Beginnings

It is the beginning of a new school year. The school where I work is a rather unique and amazing place.  One of the things that makes it so special is that we start with the kids, their needs, and their IEPs and from those needs we develop a schedule.  Because of this, what I teach can vary greatly from year to year. Some years I teach a lot of math. Others, not so much.

In addition to the variety of what I teach changing from year to year, the student make-up of the class changes the focus. So, even a class I've taught before may be radically different from year to year.  I have remarkable freedom in my content classes to select what I cover and how I choose to cover it. While this is great, it can make classes outside my comfort zone challenging to plan for since there are no set requirements.

I'm trying to nail down my plan for the year, so I thought sharing it here might iron out some wrinkles.

So what does this year look like?

I start the day with a half hour of fluencies. Fluencies are 1-minute skill timings in reading, math, and typing.  This period also serves as a morning homeroom of sorts.  I'll have my 5 advisees for this group. I've had all these students in classes before.

First period is a metacognitive class called Instrumental Enrichment.  It is a 45 minute class. We use the FIE curriculum and I've taught this class at some level for 15 years.  This class has 10 kids and is a mix of year 2 and year 3 IE.  They are a great mix of kids and I think we'll have some great discussions.  I've got no worries about this class other than not repeating instruments that the year 3 guys have already done and going to fast for the year 2 guys.  I think I'm going to start the year with Categorization and then go to Numerical Progressions.  Then I'll think we'll swing back and finish the end of Organization of Dots. If you are interested in FIE, the folks at IRI have a nice overview document of the program.

Second period is a middle school General Science class.  This is also 45 minutes. This class has 7 kids and is a mix of grades 6 through 9, but heavy on the grade 8s.  I love science, but I don't teach it every year so this class is going to take a lot of my planning time.  To start the year we are going to attack the general branches of science as a structural guide.  I'm going to split the year in thirds, covering some earth science, some life sciences, and some physical science.  Some of these kids haven't had much science background and I'd like to provide a foundation so that whatever science they have next year won't be completely foreign to them.  I've selected 3 modules from the Jason Project to help structure our investigation. I need to become more familiar with the Next Generation Science Standards to make sure I'm not missing essentials for this class. I need to make sure that I plan regular hands-on experiments and demonstrations for this group.  I'll be working on comprehension of expository text, note taking, and study skills.  I'm nervous, but really excited about this class.  I'm thinking of doing Interactive Student Notebooks with this class, but I'm not sure if I want to go composition book size or spiral notebook size. I have A LOT of work to do.

After second period students have a 15 minute snack break. Third period is 30 minutes and it is a planning period for me.  I'll probably need to eat something this period since lunch is really late this year.

Fourth period is a remedial Decoding class. This is a 30 minute class.  We use a scripted curriculum for this class from SRA.  I've got 4 kids in this group and three of them were with me last year.  Given that this is a scripted class, planning is straight forward for this class.  I just hate correcting the workbook!

Period 5 is the class I'm most worried about. It is a 75 minute literature and writing class of 3 students.  They are 7th and 8th graders.  Optimistically, they decode at about a third grade level and their writing is equally challenged.  I'll be working on narrative structure to start the year using the Story Grammar Marker from MindWing Concepts. I'm going to use the Simon's Cat videos to introduce the components of the SGM and use the organizer to have them write retellings of the stories.  For the first quarter, we'll be reading short stories. I'll be introducing this group to Bookshare with the goal of helping them access more complex literature and novels as the year progresses.  For writing I'll  be using Co:Writer as an assistive technology application to help with their writing. I feel most out of my element in this class and still have a great deal to do to be ready.

After period 5 we have a 35 minute lunch.  (This is 12:45 and I'm going to be hungry.)

 

Period 6 is Algebra 1. This 60 minute class has 5 students all of whom I've taught before.  I'm definitely doing Interactive Student Notebooks with this group.  I'm looking into adopting the CME Project Algebra 1 curriculum as the existing materials I have are either too simple for this group (Pacemaker) or way too overwhelming (Prentice Hall).  I requested a sample and looking over the book, it seems to have nice visual and conceptual introduction to concepts and structurally it is organized with the topics and sequence that I end up rearranging other curricula.  I will probably supplement with material from the Transitions to Algebra curriculum.  I participated in the pilot and even was quoted in their brochure!  I think the emphasis on mathematical habits of mind in both curricula will mesh well.

Period 7 is 45 minutes and my second planning period.

I end the day with a supported/structured study hall with the same 5 advisees that start the day with me.  Here we work on organization, planning, study skills, and homework completion.

I still have a couple of weeks before school starts, but I have a lot of details to work out before then!

Estimation

I should be working on setting up my interactive notebooks (INB) for  classes, but that task seems overwhelming, so I procrastinated by thinking about my warm-up.

I have a 6th gradeish level math class first period. As a school for students with learning disabilities, many of whom have challenges in reading, there is an emphasis on improving reading. All first period classes complete a set of reading fluencies (timed, repeated readings) with their students. This occurs daily.  I've not had math first period in a long time, and I needed to work out a way to get the reading done and then easily slide into more mathy-type topics.

I decided to use the Estimation 180 as a start of class activity.  As students finish their readings (I think I'm going with paired student reading, with a rotation of one-on-one reads with me as there are an odd number of students in my class). The Estimation 180 of the day will be projected at the start of class, and as students finish up their reads they will complete their estimates. A great handout was posted recently on the site. I've modified that handout into a 2-per-sheet workspace to be pasted into a student composition book. This will be a separate notebook from the INB since my intention for the INB is for students to be creating their own "textbook". (More on this as I work out the details)

My worksheet. Click to download from box.net as .docx or as pdf

I originally was thinking about going with white boarding and just using the Estimation 180 recording form, but I really wanted a record of the students' work preserved so they could refer back to it. Using the composition book and form, students get the help of a structure to work with, but also to have the page opposite, page under, or even next few pages to use to work out their thinking. To give this the importance and room it need, as well as to give this a different emphasis from their INB, it needed to be in its own space.


