#TMC18 Demos-ifying My Favorite No {Allison Krasnow}

Demos-ifying My Favorite No
Thursday 4:00-4:30
Allison Krasnow (@Allison_krasnow)


Always start with the math that they do understand. Then correct.

The Desmos dashboard can help you with equity issues by raising the mathematical status of those who might not be talking at any other point in class.

There's value in using Desmos in short little bursts.

Give the exit slip and then after school, choose your favorite no and anonymously take a picture. Put it in Desmos. Screen 1- what math does the student understand, Screen 2- correct the error. Put the photo on a sketch screen with a student input box.

Use the same template, only changing the problem and the picture.

"I'm going to pause you in about 30 seconds....here comes the pause"

Whose work do you choose to showcase?

Snapshot student work in words or pictures anonymously.

Lower students who don't know how to correct the mistake might still have something correct to share.

Turn and talk about which explanation you can improve.

Hide/pace a question until the last minute to see if your discussion changed their thinking or I'm going to unpause you; can you improve your answer?

#TMC18 Formative Assessment Lessons – Where Do I Begin? {Pam Wilson}

Formative Assessment Lessons – Where Do I Begin?
Thursday 2:45-3:45
Pam Wilson (@pamjwilson)

Hide a Where's Waldo figurine ($5 a Five Below) and have students fin and hide.

1, 3, 5, 7 minute cube timer, turn the time you want facing up ($12 on Amazon)

Hole punch problems you've already checked; students feel like they've earned something.

Green pens! Shoutout to Amy.

Pre-assessment: teacher doesn't answer questions, no discussion, 10 minutes, receive feedback later

Sort by their approach instead of correct answers for common conversations. Jot down questions. FALs suggests feedback- a feedback rubric! Label the rubric 'Q3' and pass out rubric to each group. Ask students to give a better response.

FALs can be used as a true pre-assessment or looking for gaps in previous knowledge.

"Do you agree with that answer? Can you explain it in your own words?"

Record your sorted matches on post-its in case you run out of time. Sort matches next to each other, not on top, so that everyone can see your reasoning.

End of Day Reflection:

Something I've learned...
Something I realized...
Something I was reminded of...

Two types of lessons: concept development-  whiteboarding, card sort
problem solving- open ended, multiple ways of solving, analyzes student work

 Link: http://map.mathshell.org/lessons.php

#TMC18 Measures of Center {Marian Dingle}

Measures of Center
Marian Dingle
Thursday, July 19th 1:30 – 2:30 pm Keynote

"I wanted to learn how to do school better for kids who looked like my kids."

The center is often what or who is valued...others disappear.

Facing microaggressions as a team with your family makes a difference/

When you are the only one of your kind in a room, you're proud of your accomplishments but also sad that you're seen as the exception.

"We made a conscious decision to center our kids in their blackness. This was their normal."

Are you hiding your own students?

Even in mathematics, all are not equal.

Why can't we see the gift of sharing power?

Disrupt or at least interrogate.

Can we reach the figurative moon with all voices? Or do we only think 'some' are smart enough?

Decenter the lies. It seems new because it was hidden. Lean in to your discomfort.

Decentering self is a lifelong journey.


INB Hacks

After four years of regularly using Interactive Notebooks, I'd like to share some hacks.

1. Tabs and Pill Box

I've written before about how I make and use tabs for each unit in the INB, but I also wanted to mention that I do each unit in a different color of paper but I follow the same pattern for each prep. 

At the top I have book marks. We use file size rubber bands and hole punch the back cover; this helps keep the notebook closed as it gets fatter. I use duck tape on the spine to also help keep the notebook closed. This was the first year that I bought the same notebook for every prep but I mean, how could I not when it's teal and chevron?

And like the picture at the top of this post, I decorate a pill box with the numbers of each period. I laminate the tabs, cut, and store in here for students to get.

2. Digital Table of Contents

This year was the first time I thought of this idea and it has been SO great. In previous years, I had a whiteboard designated solely to INB Table of Contents. I drew a little template and then wrote in the titles when I passed out new pages. Buttt with four different preps, sometimes they got confused and copied down the wrong title or page numbers. Sometimes things got erased. So this year I made a powerpoint for each prep. I even colored the slides to match the tabs and pages in each unit. As students were taking a quiz, I would update the title on the slide and display it. This was students' cue to get their new pages after a quiz, cut, tape, and label. This will also help me remember the titles, order, and colors for next year. It's already ready to go!

3. Cut in Half and Fold Lines
While most of my INB pages are single pages cut in half , sometimes folding is involved. Or flaps. Or sometimes students forget which page goes on the left and on the right after they cut them apart. This year I started putting notes of where to fold and tape.

I plan to put LHP and RHP and a dotted cut line on all of the regular pages for next year.

4. Table of Contents

I've also mentioned this in the previous post but I updated it again to included little bars for students to color in as a self-assessment.

5. Unit Reflections

I made a slightly different unit reflection for each unit. I worked hard on factoring in our bell ringers so I also put them on the unit reflection. The one question I asked every unit was for them to rate their effort.

This link to my box.com folder shows all my unit reflections.

