Okay, it's Wednesday, and Friday is the last day of our 2 week workshop. Here are random teaching thoughts that have floated around in my head while it's being crammed with electronic information:
1. Hey workshop participant, you don't have to voice every thought that passes through your brain. ALL the way through our class from 8am - 5pm.
2. Linking new information to a good story or visual is a great latch. For example, on certain IC chips (details not relevant to the story), there are two inputs that serve a certain purpose. If they're "activated" they basically take over in a certain way. So our cool teacher spun this tale about Zeus and Hades and said that the gods don't "follow the clock", so when they wake up, whatever they want goes, and Zeus is "higher" so things change to 1 whenever he wakes up, and Hades is "lower", so things change to 0 whenever he wakes up. They're gods, and do what they want. When they go back to sleep, the IC chip pattern follows the clock again. So now whenever I come across these certain "pins" in my homework, DING, I think back to Zeus and Hades, and the information of how to proceed is immediately available to my head.
3. Perseverance is key. My table mate and I were pushing through and seeming to struggle with breadboards for the LONGEST time. Note: we finally and successfully completed the assignment, but the thing that sticks in my mind is somewhere after 4 days, one of the teachers said, "well, you know, you can use this OTHER automated breadboard and don't have to continue to fiddle with these ones". What I HEARD was, "hey, dummy, now that you can't handle the hard stuff, here's the baby version that may be more your speed." Well, that put additional light under my butt and I refused and was ultimately successful and proud of myself, versus if I gave up and settled for the easy way out. Also note to self, don't make the same suggestions of any sort to my students. DO mention that overcoming something hard will make you better.
4. pandora.com ROCKS .... especially at 12:30am when you're finishing your homework, and yes, I'm late to the game.
5. I love meeting new people and hearing various cool things about their lives or experiences and occasionally meeting new friends and laughing so hard I have to pee.
Wednesday, June 29, 2011
Thursday, June 23, 2011
Ignorant vs Stupid
And not that you'd call anyone "stupid".
Maybe I haven't mentioned it more than 5 baZILLION times, but I'm SO excited to be at a 2 week training for "Digital Electronics" in the PLTW curriculum. I've been through 3 actual days of class time now (Thursday at 11pm), and it's intense but loads of fun.
Let's just throw around some terms that I've bantered about and slowly become acquainted with in the last few days: ohm, resistor, digital logic board, capacitor, analog, digital, light emitting diode, power source, switch, TTL, Boolean algebra, sequential logic, SOL, AOI, DE, valence shell, soldering, tinning, oscillator circuit, frequency, duty cycle (tee hee), time high, time low (hee and hee), breadboard, .....
If I could go back in time and read those words (say before last Sunday), you'd see this glazed look over my eyes combined with a fight or flight response of, "ackh! others know more than me, and I should know this, and they're saying it's obvious and oh no, let's switch the subject..."
Now, peshaw! I'm totally going to be throwing those words out at my next math party and be the hit of the evening, right?
But anyway, a typical day so far has been: get up at 4:30am in a panic because I didn't finish the homework from the last class(es). Do as much as I can before I hit the gym at 6am. Shower and have breakfast. Class from 8am - 5ish pm (with lunch). Dinner and unwinding for a couple of hours. Homework until 11:30pm until I crash, and repeat all over again the next day.
Anyway, tonight I had to create a "Voting Machine" logically on paper and in a simulation program before I took it to actual DLB to work. (so if you know what I'm talking about great; if not, you're me 4 days ago). One of the instructors was down in the common room helping us (8pm - 9:30pm). I was apparently doing something TOTALLY ridiculous on the simulation program. Sure, the theory I have down pat; it's logic and math. My paper version was all correct. The electronics .... (wait for it), I'm "ignorant on" at this point. Well, sheesh, that's why I'm here, to learn. I'm not stupid .... (obnoxious and anonymous brag alert) ... I have 4 math/applied math degrees .... (end of alert). But I am IGNORANT about electronics. Please don't treat me as if I'm stupid. Just explain it to me and answer my actual questions so that I can internalize and process the information (shout out to my instructor). ... To give him credit, in the end, I finally understood the issue (I think) .... hint: for a circuit to work that has an LED in it you have to ..... okay, you don't care.
The point is, "note to self", don't treat my students as stupid, and be sensitive about when you may be making them feel stupid when really they're just ignorant on the current topics. AND be very careful to answer the questions they ask, not the ones you think they're asking with all your filters of assumptions on what they get or don't get or can get or can't get.
Okay, what am I doing blogging when I have homework to do .....
Maybe I haven't mentioned it more than 5 baZILLION times, but I'm SO excited to be at a 2 week training for "Digital Electronics" in the PLTW curriculum. I've been through 3 actual days of class time now (Thursday at 11pm), and it's intense but loads of fun.
