep the president in touch with what’s going on. I hope that if something is on your heart, you write the president. I hope that if something is on your students’ hearts, they write the president. Be good humans when doing so. That 0.1% might be the most important percentage we ever teach in math. </span></div>
</li>
</ol>
Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com3tag:blogger.com,1999:blog-2256375873271579383.post-13244557257456872172016-09-13T21:24:00.002-07:002016-09-13T21:52:42.562-07:00"How much?" vs. "How many?"<b>Can you believe it? I haven't blogged since April... and it's been amazing!</b><br />
You heard me right. I've been busy enjoying life and summer. On the scale of life, family time has definitely outweighed work time. This doesn't mean I haven't been thinking math. I have enjoyed lurking on Twitter and reading blog posts here and there. Keep up the great work everyone.<br />
<br />
<b>So, I'm dusting off the blog and wiping away the cobwebs</b> so I can share just one gift of parenting a six year-old, learning the English language. Well, at least one part of the English language: when to use "how many?" and when to use "how much?"<br />
<br />
<b>I provide my son with a healthy amount of questions</b> that involve <a href="http://www.estimation180.com/" target="_blank">estimation</a>. I know, <i>big</i> shocker. So it shouldn't surprise you (or me for that matter) when he fires them back at me. However, it's extremely interesting that most of the time he begins his questions with "how much".<br />
<br />
Here are some examples. Hey Dad, I wonder<br />
<ul>
<li>How much air is in the tire?</li>
<li>How much pumps of air the tire will need?</li>
<li>How much miles it is to the beach?</li>
<li>How much pancakes will we make?</li>
</ul>
Can you spot which questions need help?<br />
<b>What advice would you offer a six-year old (and his dad)</b> so he is better equipped to know when to either use "much" or "many"?<br />
<b><br /></b>
<b>Here's what I offered him:</b><br />
If it something you can count, use "how many"<br />
<ul>
<li>How many pancakes will we make? <i>10</i></li>
<li>How many eggs are in a dozen? <i>12</i></li>
<li>How many pumps did it take to fill the tire? <i>6</i></li>
<li>How many minutes until we leave for soccer practice? <i>5</i></li>
</ul>
If it is something that is difficult to count, use "how much"<br />
<ul>
<li>How much air is in the tire? <i>not much</i></li>
<li>How much sunblock did you put on? <i>only on my face</i></li>
<li>How much ketchup would you like? <i>a lot</i></li>
</ul>
<div>
<b>I'm more fond of my criteria for using "how many"</b>, but I'm not entirely convinced my criteria for "how much" will win me English/Math teacher of the year. I know there is a way to quantify the air inside a tire. There is a way to quantify the amount of sunblock applied. Help me make the criteria better and easily comprehensible for a six-year old.</div>
<div>
<br /></div>
<div>
Hope the school year is going well!</div>
<div>
<br /></div>
<div>
Many,</div>
<div>
924</div>
<div>
<br /></div>
<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com17tag:blogger.com,1999:blog-2256375873271579383.post-72583088684572623052016-04-26T22:20:00.000-07:002016-04-26T22:22:28.081-07:00Principles to Actions Book Club [phases]<b>Inspired by <a href="https://twitter.com/KanekaTurner" target="_blank">Kaneka Turner</a>'s <a href="http://meetings.nctm.org/2016-annual-meeting/extending-the-invitation-to-be-good-at-math/" target="_blank">#ShadowCon16 talk</a>,</b> I decided to form a <i>Principles to Actions</i> book club during the summer of 2016. Sorry, the club will be comprised of teachers in my district. I'm excited at how it is shaping up in the past week. I broke it into three planning phases before we actually start reading <a href="http://www.nctm.org/PtA/" target="_blank">NCTM's <i>Principles to Actions</i></a>. I recommend you start your own. Here's why:<br />
<br />
<b>Phase 1:</b><br />
I created a goal for the book club (inspired straight from <i>Principles to Actions</i>):<br />
<blockquote class="tr_bq">
Collaborate with other TUSD teachers to strengthen our math teaching practice and improve the learning of mathematics by engaging students in mathematical thinking, reasoning, and sense making.</blockquote>
I reached out to a small group of (K-12) math teachers and coaches in my district to generate interest.<br />
10 teachers replied with interest. We're ready for Phase 2.<br />
<br />
<b>Phase 2:</b><br />
I will tap into the wisdom of these 10 teachers to help structure:<br />
<ul>
<li>HOW we will accomplish our goal.</li>
<li>WHAT tools we will use to accomplish our goal.</li>
</ul>
<div>
I'm confident these 10 teachers will help structure <i>how</i> we discuss the book, <i>how</i> much time we spend as a book club, how we will collaborate (virtually or in person), etc. I also know these teachers will help suggest <i>what</i> tools we might use to help assist in the virtual collaboration. For example, Google Docs, Google Classroom, Padlet, etc. </div>
<div>
<br /></div>
<div>
I asked them for input via Google Forms. <a href="https://docs.google.com/forms/d/1mcUPOzIaMzRPsoTc8mCxlVwxLWulj-aZFkaD_-lsKNw/viewform" target="_blank">Here are the questions I asked.</a></div>
<div>
<br /></div>
<div>
Once I hear back from this small group, I will move forward in structuring the <i>PtA</i> book club along with setting up the digital tools and spaces that make the most sense. Phase 3 is next...</div>
<div>
<br /></div>
<div>
<b>Phase 3:</b></div>
<div>
I plan to do a district-wide invite to the <i>Principles to Actions</i> book club so anyone who teaches math is invited. More importantly, I am counting on the small group of 10 teachers to reach out to other colleagues at their site and throughout the district to personally invite teachers to the <i>Principles to Actions</i> book club. I'm confident their reach and influence will make the collaboration more meaningful and fun for all invloved.</div>
<div>
<br /></div>
<div>
<b>I've never done something like this before</b>, but I'm excited because I am confident in the 10 teachers who have already expressed interest. I encourage you to find something mathy you can invite others to be a part in. Maybe it's a <i>Principles to Actions</i> book club. </div>
<div>
<br /></div>
<div>
Please let me know if you have any questions or tips!</div>
<div>
<br /></div>
<div>
PtA,</div>
<div>
1020</div>
<div>
<br /></div>
Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com8tag:blogger.com,1999:blog-2256375873271579383.post-74174010266669392142016-04-22T12:24:00.003-07:002016-04-22T12:24:51.558-07:00Open Middle and Google Docs<b>A few weeks ago <a href="https://twitter.com/Kassie44" target="_blank">Kassie</a>, a teacher I support, came up with a great idea.</b> The idea was inspired by one of our other Digital Learning Coaches, <a href="https://twitter.com/michelleciecek" target="_blank">Michelle</a>, who introduced Kassie to hyperdocs.<br />
<br />
Idea: <b>Incorporate <a href="http://www.openmiddle.com/" target="_blank">Open Middle</a> problems with Google Docs.</b><br />
<br />
Here's how it went...<br />
Kassie had her students work in eight groups. This happens often in her class. She pushed out one Google Doc to the entire class so every student has editing rights. However, you just need one group member to make edits for their group.<br />
<br />
Each group was working on the following open middle tasks:<br />
Use the integers from 0 through 9 only once to create an equation with:<br />
<b>Day 1</b>: One solution<br />
<b>Day 2</b>: No solution<br />
<b>Day 3</b>: Infinite solutions<br />
<div style="text-align: center;">
<a href="http://3.bp.blogspot.com/-QGQb1L3ruhg/Vxpbh9kX-QI/AAAAAAAADkY/RgHvFt3Uqgs1uXIQBcz6-YAE8HciSY0CACK4B/s1600/Snip20160422_34.png" imageanchor="1"><img border="0" src="https://3.bp.blogspot.com/-QGQb1L3ruhg/Vxpbh9kX-QI/AAAAAAAADkY/RgHvFt3Uqgs1uXIQBcz6-YAE8HciSY0CACK4B/s400/Snip20160422_34.png" /></a></div>
