Varsity Math Day

At our school, the AP Math Kids are the cool ones, and we even have our own day to celebrate:

http://infinitesums.com/commentary/2017/varsity-math-day

Nine Six Three

My College Algebra students are great, but their abilities are all over the place, how I've found procedures that help them all work in generally similar pace:

http://infinitesums.com/commentary/2017/nine-six-three

Mastery Connect and Decimals

I've been using Mastery Connect to check for understanding on 5.3 F- representing quotient of decimals to hundredths place. Using the tests that are on Mastery Connect--- students not making that connection as well as when they use Nearpod. Maybe the presentation and interactive lessons make for better student geared. But the similar problem posted on mastery connect showed me only 70% got mastery. Maybe it's the image. What's the straight line value represent?? I'll have to make a padlet and have students respond to this.

???

Got 100% students right!

These pictorial models will be driving me____!

D is not for dog anymore .... it's for DATA!

Teaching the alphabet," A like in apple, B like in ball, C like in cat, D like in dog .... NOPE!"  In today's classroom that D is for DATA!  Don't check out just yet stay with me!  I have sat in data meetings waiting for my head to explode and dreading them because well most of the times in those meetings you feel like your ability to teach is being judged.  You feel like if your data isn't meeting expectations that it means you have failed.  I had to change my mindset about data.  The way I now look at data is as a tool to enhance learning for my students.  You can not have a personalized learning journey without data.  So I am sitting here evaluating my students middle of the year MAP data and at first I was discouraged.  The old mindset was there looking at the negative and beating myself up for it.  Then I pulled the student growth reports and was determined to find the good.  The good was there the entire time I just had to choose to find it.  Looking at all my students and comparing where they started and where they are now even if they did not meet the middle of the year goal MAP set for them they ALL made progress ALL of them 22 students made at least 1 point of progress most it was 10 points or more.  CELEBRATION!!!   The next thing was to see which areas they are strong in and which areas they need more support and practice.  I felt the need to share this because as a kindergarten teacher my data doesn't look or mean the same as say a 3rd or 5th grade teachers data but the goal is the same we want our kids to keep moving up!  Test scores do not determine your value or ability as a teacher.  Your ability as a teacher comes from what you choose to do with that data.  Are you going to use it to drill your kids with worksheets, flashcards, more homework?  Or will you use them to elevate those students towards success through modifying their personalized learning journey in a way to meet their needs?  I hope we all choose the latter. 

Poetry and Mastery Connect

The unit of poetry was slotted for three weeks for four different types of poetry: lyrical, humorous, free verse, and narrative. So do you see my problem?

I was faced with having to teach and assess mastery in a short amount of time. I hired Mastery Connect! 

Every other day we interacted with a new poetry and used a quick five question STAAR-like stem quiz to assess their mastery. With the Mastery Connect, I could easily see where I needed to speed up and slow down when approaching different elements of poetry. 

BONUS: I love this website for classic poetry. 

The Dreaded Blank Page

There is nothing I dread more on earth than the ominous blank page. I have been sitting here staring at this for the last 30 minutes, willing myself to write something. But nothing is coming to mind.

Why is it is so difficult for me to write down on paper what I'm thinking in my head?!

I never shy away from reflection, but I never make it so permanent as to put down my thoughts on a sheet of paper. Heaven forbid that someone actually sees my inner thoughts in Arial typeface! However, I have no problem reflecting verbally with anyone...even myself (I'm a good listener). I believe that I've come to the realization that writing down my reflections slows down the process for me. I tend to reflect on the fly (i.e., in the car driving home, grocery shopping, walking the dog) and formally sitting down to write down my thoughts forces me to reflect when I am not ready.

I am beginning to shift my thoughts about having to write my reflection. I'm thinking of tying 2 new approaches:  1. Recording myself talking when the mood strikes or 2. Writing down what I was thinking after my self-talks (ignoring grammar, spelling, and generally everything that I worry when I write down my thoughts).

This is NOT going to be easy for me, but I'm committing to try this from now until the end of the school year. I am asking all of you to hold me accountable!

In 3 weeks I'm heading to a 2-day conference on Computational Thinking, where we will be coding all day. I am excited, but know there will be challenges ahead for me! I'm going to consciously focus on reflecting and writing down my thoughts at the end of the conference. Hopefully, this will bring clarity for myself when I return to SBISD and begin to share my learning with others. Wish me luck!

Minecraft Club

Minecraft Club

Minecraft. Talk about relevance, right? Throughout my 3 years of teaching, I have heard a lot about Minecraft (mostly from the kids...and maybe a few nerdy adults ;)), but really didn’t know much about it. Technology and relevance are two professional goals that I am working on this year. I am always trying create a relevant world for my class. I have found my students to be some of the best teachers when it comes to technology. My 4^th graders LOVE Minecraft. I wanted to learn more about a game that gets them so excited and interested. I often wondered how I could combine their love of this game (relevance) and use our chrome books (technology) to create a lesson. However, when I was asked by a parent volunteer to take the helm of Minecraft Club at our school, I felt very apprehensive. I wasn’t completely confident about my blended learning skills in the classroom. How could I possibly LEAD a club that combined technology and collaboration? I feel like I'm barely just learning myself, but I thought back to my professional goals for this year. I decided to just go for it Taking chances (throwing caution at the wind) and hoping things work out seems to be a recurring theme for me this school year*. I am really thankful I did! What a great learning lesson for myself and for my students about taking a leap of faith and rising the worry cloud of failure. I have discovered a true passion for Minecraft and could  go on and on about how it inspires students beyond just the “game”. Minecraft gives kids the freedom to create. It broadens their imagination and inspires them to build and think beyond the walls of their little world. It is also a problem-solving game. It pushes them to higher-level and critical thinking. Above all else, witnessing them collaborate and create with big smiles has been one of my greatest joys this school year. 

If you are thinking about ways to get involved on your campus, I highly recommend starting a Minecraft Club. There are endless tools online about how to implement Minecraft into lesson plans etc. As I am learning more, I am discovering ways to actually make some lessons happen during classroom time. Taking a leap and leading this club has helped remind me that there are so many resources for kids beyond the walls of our classroom. 

Helpful resources:

http://www.thetechedvocate.org/10-classroom-uses-minecraft/

https://wiki.education.minecraft.net/wiki/Teaching_with_MinecraftEdu

* We are currently building a Meadow Wood World on Minecraft using actual plans of our campus. We are only on week 1 of this, but the kids are so excited! Check it out below!