Let's just throw around some terms that I've bantered about and slowly become acquainted with in the last few days: ohm, resistor, digital logic board, capacitor, analog, digital, light emitting diode, power source, switch, TTL, Boolean algebra, sequential logic, SOL, AOI, DE, valence shell, soldering, tinning, oscillator circuit, frequency, duty cycle (tee hee), time high, time low (hee and hee), breadboard, .....
If I could go back in time and read those words (say before last Sunday), you'd see this glazed look over my eyes combined with a fight or flight response of, "ackh! others know more than me, and I should know this, and they're saying it's obvious and oh no, let's switch the subject..."
Now, peshaw! I'm totally going to be throwing those words out at my next math party and be the hit of the evening, right?
But anyway, a typical day so far has been: get up at 4:30am in a panic because I didn't finish the homework from the last class(es). Do as much as I can before I hit the gym at 6am. Shower and have breakfast. Class from 8am - 5ish pm (with lunch). Dinner and unwinding for a couple of hours. Homework until 11:30pm until I crash, and repeat all over again the next day.
Anyway, tonight I had to create a "Voting Machine" logically on paper and in a simulation program before I took it to actual DLB to work. (so if you know what I'm talking about great; if not, you're me 4 days ago). One of the instructors was down in the common room helping us (8pm - 9:30pm). I was apparently doing something TOTALLY ridiculous on the simulation program. Sure, the theory I have down pat; it's logic and math. My paper version was all correct. The electronics .... (wait for it), I'm "ignorant on" at this point. Well, sheesh, that's why I'm here, to learn. I'm not stupid .... (obnoxious and anonymous brag alert) ... I have 4 math/applied math degrees .... (end of alert). But I am IGNORANT about electronics. Please don't treat me as if I'm stupid. Just explain it to me and answer my actual questions so that I can internalize and process the information (shout out to my instructor). ... To give him credit, in the end, I finally understood the issue (I think) .... hint: for a circuit to work that has an LED in it you have to ..... okay, you don't care.
The point is, "note to self", don't treat my students as stupid, and be sensitive about when you may be making them feel stupid when really they're just ignorant on the current topics. AND be very careful to answer the questions they ask, not the ones you think they're asking with all your filters of assumptions on what they get or don't get or can get or can't get.
Okay, what am I doing blogging when I have homework to do .....
Monday, June 20, 2011
Fun Problems
A few days ago, Allison posted a problem you could really sink your teeth into and enjoy the puzzle of it all. It reminded me that it's been a while since I did this sort of brain challenge type problem just for the heck of it. Many years ago, I came across this problem:
Consider a square cake that's frosted on the top and sides. How do you cut it into 5 pieces so that everyone gets the same amount of cake AND the same amount of frosting? You must serve the whole cake. (be able to prove why it works) (added bonus: what if it's a rectangular cake?)
Now as a selfish person, I'm wondering if anyone has links to other cool such problems that make you think and tinker for a longer while than usual. Share! Share!
Consider a square cake that's frosted on the top and sides. How do you cut it into 5 pieces so that everyone gets the same amount of cake AND the same amount of frosting? You must serve the whole cake. (be able to prove why it works) (added bonus: what if it's a rectangular cake?)
Now as a selfish person, I'm wondering if anyone has links to other cool such problems that make you think and tinker for a longer while than usual. Share! Share!
Friday, June 17, 2011
Fun Crafts
We're soon visiting my husband's brother's wife's sister's two little girls, and I wanted to make some knitted or crocheted toys for them. I didn't have a ton of time, and I like really fast projects, so I altered and eyeballed and shrunk down visually from a doll pattern and came up with these two beauties that are about 3 to 4 inches tall. Woot Woo!
The alien baby dolls. Or maybe they can be the Einstein Dolls and the girls can play pretend relativity theory. I still have bits and pieces of 2 weeks left, so maybe I'll make dogs and leashes and beakers and microscopes and such to go with them.
The alien baby dolls. Or maybe they can be the Einstein Dolls and the girls can play pretend relativity theory. I still have bits and pieces of 2 weeks left, so maybe I'll make dogs and leashes and beakers and microscopes and such to go with them.
Thursday, June 16, 2011
Education Experts
Did you ever think up this really cool idea for one of your lessons. You were really excited! This was going to be so clear and fun and educational and work perfectly. Of course, you spent time working out the details and thinking through all the THEORETICAL issues that could come up. You launched it.
Most often it didn't work as planned. Various things came up. REALITY set in, and you had to think on your feet. You fixed what you could. If it seemed MORE usable than not, you made notes and adjustments for next time. For me, it usually takes about 3 times through before I work out *most* of the bugs.
But the deal is, it really didn't work as you had planned. But being a teacher, and as important, just being one of you, and knowing you're the expert of your classroom you could adjust quickly and on the fly. And no one has to throw it back in your face and say, "ha! you messed up! double ha!"