<br />
<b>First</b>, students work on their desks with whiteboard markers, discussing with their group members. Isn't that lovely!<br />
<div style="text-align: center;">
<a href="http://4.bp.blogspot.com/-65z32MbWCsA/Vxpb_FNP77I/AAAAAAAADkg/pmSjdo6TSAo8InfFZIY6KG2DlS7dbOiHwCK4B/s1600/IMG_5199.JPG" imageanchor="1"><img border="0" height="240" src="https://4.bp.blogspot.com/-65z32MbWCsA/Vxpb_FNP77I/AAAAAAAADkg/pmSjdo6TSAo8InfFZIY6KG2DlS7dbOiHwCK4B/s320/IMG_5199.JPG" width="320" /></a></div>
<b>Second</b>, students enter their equation into their respective cell inside the Google Doc table.<br />
<div style="text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKSt8Rs-EeZ36KYCg3C-8ojmsD2B4D94rg8_auVG_w4wndMhMLYQbmvAznvJXheefsldnZabe0sepEIvCKlwsjkofQ4ATN_gU8SbVDy_EDUZLSYqd8sScsBNt9TLmnaKOPlHEmjO6ICBpa/s1600/Snip20160422_37.png" imageanchor="1"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKSt8Rs-EeZ36KYCg3C-8ojmsD2B4D94rg8_auVG_w4wndMhMLYQbmvAznvJXheefsldnZabe0sepEIvCKlwsjkofQ4ATN_gU8SbVDy_EDUZLSYqd8sScsBNt9TLmnaKOPlHEmjO6ICBpa/s320/Snip20160422_37.png" width="276" /></a></div>
<br />
<b>Third</b>, each group needs to test the equations that other groups submitted. Keep in mind, that each group could not submit an equation identical to another group. Once they worked on other equations, they entered if they agreed or disagreed with other groups.<br />
<br />
I experienced Day 1 and it was awesome to see the collaboration and community of learning throughout the room. When debriefing with Kassie about Day 3, she told me students realized an equation with infinite solutions couldn't be done if they use the numbers 0 through 9 only once. That's awesome! Good work kiddos! She ended up allowing them to use a number more than once. I'm wondering how it might change if we allowed them to use the numbers 1-10 (only once).<br />
<br />
<b>Since our middle school students work on iPads</b>, a large Google Doc table like the one above might not let the math breathe on a smaller screen. I adapted her Google Doc to look more like this as a template:<br />
<ul>
<li>I split the eight groups into two tables on two separate pages.</li>
<li>Each group still enters their answer into their respective highlighter-yellow cell.</li>
<li>Each group has a vertical column so they work downward when entering agree/disagree</li>
</ul>
<div style="text-align: center;">
<a href="http://4.bp.blogspot.com/-4m4rAS4or-o/VxpexN0fv_I/AAAAAAAADk8/YfHF-1ClM3A7pMVI8lyK5SYM8lmNPQQawCK4B/s1600/Snip20160422_38.png" imageanchor="1"><img border="0" height="175" src="https://4.bp.blogspot.com/-4m4rAS4or-o/VxpexN0fv_I/AAAAAAAADk8/YfHF-1ClM3A7pMVI8lyK5SYM8lmNPQQawCK4B/s320/Snip20160422_38.png" width="320" /></a></div>
<br />
<br />
I inserted <a href="http://www.openmiddle.com/exploring-equations/" target="_blank">this Open Middle question</a> as a placeholder above the table inside the template.<br />
<br />
<span style="font-size: large;"><b>Make your own copy of the template by clicking <a href="https://docs.google.com/document/d/1ofqTsuHvgj76vdGN8jYNB883AhWrETYyjr3C3TX1YHA/copy" target="_blank">here</a>. </b></span><br />
<br />
This is definitely a way for students to create their own answers which turn into questions their classmates can use to practice procedures and challenge their understanding of specific math concepts. It is student focused. It's a great way for students to generate questions that both the teacher and students can use. It makes math a social experience through the use of technology. All of the student answers are housed in one location.<br />
<br />
Open Middle,<br />
1224<br />
<br />
P.S.<br />
We have Google Classroom in our district which makes it 200 (student) times easier to push things like this out to students. If you don't have Google Classroom, there are other ways to get this out to your students' devices. If you need ideas, hit me up in the comments or on <a href="https://twitter.com/mr_stadel" target="_blank">Twitter</a>.<br />
<br />Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com8tag:blogger.com,1999:blog-2256375873271579383.post-26618092158417314782016-04-18T20:16:00.000-07:002016-04-18T20:16:00.163-07:002016 #NCTMannual reflection: Purpose<b>There is a lot to process</b> from NCTM 2016. Being a contributor for the Global Math Department this week, I decided to feature snippets on the blog here in order to kill two birds with one stone.<br />
<br />
I found it useful to connect all the NCTM goodness with a theme:<span style="font-size: large;"> <b>PURPOSE</b>.</span><br />
<br />
<b>• Marilyn Burns (</b><a href="https://twitter.com/mburnsmath">@mburnsmath</a><b>)</b><br />
Be purposeful about what we want our students to do. I loved this slide, connecting reading and math:<br />
<div style="text-align: center;">
<span id="docs-internal-guid-96bd7b29-2aaf-ef0d-f0b1-43e2fb5051c0"><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"><img height="263" src="https://lh6.googleusercontent.com/SzvO5LCUu8r2PMXdfQuN4mvrAAFBrwvCBf0o-jlK-cbKoSlyLtnRYJjoI1GToYWIscaz7yhgiPt_7JaeIYTRzIoObTN-i5Cd8RdlTzEbldyKJWkvZ-fGujqIgy31NqPT602N2NaR" style="border: none; transform: rotate(0rad);" width="347" /></span></span></div>
<br />
<b>• Christopher Danielson (</b><a href="https://twitter.com/Trianglemancsd">@Trianglemancsd</a><b>):</b><br />
Be purposeful with knowing the ability of students. Christopher said,<br />
<b>"Students can. We should let them."</b><br />
This idea lends itself to students discovering properties in math. Often, when things get discovered in math, they are named after the discoverer. Why don't we do this more with students?"<br />
<a href="https://talkingmathwithkids.com/" target="_blank">Goods here.</a><br />
<br />
<b>• Elham Kazemi (</b><a href="https://twitter.com/ekazemi">@ekazemi</a><b>):</b><br />
Be purposeful with a school/department/grade having a shared vision of quality math instruction. Create a structure at your school to learn together. We went on to explore numberless word problems where the purpose is to help students make better sense of the context before applying the numbers. She shared this <a href="https://bstockus.wordpress.com/2016/02/21/purposeful-numberless-word-problems/" target="_blank">post by Brian Bushart</a>. <br />
<div style="text-align: center;">
<span id="docs-internal-guid-96bd7b29-2b69-8b6a-aa14-5286a1cf4bcf"><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"><img height="226" src="https://lh6.googleusercontent.com/nuzji00-ZPAp5fYWYPp6IbmS3srzb_6JmWqmTd-Jm93f_6u1khRdPJAJyu52MBdZrjIve7XMI3PT4TYySPDe7PcA5vtj0wRr6nDnUA8_FB8VRrrqXJApfZ4QC8i-OgKELg-4Vx2D" style="border: none; transform: rotate(0rad);" width="302" /></span></span></div>
<br />
<b>• Carl Oliver (</b><a href="https://twitter.com/carloliwitter">@carloliwitter</a><b>):</b><br />
Be purposeful with the space you provide students to explore mathematical ideas. Be purposeful with selecting the task.<br />
<a href="http://www.coast2coast.me/carl/2016/04/16/teach-mathematical-practices-through-non-routine-problems-nctmannual/" target="_blank">Goods here.</a><br />
<div style="text-align: center;">
<span id="docs-internal-guid-96bd7b29-2b64-e670-58e0-c1cd012abf9d"><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"><img height="163" src="https://lh5.googleusercontent.com/44L_OMilp5oksJqcbV9HLXW3w_XGOjPapCAoEsOoVABwAO3Do4EwjY9R098zjmtOBMHrdGX_DUxopIRz_BGM_HWPoKDYc3SunAAbA8T2K92g2FqGNjBRZBlu6ntbb4CFb7Q_Xpj_" style="border: none; transform: rotate(0rad);" width="289" /></span></span></div>
<br />
<b><u>• IGNITE talks</u></b>:<br />
<b>Max Ray (</b><a href="https://twitter.com/maxmathforum">@maxmathforum</a><b>):</b><br />
Be purposeful with the resources, tasks, activities, and ideas you pull from the internet. Be purposeful with the coherency in your teaching. Do the resources, tasks, activities, and ideas you pull from the internet add to the coherency of the mathematics you teach?<br />