I'd like to keep track of their ongoing accuracy with estimation, but I haven't decided on individual collection forms in their notebook (may create redundancy with recording data) or a group bulletin board where that is collected as we share.  This may depend on the classroom space (not sure what room I'll be in for this class).


Edited to add:
I used the free Lexia Readable font on this form. It is available for download.

#TMC13 - Exhaustingly Exhilirating

Last year I was a member of #twitterjealousycamp for sure. I wanted to go to St. Louis, but a combination of the cost and social insecurity deterred me.

With this year's TMC being in Philadelphia, a mere 5ish hour drive away, the cost became less of a deterrent and I volunteered to present so that I was committed to be at TMC in a tangible way. Apparently my sense of commitment is stronger than my social anxiety, and I found my way to Twitter Math Camp in Philadelphia.

I had quite a few fears about meeting up with a whole bunch of people I'd only ever interacted with online. Not safety fears, but social fears. My first fear was that nobody would attend my session. My second fear was that I would end up eating alone. My third fear was that I would end up hiding in my hotel room. My fears turned out to be unfounded and my experiences at #TMC13 were amazing.

My session went well (I think). Nine people came! @lmhenry9 live tweeted the session. She also got me to volunteer to do a repeat for #globalmath department on Sept 17th.  She's very tricky like that.

I did not eat a single meal alone.  I had great meals and even better company. And I only hid in my hotel room for short stretches just to decompress from the overwhelming amount of awesomeness.

A few of my TMC13 program highlights

• @fawnpnguyen and her problem solving sets at the middle school math session
• @maxmathforum and I notice... I wonder
• @trianglemancsd and 5 practices via tootsies and ootsies
• @borschtwithanna and @algebrainiac1 cooperative learning, especially passing the paper and everyone records their own ideas
• My favorites in general, but specifically @solvingforx - orangemallows, @jensilvermath - cool Lui Hui magnetic cubes, and @pamjwilson - the engagement wheel 

While I came away from these days in Philly with some great content and classroom ideas, the more important take aways were the relationships. The people I met and interacted with were amazing; I can't even begin to say enough about just how awesome, how inviting, and how smart they all are.  I came to TMC13 with fear and trepidation, but left with a new group of friends. It was hard to leave, but the best part is that I can visit with them ALL the time via twitter and their blogs and globalmath and google hangouts and and and...

#TMC13 Presentation

On Friday, July 26, 2013 I presented at the 2nd Twitter Math Camp.  These are the slides from my presentation.  

TMC13 Presentation

Keep the Date

I've been think about making a teacher's binder, but haven't quite nailed down what I want to go in it.  I did know for sure that I wanted a smallish calendar to stick in the front pocket.  I've tried the full paged three hole punched deal and it was too big and I didn't use it.  I looked around a bit in my shopping travels and found nothing I liked, so I decided to make one myself.

Cover

Inside

It is just the right size; not too big, not too small.  I made the cover in Photoshop Elements using digital scrapbooking paper from the Wheels on the Bus kit by Queen Wild Scrap.  I made the inside in Excel. It covers from July 2013 through August of 2014.  If you would like the file it is uploaded here. It is seven pages.  The order will seem bizarre, but if you want to print your own follow these directions.

• 1. Print page one
• 2. Print page 2
• 3. Put page 2 back in the printer so that page 3 can be printed on the back, UPSIDE DOWN.
• 4. Repeat steps 2 & 3 for pages 4, 5 and 6, 7
• 5. Stack the pages with page 1 on the bottom blank side down/printed side up, page 2 face down on page 1, page 4 on page 3, and page 6 on top of page 5. Face up pages should seem right side up, with the face down pages upside down.  
• 6. Put inside cover printed on thicker card stock paper.  Fold the entire thing in half. Staple along the center seam.

TMC prep time!

After getting an email today from Lisa, it became a little more real that TMC13 is about three weeks away.  I better get my act together!

I'm putting out a request for samples of tests and quizzes from any of you from any class.  My intent is to share with folks ways to change assessments to make them more accessible to those kids with challenges.  I think it would be valuable to show the essentials ideas with a variety of subjects and teacher styles.

Please send anything you are comfortable sharing to me, fourkatie, at my yahoo mail!

Thanks in advance!!!

Edited to add:  I'm looking for anything and everything.  They can be good, bad, or ugly.  I can give you credit or black out your name.  I'm just looking for authentic examples of quizzes and tests.  

Charged up!

I've got some made4math ideas floating around, but haven't gathered the supplies yet to attack any of them, but I did just set up a work area in my living room. I decided it was time to a have a work surface other than the nightstand next to my bed.  My favorite part of this new work space is that I have set up a charging station for all of my devices (and those of my kiddos).  I used this magazine rack from Ikea

Flata storage rack from Ikea

What caught my eye was that it has many openings and I thought that I could repurpose it as a charging station.  I fed the cables for my laptop, iPhone, iPad, Kindle, and iPod through those openings and now I have a place for all the devices to charge.  A plus is that now I also know where the iPad and iPod that my children use are at the end of each day.

Front View

Side View

So not exactly a #made4math, but a repurposed, organizational idea!