But I want to get back to the "didn't work as you had theoretically planned" business. I'm thinking that this is what happened and is happening with all the uppy ups telling us how to teach and what to teach and shoving state assessments down our throats and strategic compensation and whatnot. Because theoretically, that sounds so true and good and seems to make sense: hold people accountable. Hold teachers accountable. Hold students accountable. What could go wrong? People will rise up to the high level of expectation and perform better.
Hah! Reality could go wrong, apparently. Theory is all well and good, but reality is what you have to deal with in the end. And they're such a huge bureaucracy, and they have a "ton more students and classrooms", that how long does it take to adjust their strategy? And how easy/hard is it to admit you've made a mistake when so many people are watching you.
Or maybe I have it all wrong, and "they" are still sitting "up there" saying, "it's all the teachers' faults. If only they'd be better and do what we ask, we'd fix education! A pox on the teachers. Slackers the lot of them. And they get the summers off!"
Most often it didn't work as planned. Various things came up. REALITY set in, and you had to think on your feet. You fixed what you could. If it seemed MORE usable than not, you made notes and adjustments for next time. For me, it usually takes about 3 times through before I work out *most* of the bugs.
But the deal is, it really didn't work as you had planned. But being a teacher, and as important, just being one of you, and knowing you're the expert of your classroom you could adjust quickly and on the fly. And no one has to throw it back in your face and say, "ha! you messed up! double ha!"
But I want to get back to the "didn't work as you had theoretically planned" business. I'm thinking that this is what happened and is happening with all the uppy ups telling us how to teach and what to teach and shoving state assessments down our throats and strategic compensation and whatnot. Because theoretically, that sounds so true and good and seems to make sense: hold people accountable. Hold teachers accountable. Hold students accountable. What could go wrong? People will rise up to the high level of expectation and perform better.
Hah! Reality could go wrong, apparently. Theory is all well and good, but reality is what you have to deal with in the end. And they're such a huge bureaucracy, and they have a "ton more students and classrooms", that how long does it take to adjust their strategy? And how easy/hard is it to admit you've made a mistake when so many people are watching you.
Or maybe I have it all wrong, and "they" are still sitting "up there" saying, "it's all the teachers' faults. If only they'd be better and do what we ask, we'd fix education! A pox on the teachers. Slackers the lot of them. And they get the summers off!"
Monday, June 13, 2011
Stories and Pictures
I'm going to a 2-week Digital Electronics workshop soon, and since I didn't want to show up with no remembrance of anything electricity, I thought I'd better brush up. I didn't want my "brushing" to be too painful, so I found this book to help me, "The Manga Guide to Electricity".
Super cheesy, right? I'm not a "manga" person at all, but I figured it would be a "fun" (?) way to review.
Well, what do you know. It works! I think part of the effectiveness, for me anyway, is that when one of the characters is explaining various aspects of electricity, he links it to a picture and/or something I know. Now later on in the book when that aspect is referred back to, I conjure up that picture in my head and can see the story line and know what he's talking about. I can keep things straight instead of just plowing through various equations and thinking, now what equaled what?
Then I got to thinking, wouldn't it be fun/interesting (possible?) to have a running storyline (or a few) in, say, geometry. Then when you're teaching a new topic, there's pictures the kids can refer back to or some link that connects it to what they know. I guess ideally it shouldn't just be random things because maybe that adds to the memory retrieval problem.
What would it look like? Would they each develop their own story, sort of like that "here's a sentence and let's pass it around and everyone add another sentence and let's create a story" type of deal. Oh, maybe that's it. Every night someone new would be responsible for adding to the story. We could have an online geometry story that would be a work in progress all year. The kids could go back to it whenever they wanted to review.
Logistics: Would each class have their own story? Would we have one total? What if a kid flakes and doesn't do their part, how is that remediated? Blog? GoogleDoc? Other? Homework grade? Extra quiz grade? No grade? How many times a year will a student have to add to the story? Is there a way where they can sign up for a schedule?
It's just crazy enough for me to want to try it next year.
Super cheesy, right? I'm not a "manga" person at all, but I figured it would be a "fun" (?) way to review.
Well, what do you know. It works! I think part of the effectiveness, for me anyway, is that when one of the characters is explaining various aspects of electricity, he links it to a picture and/or something I know. Now later on in the book when that aspect is referred back to, I conjure up that picture in my head and can see the story line and know what he's talking about. I can keep things straight instead of just plowing through various equations and thinking, now what equaled what?
Then I got to thinking, wouldn't it be fun/interesting (possible?) to have a running storyline (or a few) in, say, geometry. Then when you're teaching a new topic, there's pictures the kids can refer back to or some link that connects it to what they know. I guess ideally it shouldn't just be random things because maybe that adds to the memory retrieval problem.