<br />
<b>Jennifer Wilson</b> (<a href="https://twitter.com/jwilson828">@jwilson828</a>):<br />
Be purposeful with the time you allow students to solve math. It's not like fast food, it's like slow food. Enjoy the math students can do when we make it a purpose to do #slowmath.<br />
<br />
• <a href="http://meetings.nctm.org/tag/shadowcon2016/" target="_blank"><b>ShadowCon16</b></a><br />
<b>Kaneka Turner</b> (<a href="https://twitter.com/KanekaTurner">@KanekaTurner</a>)<br />
Be purposeful in making math a social experience by inviting others into this awesome experience. Kaneka shared the importance of being invited. Call to action: invite at least one person to be part of the math experience.<br />
<br />
<b>Robert Kaplinsky </b>(<a href="https://twitter.com/robertkaplinsky">@robertkaplinsky</a>):<br />
The purpose of empowering others through influence can have huge positive results. Robert shared a couple of personal parts on his life and how influential people throughout his life have helped shape who he is today. Call to action: your your power to influence and empower others.<br />
<br />
<b>Graham Fletcher</b> (<a href="https://twitter.com/gfletchy">@gfletchy</a>):<br />
Be purposeful in knowing what/how you teach by understanding the standards. Be a better story-teller in your classroom by accurately knowing the standards. Call to action: find out more about a standard you teach.<br />
<br />
<b>• Brian Shay (</b><a href="https://twitter.com/MrBrianShay">@MrBrianShay</a><b>):</b><br />
Be purposeful with polynomials and probability. Brian had us working on using spinners and coins to add meaning to multiplying polynomials.<br />
<a href="https://nctm.confex.com/nctm/2016AM/webprogram/Session39801.html" target="_blank">Goods here.</a><br />
<br />
<b>• Peg Smith</b><b>:</b><br />
Be purposeful in framing the task so it "invites everyone in." Furthermore, ask purposeful questions when working with students during problem-solving tasks. Lastly, it's critical for the teacher to explain the goals because it's hard to have a conversation if it's unclear what you're trying to accomplish.<br />
***<i>Let's invite Peg to the #MTBoS and Twitter</i>.<br />
<div style="text-align: center;">
<span id="docs-internal-guid-96bd7b29-2b66-fe81-50e0-420897c402c3"><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"><img height="190" src="https://lh4.googleusercontent.com/A2Nupm_VwThHFP0K7BKXhMV_nO9muVwzsP8_bj5RJXZopb_XvGm_ZZWHiXlDXT2VKPFRYO3ecmwuzlzsbRRbUdV1oLwkH-9xG1uPX6QswObQGh8KOVb9hMhPyq8-XZxyPlrzWlM1" style="border: none; transform: rotate(0rad);" width="256" /></span></span></div>
<br />
<b>• Andrew Stadel (</b><a href="https://twitter.com/mr_stadel">@mr_stadel</a><b>)</b>:<br />
Be purposeful in the feedback we give students after they make mistakes. Thanks to Robert Berry and Dylan Wiliam, I shared with teachers the importance of providing feedback that benefits students and at the same time challenging them to take traditional feedback and rework it so it's better at moving the learning forward.<br />
<br />
<b>• Christina Tondevold</b> (<a href="https://twitter.com/BuildMathMinds">@BuildMathMinds</a>):<br />
Be purposeful in working toward the terminology in the standards, specifically "fluently" and "using strategies" in the K-5 standards. We looked at examples of subitizing, cardinality, and strategies like making ten, double-plus-one, finding fives. We need to be purposeful in students making sense of math for themselves.<br />
<br />
<b>• Jason Zimba</b><br />
Be purposeful in decluttering what we teach, what we ask of students, and what we give to students. Something he got me thinking about: do we Math 8 teachers need to teach the "elimination" process when solving linear systems. Does the procedure support the conceptual understanding? and can we allow high school teachers to teach it while Math 8 teachers focus on graphing and substitution?<br />
<br />
I hope to see you at NCTM 2017 in San Antonio.<br />
<b><span style="font-size: large;">Send in a speaker proposal <a href="http://www.nctm.org/speak/">here</a> by May 1, 2016</span></b>.<br />
<br />
San Fransisco,<br />
2016<br />
<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com7tag:blogger.com,1999:blog-2256375873271579383.post-45386856416369917762016-03-20T21:33:00.000-07:002016-03-20T21:37:48.493-07:00CUE 2016 Takeaways<b>This past weekend was CUE 2016 and I only attended one day </b>of the three conference days. Even though it was just one day, I was able to leave with some great takeaways.<br />
<br />
<b>Session 1</b>:<br />
<a href="http://2016.cue.org/event/5v5y/making-the-hard-parts-easy-teaching-in-2016-and-beyond" target="_blank"><i>Making the Hard Parts Easy: Teaching in 2016 and Beyond</i></a><br />
by <a href="https://twitter.com/MrVaudrey" target="_blank">Matt Vaudrey</a><br />
Great session. Matt is always a treat to watch in a presentation, and he continues to deliver solid, engaging, practical, and useful sessions. He had us up talking with each other, moving around the room, learning from others in the session. He modeled music cues by giving us a 60 seconds to discuss focused questions with a partner (different every time). The music stopped and we knew to stop our conversation so that Matt could allow two teachers the opportunity to share out their conversation.<br />
<br />
The session was focused. I love when a presenter tells the attendees in the beginning what we will be doing and sticks to it. We focused on:<br />
<ul>
<li>Focus on what matters</li>
<li>Mess with Curriculum</li>
<li>Give students authority </li>
</ul>
<div>
My biggest takeaways:</div>
<div>
<ul>
<li>Look into <a href="https://kaizena.com/" target="_blank">Kaizena</a> to offer students voice feedback inside Google docs. </li>
<li>Assign less work to students... just one way to make grading easier.</li>
<li>Quicken transitions in class with music cues by Matt Vaudrey (found <a href="http://mrvaudrey.com/music" target="_blank">here</a>).</li>
<li>Matt's slides can be found <a href="http://mrvaudrey.com/cue16" target="_blank">here</a>.</li>
</ul>
<b>Session 2</b>:</div>
<div>
<a href="http://2016.cue.org/event/5v6O/approach-process-delivery-better-pd" target="_blank"><i>Approach + Process + Delivery = Better PD</i></a></div>
<div>
by <a href="https://twitter.com/gochemonline" target="_blank">JR Ginex-Orinion</a> and <a href="http://ocde.us/edtech/Pages/default.aspx" target="_blank">Gerardo Martinez</a></div>
<div>
Another great session. Both JR and Gerardo encouraged the attendees to focus on the "why" when preparing professional development for your site (teachers and admin). Essentially, define the purpose of your session because time is valuable for everyone. I also loved how they had us take a PD title we recently used and rewrite it so it includes the "why" (purpose). Great idea!</div>
<div>
<br /></div>
<div>
My biggest takeaways:</div>
<div>
<ul>
<li>Use empathy with teachers and administrators</li>
<li>Value <b><i>everyone's</i></b> time!</li>
<li>Start with the "why".</li>
<li>Their goods can be found <a href="http://betterpd.weebly.com/" target="_blank">here</a>.</li>
</ul>
<div>
<b>Session 3</b>:</div>
</div>
<div>
<a href="http://2016.cue.org/event/5v75/strengthen-student-understanding-in-math-and-science-with-desmos-classroom" target="_blank"><i>Strengthen Student Understanding in Math and Science with Desmos Classroom</i></a></div>
<div>
by <a href="https://twitter.com/mr_stadel" target="_blank">Andrew Stadel</a> and <a href="https://twitter.com/gochemonline" target="_blank">JR Ginex-Orinion</a></div>
<div>