6. Paper Trays
One of the best things I ever did was to set up these paper trays and my box of tabs on the chrome book cart. After every quiz or test, everything was laid out for them to add to their INB and the new title was displayed on the SMART board.

7. Google Form Binder Check

I only 'grade' notebooks once a quarter and I do it by having students trade binders and answer 10 questions. Basically they are looking for things in the binder and notebook: specific answers, labeling, organization. This year I used a Google Form and it graded itself! Magnifical.

This is my first time trying to embed a form so please let me know if it doesn't work.

I really love INBs and I'd love to hear your hacks or ideas you've seen others do! Also everything is much cuter when you download it than it looks in these widgets!


The Intangible Aspects of Teaching

I haven't been able to stop thinking about this and at first I struggled to think about what really sets me apart from any other teacher. What I've come up with is some common themes...

Effort Is Attractive

I think students feel safe knowing I'm always going to put forth effort and even extra effort. Which teacher do you trust more? The one who wears khaki pants and t-shirts every day or the one who puts together outfits with coordinating jewelry and make-up? The one who's classroom is cluttery and hasn't changed in 10 years or the one who keeps it clean, smelling fresh, and nicely decorated? The one who does the same worksheets and lectures year after year or the one who tries new things, fails, fixes mistakes, and asks for feedback?

I put effort into knowing my students and letting them know me. I know the slang, I'm active on social media, I learn their nicknames and hobbies, I have inside jokes with them, I compliment them, I ask them questions to get to know them better. I think this is something people take for granted. I like my students. I'm interested in their lives. I want to be part of it. I want to make it better. I like my job. I want to be better.

The students laugh at the extra things I do but also give me ideas on how to be even more extra. "Why haven't you decorated your SMART board remote? Everything else in here is decorated."

Treat People Better Than They Deserve

This really came to light at the end of this year. I always do something special for my seniors. This year I made them t-shirts- individually customized for each student. And before I gave them out, those students made me so mad. This wasn't even my favorite group of seniors. But you know what....I give gifts because I'm good...not because they are. Gifts are my love language and giving them fuels me. It makes me happy. And my goal as a teacher is that I give them a good high school math experience, that they enjoy my class, that they are observant, that they ask questions, that they put forth effort, and that they operate out of love. And t-shirts fulfills like at least three of those.

I buy them their favorite candy on their birthday. For Valentine's Day I wrote a little heart message to every kid. So many of the taped it to their notebooks or binders or lockers and that just made my heart burst. When I tell some teachers about those things, they look at me like I'm crazy. Everyone wants to be celebrated. Think of what you would like people to do for you...and then do it for them.

Be Authentic

Keep in mind that I am the only math teacher in a small school so I have the same students for 3-4 years in a row. We get to know each other really well. They know when I'm mad or sad, they tell me when I look tired, they remember the one time ever that I went home sick. They know my favorite colors, that I'm obsessed with chevron, the snacks I eat, where I shop, and that I take naps every day. I talk to girls about make-up and they bring me colors they aren't brave enough to wear. They tell me when they see something chevron that I need to buy. We gush over our favorite pens to write with. Share memes. I ask about their weekend and they ask about mine. We tell stories. We laugh. Oh man, we laugh!

While it's important to remember they are humans, it's also important to remember you are. It still humbles me that when I tell a personal story in the middle of class how eyes are on me and there is almost a feeling of everyone holding their breath to hear my story. It's crazy. Don't take for granted that they want to know you too.

Be Consistent

I have really good hearing. I catch almost everything and they HATE how consistent I am at enforcing my two nice things rule. Even school rules that I don't agree with, I am consistent with enforcing them by just saying "You know the rule." We have a no backpack rule. I watch students wear their backpacks to every class and then when they come to mine they put it in their locker first. After my class, they go right back and get it again. If they bring it to my class, I just say "Hey, please go put that bag in your locker." I don't yell. I ask. I say please. My tone tells them that I know they just forgot. Basically, I remember that they're humans. I consistently show up. I consistently enforce rules. I consistently run my classroom with routines. I am consistently myself- and that gives them permission to be themselves.

I'm a Learner

I have literally asked my mom how she taught me to always do my best in what I do, even if I don't like doing it. Secret is- she has no idea and thinks I could have been raised by wolves. But I think, I hope, I model learning for my students. I want to learn about them. I want to learn math that I don't know well enough. I want to learn new technology. I want to learn new makeup and hair trends. I want to learn how to be a better cook. I want to know the popular music and dances, even if I can't actually do them. I want to learn more about myself. I want to improve. I want to be better- in every arena of my life- and I think that reminds them that I'm human.

Once again, I think we take it for granted how important it truly is to like our jobs. Like our students. Like our classrooms. Like our jobs enough to dress up and show up. Like ourselves. Like learning.

Make Pretty Things + Make Things Pretty

To sum all this up, I think that my students respect that I will always try to leave things and people better than I found them. Whether that is cleaning, organizing, decorating, teaching, questioning, disciplining, I see the beauty in others and use my gifts to draw out and display that beauty as much and as often as possible.

What is 'essential' is that students leave my class feeling better about themselves, me, math, school, the world, etc because of how I used my gifts; that they are then inspired to go out and fully use their gifts.

And that is invisible to the eye.