What would it look like? Would they each develop their own story, sort of like that "here's a sentence and let's pass it around and everyone add another sentence and let's create a story" type of deal. Oh, maybe that's it. Every night someone new would be responsible for adding to the story. We could have an online geometry story that would be a work in progress all year. The kids could go back to it whenever they wanted to review.
Logistics: Would each class have their own story? Would we have one total? What if a kid flakes and doesn't do their part, how is that remediated? Blog? GoogleDoc? Other? Homework grade? Extra quiz grade? No grade? How many times a year will a student have to add to the story? Is there a way where they can sign up for a schedule?
It's just crazy enough for me to want to try it next year.
Thursday, June 09, 2011
Summer Math Packet
Our math department decided to give summer math work for students, the same way they get summer reading. I'm of mixed minds about this, but I'm doing it anyway. And since I came late to the game (try LAST 3 DAYS OF SCHOOL) (don't ask) (and maybe I would do it in this manner anyway), I'm going to make it more of an online "packet". My idea is to pick some topics I want them to review or refresh their memories on using YouTube or other online links. Then I'll use my proprofs account to quiz them.
I don't know if I'll have them try various quizzes until they reach a certain score or what. I also don't know how they'll be held accountable come school time. I'm batting these ideas around in my head: bonus points, homework passes, quiz the first week or 2 of school, homework grade,...
I will be doing this for rising geometry students and rising precalculus students. I'm also thinking of having various packets sent out and "due" every 2 or 3 weeks, so they don't leave it all to the end .... incentive for them to do it in a timely manner? More "points"?
Precalculus Topics: right triangle trig, special triangles, function notation, ... any other suggestions?
Geometry Topics: solving equations, graphing lines, factoring, working with fractions, ... any other suggestions?
Soooooo, I'd better get my butt in gear and actually send out the "packet" information.
I don't know if I'll have them try various quizzes until they reach a certain score or what. I also don't know how they'll be held accountable come school time. I'm batting these ideas around in my head: bonus points, homework passes, quiz the first week or 2 of school, homework grade,...
I will be doing this for rising geometry students and rising precalculus students. I'm also thinking of having various packets sent out and "due" every 2 or 3 weeks, so they don't leave it all to the end .... incentive for them to do it in a timely manner? More "points"?
Precalculus Topics: right triangle trig, special triangles, function notation, ... any other suggestions?
Geometry Topics: solving equations, graphing lines, factoring, working with fractions, ... any other suggestions?
Soooooo, I'd better get my butt in gear and actually send out the "packet" information.
Monday, June 06, 2011
Too Cool Not To Share...
As I was culling through my work e-mail today in my quest of cleaning EVERYTHING up this summer, I came across one from our excellent librarian. She shared this link. Holy Cow! It's mesmerizing, and I want to watch it over and over to see how many patterns emerge. Also, I'm sure there's math that's accessible to high school students as to when they "converge" or "meet up" or how many times they meet up. Or we could all just watch over and over again like little 2-year-olds and their movies.
Friday, June 03, 2011
Kids' Chairs
Here are some pictures of my students' cardboard chairs. They are in various stages of completion and of success. We only had time to finish prototypes, so I don't really know how people actually had time to THEN go make the final version. Maybe they had more students on each team. Maybe they could dedicate more time during the school day to the project. Maybe they were just faster than us. Anyway. Most of them supported weight (as long as you didn't move around too much). They presented their chairs on the day of their finals, and we had interesting discussions as to what worked and what didn't work and WHY and what could be tested to improve the chairs.
I also handed out a questionnaire that I found informative. The prompts were something along the lines of (because of the project):
* what did you learn about yourself?
* what did you learn about engineering?
* what did you learn about chairs?
* what do you like about your chair?
* what could be improved?
* and various questions where they graded themselves on each aspect of the project.
I liked this last section. Instead of letting them choose a 0% - 100% grading scale, I worded it as follows. I think it then was clear for the students to decided on their grade:
I also handed out a questionnaire that I found informative. The prompts were something along the lines of (because of the project):
* what did you learn about yourself?
* what did you learn about engineering?
* what did you learn about chairs?
* what do you like about your chair?
* what could be improved?
* and various questions where they graded themselves on each aspect of the project.
I liked this last section. Instead of letting them choose a 0% - 100% grading scale, I worded it as follows. I think it then was clear for the students to decided on their grade:
Wednesday, June 01, 2011
Last Day of School
Sort Of. I've become more relaxed about making sure EVERYTHING is done before the last bell on the last day. You know. "The Check Out List". Make sure you: turn in your keys, box everything up, turn in all technology, do a complete inventory of all PLTW items on a new system on the computer, have finals graded and packaged up and stored, ....