It was an extreme pleasure to prepare and present with JR. I love his enthusiasm and excitement for science, good PD, and Desmos. The focus of our session was simple: <b><i>play, tips, and build.</i></b> We allowed attendees to play two Desmos activities (<a href="https://teacher.desmos.com/polygraph/custom/56e860d71065f36b095171d0" target="_blank">one</a> from JR and <a href="https://teacher.desmos.com/activitybuilder/custom/561be64abcdbdd1b06107ef2" target="_blank">one</a> from <a href="https://twitter.com/mathycathy" target="_blank">Cathy Yenca</a>). We showcased the teacher dashboard for each activity and then we shared our activities so the attendees could see how the activities were built in order to explore the building part of desmos activities. We reassured the attendees that they don't need to necessarily build their own activities, because they could find one in the Desmos <a href="https://teacher.desmos.com/browse" target="_blank">library</a> or the <a href="https://sites.google.com/site/desmosbank/" target="_blank">Desmos Bank</a> and adapt it for their needs. Thanks to all the teachers who came to our session. We hope it was helpful and you will let us know how <a href="http://teacher.desmos.com/">teacher.desmos.com</a> is transforming your classroom.</div>
<div>
<ul>
<li>Our session goods can be found <a href="http://www.estimation180.com/cue16.html" target="_blank">here</a>.</li>
<li>Use <a href="http://mr-stadel.blogspot.com/2016/02/desmos-command-f.html" target="_blank">Command F with the dashboard</a></li>
<li>JR made two awesome polygraphs:</li>
<ul>
<li><a href="https://teacher.desmos.com/polygraph/custom/56e860d71065f36b095171d0" target="_blank">Distance and Time</a></li>
<li><a href="https://teacher.desmos.com/polygraph/custom/56e0f49aed724cca0aac7445" target="_blank">Phases and Mixtures</a></li>
</ul>
</ul>
<div>
Thanks JR. It was a blast to collaborate. I learned a lot.</div>
</div>
<div>
<br /></div>
<div>
<b>Session 4</b>:</div>
<div>
<a href="http://2016.cue.org/event/5v79/more-than-data-science-is-a-story-infuse-writing-in-science" target="_blank"><i>More Than Data, Science Is a Story: Infuse Writing in Science</i></a></div>
<div>
by <a href="https://twitter.com/dabennett7" target="_blank">Dan Bennett</a> and <a href="https://twitter.com/gochemonline" target="_blank">JR Ginex-Orinion</a></div>
<div>
I came in late to this session, but it didn't matter. It was easy to know where they were in their presentation. Within minutes, we were working on the floor categorizing <a href="https://drive.google.com/folderview?id=0By_RfkqlWM6Fb0k0ZVMweGEwSzg&usp=drive_web" target="_blank">these cards</a> with different colored shapes as a segue to the importance of the Periodic Table. It was a splendid activity. Both Dan and JR shared their experiences in their science classes. A big part of their class was using media to create mystery so students are asking questions. Similar to a 3 Act task. It was a wonderful way to end the conference.</div>
<div>
<br /></div>
<div>
My biggest takeaways:</div>
<div>
<ul>
<li>Create mystery with students. Use stories to explain the mystery</li>
<li>Our brains, chemically, enjoy stories. Use them more often in class.</li>
<li>Their goods can be found <a href="https://docs.google.com/presentation/d/13IHzVls4COXhRkBgCFdOiiKLxzoCFw63WHmUe2HKIfs/edit#slide=id.g892d1f2cb_0_0" target="_blank">here</a>.</li>
</ul>
<div>
<b>Thank you to all the presenters who worked so hard</b> to prepare great sessions. By reflecting on the highlights, it will allow me to incorporate many of the techniques, resources, and ideas with the teachers I support and <a href="http://www.estimation180.com/presentations--workshops.html" target="_blank">the professional development I offer.</a></div>
</div>
<div>
<br /></div>
<div>
CUE,</div>
<div>
933</div>
<div>
<br /></div>
<div>
<b>Bonus</b>:</div>
<div>
I loved this on display at the Hard Rock Hotel. Sorry, I didn't grab the artist behind this gem. Look close, those are vinyl records. So cool!</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-ZPAhuNAaPjo/Vu95Kk1D0MI/AAAAAAAADcs/pPxy7PQuFOQGUsq6AE8_ow0T6IOUqWPFw/s1600/IMG_5048.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://2.bp.blogspot.com/-ZPAhuNAaPjo/Vu95Kk1D0MI/AAAAAAAADcs/pPxy7PQuFOQGUsq6AE8_ow0T6IOUqWPFw/s320/IMG_5048.JPG" width="240" /></a></div>
<div>
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<br />Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com0tag:blogger.com,1999:blog-2256375873271579383.post-84483055284187909232016-03-14T09:37:00.000-07:002016-03-14T09:37:30.979-07:00Classroom Clock Questions<b>I'm curious about the precious classroom time we [math] teachers have with students.</b><br />
<i>Enlighten me</i>.<br />
<br />
Please take <b>1 minute</b> to <a href="https://docs.google.com/forms/d/1xAFRPuQi4hVgwo0LVaZTnVrG5EJYJbpkBr2a6UgXXAs/viewform" target="_blank">fill out this form</a> as I prepare for an upcoming Ignite talk at NCTM.<br />
<br />
Thanks,<br />
Andrew<br />
<br />
<br />
<iframe frameborder="0" height="500" marginheight="0" marginwidth="0" src="https://docs.google.com/forms/d/1xAFRPuQi4hVgwo0LVaZTnVrG5EJYJbpkBr2a6UgXXAs/viewform?embedded=true" width="760">Loading...</iframe>Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com0tag:blogger.com,1999:blog-2256375873271579383.post-77635577848581119482016-02-29T09:45:00.001-08:002016-09-17T09:08:44.369-07:00Square Dance<b>I recently debriefed with a fellow (teacher I support) about two activities</b> focusing on Squares, Square Roots, and Irrational numbers. Let's build number sense. Here are the goods:<br />
<ul>
<li>Clothesline activity using <a href="https://drive.google.com/file/d/0B0Lk45wwjYBuTEE3aUZsZ25hQjg/view?usp=sharing" target="_blank">these cards</a></li>
<li><a href="https://teacher.desmos.com/activitybuilder/custom/56fa95f6e9ce3e4406068c6f" target="_blank">Square Dance</a> desmos activity</li>
</ul>
<div>
<b>She ran both activities with students, starting with the Clothesline activity</b>. She used the cards linked above for students to first place the visual representations on the number line. It looked something like this:</div>
<div style="text-align: center;">
<a href="http://3.bp.blogspot.com/-6dQCle52Xcw/VtR9jNbcuyI/AAAAAAAADaI/zdc6-rcehzM/s1600/OCMC%2BClothesline.002.jpeg" imageanchor="1"><img border="0" height="240" src="https://3.bp.blogspot.com/-6dQCle52Xcw/VtR9jNbcuyI/AAAAAAAADaI/zdc6-rcehzM/s320/OCMC%2BClothesline.002.jpeg" width="320" /></a></div>
<div>
Followed by:</div>
<div style="text-align: center;">
<a href="http://1.bp.blogspot.com/-jhiqX0rWGKo/VtSBwhV0URI/AAAAAAAADbM/M58-S-AzlFo/s1600/OCMC%2BClothesline.001.jpeg" imageanchor="1"><img border="0" height="240" src="https://1.bp.blogspot.com/-jhiqX0rWGKo/VtSBwhV0URI/AAAAAAAADbM/M58-S-AzlFo/s320/OCMC%2BClothesline.001.jpeg" width="320" /></a></div>
<div>
<br /></div>
<div>
<b>Students then completed the first 7 screens in the Desmos Square Dance</b> activity. Screen 6 includes a validator when done correctly, compliments of <a href="https://twitter.com/nathankraft1" target="_blank">Nathan Kraft</a>.</div>
<div style="text-align: center;">
<a href="http://2.bp.blogspot.com/-r6DmDG7foPY/VtR993wcYCI/AAAAAAAADaQ/Y_ZBJDhhw4M/s1600/Square%2BDance.001.jpeg" imageanchor="1"><img border="0" height="240" src="https://2.bp.blogspot.com/-r6DmDG7foPY/VtR993wcYCI/AAAAAAAADaQ/Y_ZBJDhhw4M/s320/Square%2BDance.001.jpeg" width="320" /></a></div>
<div>
<br /></div>
<div>
<b><i>*Please note that part 1 of the activity uses only whole numbers as rational numbers.</i></b> I highly recommend using the activity as a launching point for students to know that perfect squares include other rational numbers like fractions and decimals. </div>
<div>
<br /></div>
<div>
<b>Back to Clothesline:</b></div>
<div>
This week she will use the next set of cards for irrational numbers. It might look something like this on the number line:</div>
<div style="text-align: center;">
<a href="http://4.bp.blogspot.com/-gw9Xl05KWPo/VtR-IBGJQ7I/AAAAAAAADaY/jd1QyDzIlSM/s1600/OCMC%2BClothesline.003.jpeg" imageanchor="1"><img border="0" height="240" src="https://4.bp.blogspot.com/-gw9Xl05KWPo/VtR-IBGJQ7I/AAAAAAAADaY/jd1QyDzIlSM/s320/OCMC%2BClothesline.003.jpeg" width="320" /></a></div>
<div>
