Sunday, August 27, 2017

Week 1: Days 1 & 2

I started day 1 as I suggested in my NCTM blog post #1 linked on my resume linked above. Students lined up, and I introduced myself and had them tell me their name or nickname and how to pronounce it. They then grabbed a playing card from a deck of Aces through 8's and an estimation recording sheet and searched out their seat. I am discussing with other teachers how to do my VRG or visible random grouping. At a bare minimum, I want to switch seats every chapter, like I've always done, but randomly. This would allow for an easier seating chart for a substitute and an opportunity for students to reflect on their team at the end of the chapter. Henri and others suggest switching every 2 weeks, which sounds nice, and is not too often. Alas, the research from Peter says that the best and most effective method is random groups, every single day. How would it work though when a substitute came in? As you may tell, I haven't had good experiences with how my students have acted with substitutes or what subs have allowed students to do.

Instead of jumping straight into my height, I figured I would go a different direction and have students estimate my age.
About 95% of students overestimated my age and I told them it takes a lot to offend me. As you can see from the bottom left of the tweet image above, I honored all responses for my age, after giving them my birth date.

The most common method was students adding 16 to 1984 to get to 2000, and then adding 17 to get to the current year 2017. Then most students who did that added 16 and 17. So, many thought I was 33. I waited, and a couple students reasoned I am not 33 YET, because it's not my birthday yet. On september 4th I'll be 33.

I asked for alternative methods, and students mentioned the subtraction algorithm of 2017 minus 1984.

I then passed out the name tents that offer 5 days of feedback. I've blogged about this before, if you've never heard of it, google Sara Vanderwerf name tent. It's a game changer and most of #MTBoS (math teachers on twitter) are doing it with great results.

Then we read the Chapter 1 intro and had students find the 3 other people in the class that had the matching graph. They glued it on and some started their stories.

With 2 minutes to go, I had students write a comment or question and then collected their name tents at the door.






On Day 2 I had students estimate my height. This time 95% of students underestimated my height. I measured myself at my daughter's doctors appointment and I'm 6'0.5" with shoes on, so I said I'm 6'.

I joked with students that they all think I'm really old and short, when in fact, I'm young, for a teacher, and taller than average people.

Then students finished their graph stories, and then did the 4 coordinate graphing. I'll post photos of these next week. They turned out great. I also have a TA 5th period who is hanging them for me around the room, in preparation for back to school night.

I then found out that Staples was doing their graph paper composition books for a buck each, for the first 30. I got a deal and got all 130 for a buck each.

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