Yes, I still do those things, but I'm not too worried about them getting done by ___. Now maybe that makes me the jerk to work with, but here are my thoughts. I know I'm ethical, and I know I need to do those things, and I know I will do them. BUT. I'm not going to kill myself doing them by a certain time frame when more pressing things need to be done: grading the finals thoughtfully, entering the grades and making sure kids get the grades that will serve them best, talking with kids that either will not be back or just I'll miss or they'll miss me over the summer. Also, I don't mind going in partial days for those first 2 weeks of summer, it'll break up my day from my potential slouching on the couch sessions interspersed with trips to the refrigerator.
Today was the last day for kids, but tomorrow the staff has to go in and work and have a year-end review. I can do some packing then and on Friday and next week.
Phew! Over! Done! Sort of. Then as usual, there's the summer plans I have: go to D.E. training for PLTW for 2 weeks (ooh, acronym city), learn TI-Inspire and make worksheets for beginning teacher/student users, make activities for TI-Inspire, learn electronics before above-stated workshop, learn/practice computer programming, relearn and revamp my precalculus curriculum, revamp geometry and potentially teach it to a potentially new geometry teacher, read/have fun/relax/see movies/purge my house of more stuff that's just sitting there/knit-crochet 3 baby gifts ....
Yes, I still do those things, but I'm not too worried about them getting done by ___. Now maybe that makes me the jerk to work with, but here are my thoughts. I know I'm ethical, and I know I need to do those things, and I know I will do them. BUT. I'm not going to kill myself doing them by a certain time frame when more pressing things need to be done: grading the finals thoughtfully, entering the grades and making sure kids get the grades that will serve them best, talking with kids that either will not be back or just I'll miss or they'll miss me over the summer. Also, I don't mind going in partial days for those first 2 weeks of summer, it'll break up my day from my potential slouching on the couch sessions interspersed with trips to the refrigerator.
Today was the last day for kids, but tomorrow the staff has to go in and work and have a year-end review. I can do some packing then and on Friday and next week.
Phew! Over! Done! Sort of. Then as usual, there's the summer plans I have: go to D.E. training for PLTW for 2 weeks (ooh, acronym city), learn TI-Inspire and make worksheets for beginning teacher/student users, make activities for TI-Inspire, learn electronics before above-stated workshop, learn/practice computer programming, relearn and revamp my precalculus curriculum, revamp geometry and potentially teach it to a potentially new geometry teacher, read/have fun/relax/see movies/purge my house of more stuff that's just sitting there/knit-crochet 3 baby gifts ....
Friday, May 27, 2011
Proud "Mama"
This year in IED (the Project Lead the Way engineering course) I decided to assign a "cardboard" chair project. I had gone to a workshop in February, and 2 other IED teachers presented this project, and I totally had to do it. My class started right after our spring break in March, and I decided to do the project with my students. I JUST finished my chair, and my students' chairs are in various stages of completion.
I altered their project to fit my school's needs and time frame and such, and the kids stressed out and grumbled and such, but then I heard various whispers of them being impressed with themselves for designing and creating something totally from scratch and from their own imaginations. Part of the specs were that it could only be made out of cardboard, and it had to support 200 lbs.
I finished mine today, and it worked! Woot! Anyway, just a bragging post to show pictures, and because I was hopeful that it would work, but deep down wasn't quite sure I could pull it off.
Quarter Scaled Mock Up:
In Production:
Finished Product:
Goofy Person In Chair:
I altered their project to fit my school's needs and time frame and such, and the kids stressed out and grumbled and such, but then I heard various whispers of them being impressed with themselves for designing and creating something totally from scratch and from their own imaginations. Part of the specs were that it could only be made out of cardboard, and it had to support 200 lbs.
I finished mine today, and it worked! Woot! Anyway, just a bragging post to show pictures, and because I was hopeful that it would work, but deep down wasn't quite sure I could pull it off.
Quarter Scaled Mock Up:
In Production:
Finished Product:
Goofy Person In Chair:
Tuesday, May 24, 2011
Like Terms
Oy! We're reviewing for our geometry finals. We're including a ton of algebra embedded very sneakily into problems. We have to dredge our minds to remember that using the Pythagorean Theorem on a right triangle with sides of length: x, 5, and 3x means that I can't just write, "3x^2"; I have to write "(3x)^2".
Then we have to remember that sometimes like terms are tricky little buggers. How do you add x^2 + x^2? Hmmm, maybe it's x^4, or maybe it's 2x^4, or maybe I just don't know. Here's a conversation I tried to get started so that a student could see the light and say, "OH! but of course, Ms. D, that's OBVIOUSLY 2x^2". It went something like this:
Me: Okay, the numbers in front are just counting numbers.
Her:
Me: For example, what's one cat plus one cat?
Her: A kitten.
Me:
Oy!
We FINALLY got it. This time.