Followed by:</div>
<div style="text-align: center;">
<a href="http://1.bp.blogspot.com/-Y20JNG08gUo/VtSC6vMYSeI/AAAAAAAADbc/DRs6L6v_ZOI/s1600/OCMC%2BClothesline.001.jpeg" imageanchor="1"><img border="0" height="240" src="https://1.bp.blogspot.com/-Y20JNG08gUo/VtSC6vMYSeI/AAAAAAAADbc/DRs6L6v_ZOI/s320/OCMC%2BClothesline.001.jpeg" width="320" /></a></div>
<div>
<br /></div>
<div>
<b>Back to Square Dance </b></div>
<div>
Students can build better conceptual understanding of irrational numbers in the desmos activity. Also look for teachable moments throughout the activity. </div>
<div>
*<i><b>Please note screens 11 & 15 include non-repeating and non-terminating decimal notations.</b></i> </div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-pzadvlACEeE/VtR-7zmBgoI/AAAAAAAADao/rqQo-yQ1Jew/s1600/Square%2BDance.001.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://3.bp.blogspot.com/-pzadvlACEeE/VtR-7zmBgoI/AAAAAAAADao/rqQo-yQ1Jew/s320/Square%2BDance.001.jpeg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Screen 11</td></tr>
</tbody></table>
<div>
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-_ktwkskZAb8/VtR-_pZga1I/AAAAAAAADaw/3OjqbgtZnow/s1600/Square%2BDance.002.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://1.bp.blogspot.com/-_ktwkskZAb8/VtR-_pZga1I/AAAAAAAADaw/3OjqbgtZnow/s320/Square%2BDance.002.jpeg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Screen 15</td></tr>
</tbody></table>
<div>
Just like Screen 6, Kraft-y validators are included on screens 12 & 16.</div>
<div>
<br /></div>
<div>
<b>Two closing thoughts</b>:</div>
<div>
1) My fellow was so happy to use these conceptual representations with clothesline and desmos. </div>
<div>
2) She hasn't seen students making mistakes like she has in the past. Here's an example (crossed out) of a common mistake she has seen regularly in the past.</div>
<div style="text-align: center;">
<a href="http://2.bp.blogspot.com/-ZKVCDM_YLOc/VtSBS8WUp9I/AAAAAAAADbE/j2oKvJUQtUQ/s1600/OCMC%2BClothesline.001.jpeg" imageanchor="1"><img border="0" height="240" src="https://2.bp.blogspot.com/-ZKVCDM_YLOc/VtSBS8WUp9I/AAAAAAAADbE/j2oKvJUQtUQ/s320/OCMC%2BClothesline.001.jpeg" width="320" /></a></div>
<div>
<br /></div>
<div>
<b>If you have time, head over</b> <a href="http://mr-stadel.blogspot.com/2015/03/a-jammed-rational-irrational-war.html" target="_blank">to this post</a> and have your students play War with the Rational-Irrational cards provided.</div>
<div>
<br /></div>
<div>
Dance,</div>
<div>
945</div>
<div>
<br /></div>
<div>
<br /></div>
Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com0tag:blogger.com,1999:blog-2256375873271579383.post-12474640555317186052016-02-16T20:31:00.002-08:002016-02-16T20:32:14.555-08:00Clothesline Cards Hit the Floor<b>A colleague and I stumbled upon an opportunity</b> to strengthen number sense with students using a double clothesline. The video says it all:<br />
<br />
<div style="text-align: center;">
<iframe allowfullscreen="" frameborder="0" height="313" mozallowfullscreen="" src="https://player.vimeo.com/video/155625136" webkitallowfullscreen="" width="500"></iframe>
</div>
<br />
*For more fun with clothesline math, go to <a href="https://twitter.com/MathProjects" target="_blank">Chris Shore</a>'s designated site: <a href="http://clotheslinemath.com/">clotheslinemath.com</a><br />
<br />
Floor,<br />
831Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com2tag:blogger.com,1999:blog-2256375873271579383.post-2636175837570861742016-02-15T17:19:00.003-08:002016-02-22T19:57:05.956-08:00My Tech Tools [Kahoot!]Here is a tool that <i>does not</i> meet <a href="http://mr-stadel.blogspot.com/2016/01/tech-tool-criteria.html" target="_blank">my criteria</a>:<br />
<b><i>Kahoot!</i></b><br />
• <b>Capture</b><br />
Anyone can log in. There's no Google login like <a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-pear-deck.html" target="_blank">Pear Deck</a>, <a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-desmos.html" target="_blank">Desmos</a>, or <a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-google-forms.html" target="_blank">Google Forms</a>. The teacher must rely on students honorably entering their name. There are four design features that could possibly hinder the accuracy at which a teacher is able to capture student thinking:<br />
<ul>
<li>multiple choice</li>
<li>timed questions</li>
<li>points driven</li>
<li>selecting answers in the form of different colored shapes</li>
</ul>
<b>Multiple choice</b><br />
Multiple choice will never 100% accurately capture what a student is thinking because the student could get it correct by guessing or for the wrong reason. This can be referred to as false-positives.<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitU8rqKjgtaSlJb0AyKQNUiSHpqJtsCaE9E33GA9_Yj8sr_oYNIVNT7GCwwJ-cfJTT6cQ0ZcmCB_gaPZ178Osze-qZvmNOk6LeJP0GGynFPsVvWGW7ma0NlBIkqhCv5gnPI6MUEHSra9Ou/s1600/Snip20160215_68.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitU8rqKjgtaSlJb0AyKQNUiSHpqJtsCaE9E33GA9_Yj8sr_oYNIVNT7GCwwJ-cfJTT6cQ0ZcmCB_gaPZ178Osze-qZvmNOk6LeJP0GGynFPsVvWGW7ma0NlBIkqhCv5gnPI6MUEHSra9Ou/s320/Snip20160215_68.png" width="320" /></a></div>
<b>Timed questions</b><br />
By default, questions are timed in order to fall in line with the gaming feel of Kahoot! Therefore, students with the best recall will typically score higher. <span style="font-family: Arial; font-size: 14.6667px; text-decoration: line-through; white-space: pre-wrap;">This option can be turned off</span>. You have 15 seconds. HURRY!!!!!!<br />
<b>Points driven</b><br />
Kahoot! could be considered a gamified tool that checks for understanding. One component of games could be points. Kahoot! rewards students who answer accurately <i>and</i> more quickly than their peers with more points. There's a leaderboard.<br />
<div style="text-align: center;">
<a href="http://4.bp.blogspot.com/-bpiBU25A2Iw/VsJsdmQF55I/AAAAAAAADYc/Kum_6PtFx2k/s1600/Snip20160215_67.png" imageanchor="1"><img border="0" height="158" src="https://4.bp.blogspot.com/-bpiBU25A2Iw/VsJsdmQF55I/AAAAAAAADYc/Kum_6PtFx2k/s320/Snip20160215_67.png" width="320" /></a></div>
<b>• Different colored backgrounds and shapes as answers</b><br />
This feature requires additional decoding by a student who might also struggle with the math being questioned. Not being a quick processor, I have struggled with this feature a handful of times. I think the use of different colors is a great design feature. I would suggest Kahoot! ditch the white polygons or give the teacher the option to turn them off.<br />
<div style="text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvJJfrGFX0q5z2DfFW5UEIzbupRHvm6xd8hAjB3i3-Q9ige0RdHs0SfGXH-xl3OOuVevrgD8i64i1J5jz6kcSNsqBEC16yMQ8JC_kQ4mOSSGuDVPhtncj1EME8arM2cOawJ0rAaTMGYIcU/s1600/Snip20160215_70.png" imageanchor="1"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvJJfrGFX0q5z2DfFW5UEIzbupRHvm6xd8hAjB3i3-Q9ige0RdHs0SfGXH-xl3OOuVevrgD8i64i1J5jz6kcSNsqBEC16yMQ8JC_kQ4mOSSGuDVPhtncj1EME8arM2cOawJ0rAaTMGYIcU/s320/Snip20160215_70.png" width="320" /></a></div>
<br />
• <b>Sort</b><br />
There is no real-time sorting of student thinking. If a teacher would like to see how specific students answered questions, they have to wait until the session is finished and look at the data on a spreadsheet. Granted, this data is better than nothing. After having teacher dashboards available in other tech tools like <a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-pear-deck.html" target="_blank">Pear Deck</a> and <a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-desmos.html" target="_blank">Desmos</a>, I need the data NOW! Again, after the students go home is better than nothing. Because answers are multiple choice, the results from a question are displayed as bar graphs. Unfortunately, the teacher cannot click on a bar graph to see which students picked that answer.<br />
<div style="text-align: center;">