Then we have to remember that sometimes like terms are tricky little buggers. How do you add x^2 + x^2? Hmmm, maybe it's x^4, or maybe it's 2x^4, or maybe I just don't know. Here's a conversation I tried to get started so that a student could see the light and say, "OH! but of course, Ms. D, that's OBVIOUSLY 2x^2". It went something like this:
Me: Okay, the numbers in front are just counting numbers.
Her:
Me: For example, what's one cat plus one cat?
Her: A kitten.
Me:
Oy!
We FINALLY got it. This time.
Saturday, May 21, 2011
Units Conversion
Probably in math classes across the country no matter what level (algebra through calculus), right now, if you asked a student, "how many feet squared is 100 inches squares?", the majority of them would JUST divide by 12 to get their answer. Right? Right?
I've tried various things throughout the years, and things "stick" for the unit, but later, say the following year or years, I ask the same question, the student reverts back to JUST dividing by 12. Must be hardwired into their heads.
Anyway, this came up again yesterday in geometry class with the following problem:
You want to paint the exterior of a cylindrical container with a 4 inch radius and 15 inch height. Paint costs 86 cents per square foot, how much would it cost.
I had an answer bank on the sheet, and LO AND BEHOLD, their answer was not on there. Hmmmmmm. Then I prompted: be careful with your units. OH! Okay, convert convert. OH! the answer is STILL not on there. Hmmmmmm. The dreaded JUST dividing by 12 dilemma. Anyway, I held up a piece of white paper and basically did what you see here below.
It SEEMED to make sense to the students. I liked the visual and the methodical dividing the side by 12 AND the algebraic equation by 12 right afterward, so they see what happens. It SEEMED to stick, but I'm not going to fall for that again. I'll quiz them again next year or two to see. My optimistic self thinks, "YES! I've solved the problem of world peace." Don't burst my bubble. Anyway, one more example to add to the arsenal.
I've tried various things throughout the years, and things "stick" for the unit, but later, say the following year or years, I ask the same question, the student reverts back to JUST dividing by 12. Must be hardwired into their heads.
Anyway, this came up again yesterday in geometry class with the following problem:
You want to paint the exterior of a cylindrical container with a 4 inch radius and 15 inch height. Paint costs 86 cents per square foot, how much would it cost.
I had an answer bank on the sheet, and LO AND BEHOLD, their answer was not on there. Hmmmmmm. Then I prompted: be careful with your units. OH! Okay, convert convert. OH! the answer is STILL not on there. Hmmmmmm. The dreaded JUST dividing by 12 dilemma. Anyway, I held up a piece of white paper and basically did what you see here below.
It SEEMED to make sense to the students. I liked the visual and the methodical dividing the side by 12 AND the algebraic equation by 12 right afterward, so they see what happens. It SEEMED to stick, but I'm not going to fall for that again. I'll quiz them again next year or two to see. My optimistic self thinks, "YES! I've solved the problem of world peace." Don't burst my bubble. Anyway, one more example to add to the arsenal.
Monday, May 16, 2011
Wolfram HWK on 3D solids
I have no idea how this is going to work, but I'm going to try it anyway. My 9th graders will be out of class all week in one of my preps. I'll catch them back up during review week on these basic topics on V and SA, but here's their homework due Friday:
I have found in the past if I leave things open enough for this type of population, they (most of them) run with it. This will be their chance to explore.
I have found in the past if I leave things open enough for this type of population, they (most of them) run with it. This will be their chance to explore.
Sunday, May 15, 2011
3D Cram Session
This week will be the last week of new material before we start reviewing for finals. This week is also our week of EOC testing. So, I won't see my 9th graders at all, and I still want to refresh their memories on volumes and surface areas of 3D objects. Sheesh, I have to manage my time better next year and remember that we have more "wasted" weeks than I planned for. Let's see 6-8 days of material crammed in 2 block days, 2 of which I don't see them. Quality instruction. What makes me not TOO worried is that they've seen it before (not that it's immediately accessible in their memories), and they're hard working and will do what I ask via e-mail.
Anyway, my vision is to "teach" them via e-mail and online quizzes. Here's the formula sheet they'll paste in their notebooks:
Now I'll get to use proprofs.com to make some "homework" quizzes I can check virtually.
Anyway, my vision is to "teach" them via e-mail and online quizzes. Here's the formula sheet they'll paste in their notebooks:
Now I'll get to use proprofs.com to make some "homework" quizzes I can check virtually.
Friday, May 13, 2011
Haiku Fun
On the latest test for my 10th grade geometry kiddies, my last "question" was: Write a haiku about geometry, and I refreshed their memories ... (3 lines: 5 syllables, 7 syllables, 5 syllables).
Along with the "non answers", and the kidlets who didn't know what a syllable was (eeeeee), here were some fun ones:
Geometry, huh?