<a href="http://2.bp.blogspot.com/-ZlfJyf-rfJ4/VsJtUIa9BZI/AAAAAAAADYw/ERvD2QgcqnQ/s1600/Snip20160215_66.png" imageanchor="1"><img border="0" height="142" src="https://2.bp.blogspot.com/-ZlfJyf-rfJ4/VsJtUIa9BZI/AAAAAAAADYw/ERvD2QgcqnQ/s320/Snip20160215_66.png" width="320" /></a></div>
<br />
• <b>Assess</b><br />
Multiple choice questions can always present a teacher with false positives as I mentioned above. The bar graph could be generally informative to me as a teacher. I do appreciate the option that a teacher could export the results of the game after the session has ended. This could help inform their instruction for the next day <i>if</i> they decide to use Kahoot! as an exit slip.<br />
<br />
• <b>Discuss</b><br />
After students have answered a question and the bar graphs are displayed, the teacher does have the option to click on the image and discuss the mathematics. However, I wouldn't feel that well informed as to what students were thinking or the reasoning behind their choices, especially if they were being timed and the timer caused them to quickly guess.<br />
<br />
<b>Kahoot! conclusion:</b><br />
I can't help but feel like a game-show host when I've run Kahoot sessions. No thanks. I'm a teacher, not a game-show host. You might be wondering why I don't have a wish list for Kahoot! I have found other tools that can do the same exact thing without students being timed, earning points, or having to additionally process colors and shapes when answering. If you're a fan of Kahoot!, then I welcome arguments that might convince me to reconsider the tool. However, if you'd like to present arguments, <b>I request you consider the tech tool <a href="https://www.quizalize.com/">Quizalize</a></b>. It has a gaming feel to it, but just might be more informative to you, the teacher.<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://3.bp.blogspot.com/-BOM4smCJupM/VsJaje7TdII/AAAAAAAADX0/Pd11YAdgy90/s1600/OCMC%2BKeynote%2BMath%2BTech.001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://3.bp.blogspot.com/-BOM4smCJupM/VsJaje7TdII/AAAAAAAADX0/Pd11YAdgy90/s320/OCMC%2BKeynote%2BMath%2BTech.001.jpeg" width="320" /></a></div>
<i>Learn more about Kahoot! <a href="https://getkahoot.com/" target="_blank">here</a>.</i><br />
<i>Learn more about Quizalize <a href="https://www.quizalize.com/" target="_blank">here</a>.</i><br />
<i><br /></i>
<br />
<div>
More from the My Tech Tools Series:</div>
<div>
<ul>
<li><a href="http://mr-stadel.blogspot.com/2016/01/tech-tool-criteria.html" target="_blank">My Criteria</a></li>
<li><a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-pear-deck.html" target="_blank">Pear Deck</a></li>
<li><a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-desmos.html" target="_blank">Desmos</a></li>
<li><a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-google-forms.html" target="_blank">Google Forms</a></li>
</ul>
</div>
<div>
Kahoot,</div>
519Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com8tag:blogger.com,1999:blog-2256375873271579383.post-30077450241096291062016-02-15T17:19:00.002-08:002016-02-18T05:37:36.600-08:00My Tech Tools [Google Forms]<b><i>Google Forms</i></b><br />
• <b>Capture</b><br />
I like using Google Forms to quickly capture student estimates and their thinking behind it. Since my district is a Google district and each student has a Google account, I can set up the form to capture their student ID. More importantly, I can capture quick estimates at the intro of an <a href="http://www.estimation180.com/" target="_blank">Estimation 180</a> challenge or a 3-Act task with the goal to quickly sort and assess the student thinking after seeing the first act. Here's an example of a <a href="https://docs.google.com/forms/d/1kulkb3nyWe_eH94DZ59iwHK48R3bRCDsoJlJmnAkcOc/viewform" target="_blank">form</a> I would typically send students. <a href="https://docs.google.com/forms/d/1kulkb3nyWe_eH94DZ59iwHK48R3bRCDsoJlJmnAkcOc/copy" target="_blank">Click here to have your own copy.</a><br />
<br />
• <b>Sort</b><br />
The input from students feeds into a Google Sheet and I can quickly sort the student thinking. For example, I can sort the numerical columns (specifically "Estimate") from least to greatest and vice versa. I can have students enter their name when filling out the form, but I can hide the "name" column when displaying the results to the class.<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-3HjYfQn6AQk/VsJdESxs_sI/AAAAAAAADYA/Lfgdyz3IsEM/s1600/Snip20160215_64.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="148" src="https://1.bp.blogspot.com/-3HjYfQn6AQk/VsJdESxs_sI/AAAAAAAADYA/Lfgdyz3IsEM/s320/Snip20160215_64.png" width="320" /></a></div>
<div class="separator" style="clear: both; text-align: left;">
<i>Bonus sorting</i>: Install the add-on called "rowCall" and give the form to multiple class periods. The add-on rowCall will create a separate sheet for each class period at the bottom of your file. Learn more <a href="http://mr-stadel.blogspot.com/2015/01/using-google-forms-and-sheets.html" target="_blank">here</a>.</div>
<br />
• <b>Assess</b><br />
I've learned to use Google Forms to ask students the information they think might be useful to know in Act 2. I can use "Conditional Formatting" to fill a cell with a specific color when students enter trigger words. For example, when students do the <a href="http://www.estimation180.com/filecabinet.html" target="_blank">File Cabinet task</a>, I set the conditional formatting for words such as length, width, dimension, height, sticky, face, etc. I can see the informal (or formal) language) students provide and help connect the math to their terminology before we work at formalizing it together.<br />
<br />
• <b>Discuss</b><br />
I love the wisdom of crowds during a 3-Act task and gathering as much information as possible. We can take the "Estimate" column and find the average number of stickies the class thinks it will take for me to cover the file cabinet. There have been numerous times when our class average is astoundingly close. Using conditional formatting and trigger words allows me to locate informal words such as "sides" and strengthen student vocabulary by referring to the cabinet's sides as a faces of a rectangular prism.<br />
<br />
<b>Google Forms Conclusion:</b><br />
A Google Form is a quick way to capture, sort, and assess student thinking, estimates, and information we might need in a problem-solving task so we can discuss the mathematics ahead of us. Furthermore, since we captured student estimates during Act 1, it makes it extremely easy to go back and do two things:<br />
1) Check our answers for reasonableness<br />
2) See who had the best estimate after watching Act 3.<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAVeeErMj-LOPdeyfh6RQsbNC1RUke3BGooiCZU4E32W7cSLW-XwatxjRNdzERajVrdRhzrCMWrb7MW-_xYpkxx4fOK30D9Rf8gIqHDQdJI2I-IYQIN_yKgZ-rzxrKhEqq7zC4_CheseY2/s1600/OCMC+Keynote+Math+Tech.001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAVeeErMj-LOPdeyfh6RQsbNC1RUke3BGooiCZU4E32W7cSLW-XwatxjRNdzERajVrdRhzrCMWrb7MW-_xYpkxx4fOK30D9Rf8gIqHDQdJI2I-IYQIN_yKgZ-rzxrKhEqq7zC4_CheseY2/s320/OCMC+Keynote+Math+Tech.001.jpeg" width="320" /></a></div>
<i>Learn more about Google Forms <a href="http://mr-stadel.blogspot.com/2015/01/using-google-forms-and-sheets.html" target="_blank">here</a>.</i><br />
<i><br /></i>
<br />
<div>
More from the My Tech Tools Series:</div>
<div>
<ul>
<li><a href="http://mr-stadel.blogspot.com/2016/01/tech-tool-criteria.html" target="_blank">My Criteria</a></li>
<li><a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-pear-deck.html" target="_blank">Pear Deck</a></li>
<li><a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-desmos.html" target="_blank">Desmos</a></li>
<li><a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-kahoot.html" target="_blank">Kahoot!</a></li>
</ul>
</div>
<div>
Google Forms,<br />
519</div>
Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com0tag:blogger.com,1999:blog-2256375873271579383.post-18542554365487674412016-02-15T17:19:00.001-08:002016-02-22T19:58:46.079-08:00My Tech Tools [Desmos]<b><i>Desmos Activities (Activity Builder)</i></b><br />
• <b>Capture</b><br />
Not completely necessary, but students <i>can</i> log in with a Google account. One benefit to logging in with a Google account is that a student can access previous sessions (their work) at any time because Desmos activities save in real time. Desmos also has a teacher dashboard to know which students have shared their thinking on a specific question in REAL TIME. The teacher dashboard does a wonderful job capturing student graphs and text responses. Note the progress bars below. Unlike <a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-pear-deck.html" target="_blank">Pear Deck</a>, the Desmos activities allow students to move at their own pace. I <i>love</i> this feature, but it might make the sorting and assessing a tad more challenging at times.<br />
<div style="text-align: center;">
<a href="http://4.bp.blogspot.com/-AQw7DMjADts/VrZy_EwLjxI/AAAAAAAADV0/EXLa260BkeA/s1600/Snip20160206_90.png" imageanchor="1"><img border="0" height="195" src="https://4.bp.blogspot.com/-AQw7DMjADts/VrZy_EwLjxI/AAAAAAAADV0/EXLa260BkeA/s320/Snip20160206_90.png" width="320" /></a></div>
<i>Wishlist</i>:<br />
- I wish logging in with Google did not allow students to edit their name.<br />
- I wish the teacher could choose the activity to be "student-paced" or "teacher-paced"<br />
- I wish there was a way for students to enter mathematical notation in the text boxes.<br />
<br />
• <b>Sort</b><br />
The teacher dashboard allows the teacher to sort ALL student responses:<br />
- as an individual student<br />
- as thumbnails (of graphs)<br />
- as a list (of text responses)<br />
- as an overlay<br />
With so many ways to sort student work, the teacher dashboard can allow the teacher to focus either on specific questions, a single student's graph/work/note, or the overall climate of the classroom. There are many great sorting features that can make the session extremely informative when assessing. One feature Desmos Activities lacks is sorting student work alphabetically. As a teacher, I'm still able to assess student thinking, but I know sorting alphabetically would make the process more efficient.<br />
<div style="text-align: center;">
<a href="http://3.bp.blogspot.com/-mi-7SI5CHLk/VrZ7ghZ85PI/AAAAAAAADW0/jv5rGmQij9o/s1600/Snip20160206_97.png" imageanchor="1"><img border="0" height="221" src="https://3.bp.blogspot.com/-mi-7SI5CHLk/VrZ7ghZ85PI/AAAAAAAADW0/jv5rGmQij9o/s320/Snip20160206_97.png" width="320" /></a></div>
<div style="text-align: center;">
<a href="http://1.bp.blogspot.com/-ZT5h6Md26v8/VrZ7mu5qCuI/AAAAAAAADW8/48KFHmgO1Ds/s1600/Snip20160206_95.png" imageanchor="1"><img border="0" height="216" src="https://1.bp.blogspot.com/-ZT5h6Md26v8/VrZ7mu5qCuI/AAAAAAAADW8/48KFHmgO1Ds/s320/Snip20160206_95.png" width="320" /></a></div>
<i>Wishlist</i>:<br />
- I wish student names could be sorted alphabetically on the left and with thumbnails.<br />
<br />
• <b>Assess</b><br />
Since students can work at their own pace during a Desmos Activity, it makes it a tad more challenging to assess student thinking at times. The more screens your students have to see or interact with during the activity, the more a teacher needs to assess. This can be both informative and daunting to a teacher. I prefer using or creating activities with a specific focus, making it clear to the teacher if students are working toward learning objectives. The <a href="https://teacher.desmos.com/activitybuilder/custom/5605bb6200701ed10fb0931a" target="_blank">Match My Parabola</a> activity (seen here) allows the teachers to visually assess the progress (and understanding) of students matching parabolas. A picture is a thousand words of student understanding, and Desmos graphs do that.<br />
Two tech tips:<br />
1) Use <a href="http://mr-stadel.blogspot.com/2016/02/desmos-command-f.html" target="_blank">the power of Command+F on your computer</a> for assessing academic language.<br />
2) Log into your dashboard on a tablet and circulate the room.<br />
<div style="text-align: center;">
<a href="http://3.bp.blogspot.com/-r-ovXQKP2u8/VrZ6dt0knaI/AAAAAAAADWk/I05MnQ2erTA/s1600/Snip20160206_94.png" imageanchor="1"><img border="0" height="166" src="https://3.bp.blogspot.com/-r-ovXQKP2u8/VrZ6dt0knaI/AAAAAAAADWk/I05MnQ2erTA/s320/Snip20160206_94.png" width="320" /></a></div>
• <b>Discuss</b><br />
A well-designed Desmos activity will allow both students and teachers to discuss their thinking and the mathematics. This presents the teacher with many teachable moments. Since you currently can't hide student names, a teacher can log into the session and use their screen (session) to discuss the mathematics. Personally, I love using student work to discuss the math. Until the dashboard can hide student names, you might need to be creative and use the Snipping tool (<a href="http://windows.microsoft.com/en-us/windows/use-snipping-tool-capture-screen-shots#1TC=windows-8" target="_blank">Windows</a> or <a href="https://itunes.apple.com/us/app/snip/id512505421?mt=12" target="_blank">Mac</a>) to quickly grab student work and display it in another presentation-style program for students to see. I have had so many rich discussion with students because of the thinking I am able to assess. Here's a nifty little trick to make your <a href="http://mr-stadel.blogspot.com/2016/02/desmos-command-f.html" target="_blank">workflow</a> more efficient.<br />
<i>Wishlist</i>:<br />
- I wish there was a button to toggle between hiding names and viewing names on the dashboard<br />
[<b>update</b>] <i>You can now toggle between student names and pseudonyms</i>.<br />
- I wish there was a button to lock student screens when discussing specific parts of the activity.<br />
<br />
<b>Desmos Activities Conclusion:</b><br />
In conclusion, pick activities that are focused and have a clear learning objective that can be assessed best with minimal screens. The awesome Desmos team continues to release updates to their Activity Builder and I'm hopeful that many things on my wishlist (and yours too) will soon become realities. For example, sorting student names alphabetically is important to me because it would make my workflow much more efficient, essentially allowing me to assess student thinking quicker. I'm confident Desmos Activities will see all green from me soon!<br />
<div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-aGdOaDSpgeA/VsJVUApwucI/AAAAAAAADXg/qfMnDble4cU/s1600/OCMC%2BKeynote%2BMath%2BTech.001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://2.bp.blogspot.com/-aGdOaDSpgeA/VsJVUApwucI/AAAAAAAADXg/qfMnDble4cU/s320/OCMC%2BKeynote%2BMath%2BTech.001.jpeg" width="320" /></a></div>
<i>Learn more about Desmos Activities <a href="https://teacher.desmos.com/" target="_blank">here</a></i>.</div>
<div>
<br /></div>
<div>
<div>
More from the My Tech Tools Series:</div>
<div>
<ul>
<li><a href="http://mr-stadel.blogspot.com/2016/01/tech-tool-criteria.html" target="_blank">My Criteria</a></li>
<li><a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-pear-deck.html" target="_blank">Pear Deck</a></li>
<li><a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-google-forms.html" target="_blank">Google Forms</a></li>
<li><a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-kahoot.html" target="_blank">Kahoot!</a></li>
</ul>
</div>
<div>
<br /></div>
<div>
Desmos,</div>
</div>
<div>
519</div>
Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com2tag:blogger.com,1999:blog-2256375873271579383.post-71110167326049373032016-02-15T17:19:00.000-08:002016-02-18T05:47:45.082-08:00My Tech Tools [Pear Deck]<b><i>Pear Deck</i></b><br />
• <b>Capture</b><br />