Well, it is so very hard,
But it's also fun. *
*(but hard.)
[Love the fact that she had to stress the difficulty]
In geometry
you're the master of numbers
watch while I compute.
Math can be fun. Just
try geometry. Really!
You will love this class.
Geometry is
equations and big circles.
It is very fun!
What am I taking?
It's a geometry test.
That's what I'm taking.
[Too funny]
Math is difficult.
Geometry is worse, though,
but I still love it.
Geometry is
an intelligent subject.
There's so much to it.
Geometry is
scary, horrifying, fun
but I learn the shapes.
Math is very hard
I'll cry uncontrollably
But D_____ ____ is cool.
I need "vinegar".
Math makes me really angry.
You evil llama.
["vinegar" is in reference to me bringing balsamic vinegar to school and the kids thinking it was a bottle of wine and me playing along. "llama" .... I don't know, somehow I got labeled the "llama lady". Don't ask.]
I need to pass this
Geometry. Pretty Please.
I will try my best.
Geometry is
About the shapes and logic.
It be more math, bleh!
Oh, Geometry!
You make my head ache so much.
Why Geometry?
Don't be sad with math.
It is useful in some ways.
Yea, Geometry.
Love geometry.
It is extremely helpful
all around the world.
Along with the "non answers", and the kidlets who didn't know what a syllable was (eeeeee), here were some fun ones:
Geometry, huh?
Well, it is so very hard,
But it's also fun. *
*(but hard.)
[Love the fact that she had to stress the difficulty]
In geometry
you're the master of numbers
watch while I compute.
Math can be fun. Just
try geometry. Really!
You will love this class.
Geometry is
equations and big circles.
It is very fun!
What am I taking?
It's a geometry test.
That's what I'm taking.
[Too funny]
Math is difficult.
Geometry is worse, though,
but I still love it.
Geometry is
an intelligent subject.
There's so much to it.
Geometry is
scary, horrifying, fun
but I learn the shapes.
Math is very hard
I'll cry uncontrollably
But D_____ ____ is cool.
I need "vinegar".
Math makes me really angry.
You evil llama.
["vinegar" is in reference to me bringing balsamic vinegar to school and the kids thinking it was a bottle of wine and me playing along. "llama" .... I don't know, somehow I got labeled the "llama lady". Don't ask.]
I need to pass this
Geometry. Pretty Please.
I will try my best.
Geometry is
About the shapes and logic.
It be more math, bleh!
Oh, Geometry!
You make my head ache so much.
Why Geometry?
Don't be sad with math.
It is useful in some ways.
Yea, Geometry.
Love geometry.
It is extremely helpful
all around the world.
Saturday, May 07, 2011
Self Teaching Segment Area
We have 4 crazy weeks left of school. Every time we blink either our schedule is shortened for (fill in the blank) assemblies, or students are missing for AP exams (but only for some classes of your prep), or students are pulled out for EOC field tests (and again only for some classes of your prep), or since there's a FAIR for the environment, so we have 40 minute classes and then a ton of prep for the fair. Weeeeee.
Anyway, lots of deep breathing going on here. Funny story. I brought some balsamic vinegar to school for my lunch salad, and I happened to leave the bottle out on my messy desk after lunch. Some time during my afternoon classes a student asked, "is that wine?!" I played along and said yes, that they were driving me to drink.
Anyway, in the spirit of needing the kids to self teach a LOT the next couple of weeks, here's what we did yesterday. I'm LOVING the answer bank concept. The answers are jumbled up, but the kids have immediate feedback on whether they did things correctly. They also are more apt to immediately go back and search for their errors if they don't see their answer. ALSO, I don't have to spend the extra time coming up with a corny joke to make up and to fashion to fit. ALSO, I can have repeat answers, and it doesn't matter because I just put both of them down.
Here it is:
Anyway, lots of deep breathing going on here. Funny story. I brought some balsamic vinegar to school for my lunch salad, and I happened to leave the bottle out on my messy desk after lunch. Some time during my afternoon classes a student asked, "is that wine?!" I played along and said yes, that they were driving me to drink.
Anyway, in the spirit of needing the kids to self teach a LOT the next couple of weeks, here's what we did yesterday. I'm LOVING the answer bank concept. The answers are jumbled up, but the kids have immediate feedback on whether they did things correctly. They also are more apt to immediately go back and search for their errors if they don't see their answer. ALSO, I don't have to spend the extra time coming up with a corny joke to make up and to fashion to fit. ALSO, I can have repeat answers, and it doesn't matter because I just put both of them down.
Here it is:
Thursday, May 05, 2011
Teacher Appreciation Week
Funny Story. This week is T.A.W., and I think our AP nudged our students into writing thank you letters to the teacher (or some such gesture) because I'm getting them trickling in. They're sweet and make my day.