Because each student <i>must</i> log in with a Google account, the teacher can use the teacher dashboard to know which students have shared their thinking on a specific question in REAL TIME. There are numerous ways to capture the mathematical thinking of students: draggables, text response, number response, multiple choice, agree/disagree, free-hand drawing tool, and more. Below is an example of draggables.<br />
<div style="text-align: center;">
<a href="http://1.bp.blogspot.com/-PSiWoVpcrME/VrZutJAwm2I/AAAAAAAADU8/1EPNXcqdXRU/s1600/Snip20160206_84.png" imageanchor="1"><img border="0" height="135" src="https://1.bp.blogspot.com/-PSiWoVpcrME/VrZutJAwm2I/AAAAAAAADU8/1EPNXcqdXRU/s320/Snip20160206_84.png" width="320" /></a><br />
<div style="text-align: left;">
<i>Wishlist</i>:</div>
<div style="text-align: left;">
- I wish there was a way for students to type in mathematical notation at times.</div>
</div>
<br />
• <b>Sort</b><br />
The screens inside a Pear Deck session are controlled by the teacher. The teacher-paced sessions make it easier to sort through the student responses. The teacher dashboard allows the teacher to sort ALL student responses:<br />
- as a Grid (thumbnails)<br />
- as a Table (list)<br />
- by a proximity sensor (draggables)<br />
<div style="text-align: center;">
<a href="http://4.bp.blogspot.com/-DjIQgiRRt2U/VrZvJWrSFJI/AAAAAAAADVE/OnGevWrbNLU/s1600/Snip20160206_85.png" imageanchor="1"><img border="0" height="133" src="https://4.bp.blogspot.com/-DjIQgiRRt2U/VrZvJWrSFJI/AAAAAAAADVE/OnGevWrbNLU/s320/Snip20160206_85.png" width="320" /></a></div>
<br />
• <b>Assess</b><br />
Because Pear Deck captures every student response and allows the teacher to sort student thinking efficiently, the teacher can assess it many ways. For example, the teacher can use the Table view to quickly see text responses, number responses, or multiple choice answers. The Grid view (thumbnails) can be used to assess draggables or student writing. The teacher can also click on any student's name and immediately get their thinking.<br />
<div style="text-align: center;">
<a href="http://4.bp.blogspot.com/-qNWyN2l9y4w/VrZwABlHHhI/AAAAAAAADVg/mcbYP0OYpyA/s1600/Snip20160206_88.png" imageanchor="1"><img border="0" height="132" src="https://4.bp.blogspot.com/-qNWyN2l9y4w/VrZwABlHHhI/AAAAAAAADVg/mcbYP0OYpyA/s320/Snip20160206_88.png" width="320" /></a></div>
<i>Wishlist</i>:<br />
- I wish less lag would occur when a teacher runs the dashboard on their iPad.<br />
<br />
• <b>Discuss</b><br />
In addition to seeing answers from every student, the teacher can get the climate of the class when looking at the teacher dashboard. When I say climate, the teacher can get the general (majority, average, etc.) thinking of the class. The teacher can also anonymously project student answers on their classroom wall so everyone can see how the class is thinking. This allows the class and teacher to discuss both their thinking and the mathematics. Furthermore, the teacher can choose to project specific student responses (that are still anonymous).<br />
<div style="text-align: center;">
<a href="http://3.bp.blogspot.com/-YTVG7_yVIZM/VrZviROthfI/AAAAAAAADVQ/GCxT3ei4I3Q/s1600/Snip20160206_86.png" imageanchor="1"><img border="0" height="223" src="https://3.bp.blogspot.com/-YTVG7_yVIZM/VrZviROthfI/AAAAAAAADVQ/GCxT3ei4I3Q/s320/Snip20160206_86.png" width="320" /></a></div>
Additionally, Pear Deck has a lock feature that allows the teacher to lock student screens. The strength of this feature (in my opinion) is for students to come up for air from their devices and pay attention to the projector view and discuss the mathematics.<br />
<div style="text-align: center;">
<a href="http://4.bp.blogspot.com/-MUGtPICgV1U/VrZ3TmnZ4-I/AAAAAAAADWY/zDj7xH9sTdc/s1600/Snip20160206_91.png" imageanchor="1"><img border="0" height="178" src="https://4.bp.blogspot.com/-MUGtPICgV1U/VrZ3TmnZ4-I/AAAAAAAADWY/zDj7xH9sTdc/s320/Snip20160206_91.png" width="320" /></a></div>
<br />
<b>Pear Deck Conclusion:</b><br />
Yes, certain features of Pear Deck cost money. However, I'd gladly pay this money (out of pocket if I had to) in order to be more informed as a teacher. I think students take more risks because their answers are anonymous to the class. Pear Deck can be used to launch a lesson, check for understanding throughout a lesson, or as an exit slip. It's extremely versatile, anonymous to students, informative to the teacher, interactive, and integrates smoothly with Google.<br />
<div style="text-align: center;">
<a href="http://1.bp.blogspot.com/-HYC3q2-vUX4/VrZ0lGwQjQI/AAAAAAAADWA/5upEz-Ljq4k/s1600/OCMC%2BKeynote%2BMath%2BTech.001.jpeg" imageanchor="1"><img border="0" height="240" src="https://1.bp.blogspot.com/-HYC3q2-vUX4/VrZ0lGwQjQI/AAAAAAAADWA/5upEz-Ljq4k/s320/OCMC%2BKeynote%2BMath%2BTech.001.jpeg" width="320" /></a><br />
<div>
<div style="text-align: left;">
<i>Learn more about Pear Deck <a href="https://www.peardeck.com/" target="_blank">here</a>.</i></div>
<br /></div>
<div style="text-align: left;">
More from the My Tech Tools Series:</div>
<div style="text-align: left;">
<ul>
<li><a href="http://mr-stadel.blogspot.com/2016/01/tech-tool-criteria.html" target="_blank">My Criteria</a></li>
<li><a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-desmos.html" target="_blank">Desmos</a></li>
<li><a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-google-forms.html" target="_blank">Google Forms</a></li>
<li><a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-kahoot.html" target="_blank">Kahoot!</a></li>
</ul>
</div>
<div style="text-align: left;">
Pear Deck,</div>
<div style="text-align: left;">
519</div>
</div>
Anonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.com15tag:blogger.com,1999:blog-2256375873271579383.post-17718927336252874042016-02-15T17:16:00.000-08:002016-02-15T17:16:05.997-08:00My Tech Tools<b>In a recent post, I defined what's important to me, </b><a href="http://mr-stadel.blogspot.com/2016/01/tech-tool-criteria.html" target="_blank">my tech tool criteria</a>, and <a href="https://vimeo.com/155441077" target="_blank">a video version</a> too. I want to be clear, this is a very specific focus. I will say it again:<br />
<blockquote class="tr_bq">
<i>I need tech tools that allow me to focus on student thinking because student thinking will better drive my math instruction.</i></blockquote>
<b>Here is a series breaking down the tools that meet my criteria </b>(<i>comments welcome</i>):<br />
<ul>
<li><a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-pear-deck.html" target="_blank">Pear Deck</a></li>
<li><a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-desmos.html" target="_blank">Desmos Activities</a> </li>
<li><a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-google-forms.html" target="_blank">Google Forms</a></li>
</ul>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-XKJn47RJGNg/Vr1ecpqVQuI/AAAAAAAADXM/GahXuEz2tZo/s1600/OCMC%2BKeynote%2BMath%2BTech.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="247" src="https://2.bp.blogspot.com/-XKJn47RJGNg/Vr1ecpqVQuI/AAAAAAAADXM/GahXuEz2tZo/s320/OCMC%2BKeynote%2BMath%2BTech.jpg" width="320" /></a></div>
*And <a href="http://mr-stadel.blogspot.com/2016/02/my-tech-tools-kahoot.html" target="_blank">one tool that <i>does not</i></a> meet my criteria.<br />
<br />
A video intro with more detailed thoughts.<br />
<div style="text-align: center;">
<iframe allowfullscreen="" frameborder="0" height="313" mozallowfullscreen="" src="https://player.vimeo.com/video/155441077" webkitallowfullscreen="" width="500"></iframe>
</div>
<b><br /></b>
<b>P. S. </b><br />
Here are a couple math tech tools that meet a different set of criteria.<br />
• <a href="http://motionmathgames.com/" target="_blank">Motion Math</a> (extreme fun talking math with my son)<br />
• <a href="http://www.cuethink.com/" target="_blank">CueThink</a> (a great problem-solving framework)<br />
• <a href="https://goformative.com/" target="_blank">Formative</a> (a tool I hope to learn more about)<br />
<br />
Tech Tools,<br />
516<br />
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