Anyway, today in geometry, I'm teaching the FASCINATING area concept, and I wanted to make a visual point, so I scanned the room, and saw a student seemingly doodling and not looking up. I called her on it and got her attention and went on. Flash forward to the end of class. I'm walking around the room, and I see there are cookies on her desk, and I jokingly said, "Oh! Are those for me? Thanks!" guffaw, guffaw.
Then she says, "yes, they ARE for you, and here's a note with it. THIS is what I was doing when you called me out in class."
Awkward.
Anyway, today in geometry, I'm teaching the FASCINATING area concept, and I wanted to make a visual point, so I scanned the room, and saw a student seemingly doodling and not looking up. I called her on it and got her attention and went on. Flash forward to the end of class. I'm walking around the room, and I see there are cookies on her desk, and I jokingly said, "Oh! Are those for me? Thanks!" guffaw, guffaw.
Then she says, "yes, they ARE for you, and here's a note with it. THIS is what I was doing when you called me out in class."
Awkward.
Tuesday, May 03, 2011
Radical Like Terms
I threw out a goofy story one day a few weeks ago to get the kids to manipulate radicals properly, and it seemed to help some kids, so I thought I'd share ... and I guess I'll share in building up order instead of the order in which it happened.
I make sure to ask a student (or class) what this means:
. I get a variety of answers:
* I don't know
* 4 times
?
* are you asking me?
* what?
So then I look suddenly across the room, "Look over there! What's that?". They look. "Just see those 4 cute littles running around!" And I go on to describe that you're just counting in shorthand how many there are.
And then if there's a problem like + 
, I expand the story: "... and over by the door, 8 more sexy s just joined the party! How many are in the room now?"
I guess it sticks with SOME of the students because today we had a problem like: (12)(
) and someone was wondering how to multiply it. So I asked: "what does mean?". Pretty quickly someone answered: you have 12 little s running around. And then we were able to finish the problem (and you have 12 sets of those 12, so .....
My next goal (someday) is to have them do a dramatic interpretation or story or SOMETHING emotional about
+ 
. I've read that things that pack an emotional punch in some way stick better in your head. Or maybe it's just the punching part ....
I make sure to ask a student (or class) what this means:
* I don't know
* 4 times
* are you asking me?
* what?
So then I look suddenly across the room, "Look over there! What's that?". They look. "Just see those 4 cute little
And then if there's a problem like
I guess it sticks with SOME of the students because today we had a problem like: (12)(
My next goal (someday) is to have them do a dramatic interpretation or story or SOMETHING emotional about
Tuesday, April 26, 2011
Hot Glue Hot Hassle
Hmph! Way back in forever this year, I was so excited about finding something that finally worked to put things up on the walls - hot glue. I tested it out; I put some on the wall; I waited; it didn't fall down; the next day it peeled off easily. I was set to hot glue to my heart's content.
This week, the chickens have come home to roost ... or the eggs have hatched in the basket ... or the 2 bushes ... or hands ... or whatever.
It's TAKS week (tres exciting), and so everything that is mathy or school-y must come off the walls in my room and in the hallways. I had posters of Thomas Edison. I had smaller paper posters of logic problems. I had globs of hot glue that stuck to the stucco, and still remains long after the papers are gone.
It is now my daily meditation: I will chisel off at least 4 globs per day until they are all gone. Hmmmm, math problem, If Ms. D. put up ___ this many posters and used 4 globs per poster and there are about 5 weeks left of school and she wants to tackle 4 globs a day, will she be done by summer? Follow up question. For the love of all things scholastic, is there anything out there that will stay up and not peel off the paint and be easy to remove? Bonus points for a correct answer.
Ackh! I just realized I have WAY more globs than that. There are still tons of "artsy" things in my room that have been globbed on. Depressed. Must. Administer. Ice Cream. Therapy.
This week, the chickens have come home to roost ... or the eggs have hatched in the basket ... or the 2 bushes ... or hands ... or whatever.
It's TAKS week (tres exciting), and so everything that is mathy or school-y must come off the walls in my room and in the hallways. I had posters of Thomas Edison. I had smaller paper posters of logic problems. I had globs of hot glue that stuck to the stucco, and still remains long after the papers are gone.
It is now my daily meditation: I will chisel off at least 4 globs per day until they are all gone. Hmmmm, math problem, If Ms. D. put up ___ this many posters and used 4 globs per poster and there are about 5 weeks left of school and she wants to tackle 4 globs a day, will she be done by summer? Follow up question. For the love of all things scholastic, is there anything out there that will stay up and not peel off the paint and be easy to remove? Bonus points for a correct answer.
Ackh! I just realized I have WAY more globs than that. There are still tons of "artsy" things in my room that have been globbed on. Depressed. Must. Administer. Ice Cream. Therapy.
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