tag:blogger.com,1999:blog-44032549053422842292024-03-28T02:24:09.363-05:00Mrs. Hester's Classroom Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.comBlogger57125tag:blogger.com,1999:blog-4403254905342284229.post-66678723162070615982015-07-25T21:12:00.000-05:002015-07-25T21:36:41.478-05:00Testing, Testing... 1...2...3...Anyone still out there?<br />
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So much happened last year that blogging fell by the way side. I implemented 1:1 laptops and attempted PBL units. I transitioned my algebra 1 classes to standards based grading. I began a full load of graduate coursework towards my administration certification. I took on more leadership roles in my building. All in all, it was a fantastic year! I just miss my blogging and my MTBoS people!<br />
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Well, this post can obviously not capture <i>everything</i> from last year so here are my highlights.<br />
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#1: I attended EdCampNWA with my awesome coworkers and friends. It was fantastic!!<br />
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<a href="http://twitter.com/MrsHestersMath" target="_blank"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9YYizA5DCuCwQM_9JzTEjlidPoqysVQUPHK3UMlPUVCC0MJHLlYXjX23p9stF0IHGmLF7N4mIwz7tfy_tPzT9RKa1BjkxTB6I55FUxHPVkaJ6BsZi5tDShGgIjpCD2L-IAu9m3R3Riuui/s640/edcampNWA.JPG" width="640" /></a></div>
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#2: I helped grow WILDCATS. Our mascot is the wildcat and we charge our students with being <b>W</b>elcoming, <b>I</b>nvolved, <b>L</b>eading, <b>D</b>ependable, <b>C</b>ooperative, <b>A</b>mbitious, <b>T</b>eachable, and <b>S</b>erving. As you can see from the pictures below, I embraced this idea including some very large letters on my wall! :) Throughout the year students did "Wildcat Shout-outs" and recognized each other for their wildcat traits. The bottom picture in this clustering is a bunch of Wildcat Shout-outs ready for the Friday drawing.</div>
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<img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjunbHffEBgwpWChWo07kmdEqeU1Kl9qRbfBe8eZ1yrzveAHX8R2aHnooBSZ2TtBP_MOkYISaO5XrpVYSBlBbOOgLcYnhX0YmBgXm1wM8EggXTDqQoBz0W_mVHyjxeh1H3EbaRk_SOdQPwh/s640/WILDCATS.JPG" width="640" /><br />
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#3: I revamped my syllabus {<a href="https://twitter.com/talkEDtv/status/374010786038824962/photo/1" target="_blank">modeled obviously after Rob Patin's</a>} and now I LOVE it! Yes, there are some strategically placed smudges on the image below.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtnPsO0b2jyYB2wAi9hxqeJJ8kWYyMkFvCN1H9Aj5eYp4QKprfLFS4SvSL7cnOUsIWNLhcNBMppmDw4tUjs6WVg5Pojh-UU8e0zt-giLsbd-9spCexzgrxzVZ5FpyZhAPQ6wY15tLvPUwy/s1600/syllabus+smudge.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtnPsO0b2jyYB2wAi9hxqeJJ8kWYyMkFvCN1H9Aj5eYp4QKprfLFS4SvSL7cnOUsIWNLhcNBMppmDw4tUjs6WVg5Pojh-UU8e0zt-giLsbd-9spCexzgrxzVZ5FpyZhAPQ6wY15tLvPUwy/s640/syllabus+smudge.JPG" width="526" /></a></div>
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#4: I embraced standards-based grading in algebra 1 and will never go back. Sure, my system wasn't perfect, but my students had more of a growth mindset and sought out ways to further their learning. They were also able to communicate their strengths and weaknesses related to content. It was fabulous!! {<a href="https://sites.google.com/a/corvallis.k12.or.us/bowdoin-math/home/grading_policy" target="_blank">My ninja's are straight from Mr. Bowdoin's work</a>. I take zero credit for their cuteness.}<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWoOeYWKOhpVo8PKACsXTwiiq7_NIOKDCn1Cr20KAW3k-bYwvx8ooVPC1O6rVDQ2zkOjpVEJiuhGfTIo8tmi516m7Bu1P5ThS9zHOr6vN4gDh-grrnJJebSPMbL-nieqOeDJQ8RapJHKvF/s1600/SBG+rubric.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="520" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWoOeYWKOhpVo8PKACsXTwiiq7_NIOKDCn1Cr20KAW3k-bYwvx8ooVPC1O6rVDQ2zkOjpVEJiuhGfTIo8tmi516m7Bu1P5ThS9zHOr6vN4gDh-grrnJJebSPMbL-nieqOeDJQ8RapJHKvF/s640/SBG+rubric.JPG" width="640" /></a></div>
#5: Changing to standards-based grading also enhanced my understanding and constant awareness of the content. Yes, I helped write the district curriculum. Yes, I stay fairly up to date regarding best practices. But nothing has grown my understanding and connections of the content like standards-based grading. The images below are from the binder I created for myself. Maybe I'll come back and share it sometime.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEik-dapeRQdQIrXuciBoX8-EGEqmEajS_aw81_4TzLUllLer-mlUAFjjIyz0Fd3KF7yyr1ZLtJkSc7hv9KChaikKXLydpPsy2aRhRDQEdctLaK31qYP31op5lJhyphenhyphencG2jh0bV76cxFb5mNVV/s1600/SBG+binder.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEik-dapeRQdQIrXuciBoX8-EGEqmEajS_aw81_4TzLUllLer-mlUAFjjIyz0Fd3KF7yyr1ZLtJkSc7hv9KChaikKXLydpPsy2aRhRDQEdctLaK31qYP31op5lJhyphenhyphencG2jh0bV76cxFb5mNVV/s640/SBG+binder.JPG" width="640" /></a></div>
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I will try not to be gone for 14 months this time. Oops...<br />
<br />Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com37tag:blogger.com,1999:blog-4403254905342284229.post-35118591225144787562014-06-01T14:25:00.000-05:002014-06-01T14:31:28.866-05:00Quadratic Functions Unit<div class="separator" style="clear: both; text-align: center;">
Well, my students and I have been in quadratic functions for quite a while now! Especially since our EOC testing fell in the middle of it all. </div>
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I also feel like I did much better job this year with letting them explore/figure out the intricacies <i style="font-weight: bold;">before</i> we formalized in their notebooks. So, for example on the "factoring" pages, we spent a day just using algebra tiles to understand what was truly happening and the relationships between the numbers. Then we formalized. </div>
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All that to say, quadratic functions took a long time! But my students really seem to have a good understanding.</div>
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So... here are my notebook pages.</div>
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Man, as I'm uploading, most are blurry. So sorry!! Silly phone camera :(</div>
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Our Learning Goals/SBG page.</div>
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I plan to implement SBG more next year and these pages are allowing me to dabble in the idea without fully committing yet.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEBaaw5hyphenhyphen2r7pLPt1njQyw3XyyAjoqi2D51yT2p0afcCd9qM0fCUDtcrldkShE5stU9aIrKu7Nj81-Nhk6hu-QaKiSWvjXyq6byDq7AA78HkR0lbXqPRj1BM1XXn5iVwlsSRYQXupu56aK/s1600/Slide29.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEBaaw5hyphenhyphen2r7pLPt1njQyw3XyyAjoqi2D51yT2p0afcCd9qM0fCUDtcrldkShE5stU9aIrKu7Nj81-Nhk6hu-QaKiSWvjXyq6byDq7AA78HkR0lbXqPRj1BM1XXn5iVwlsSRYQXupu56aK/s1600/Slide29.JPG" height="640" width="616" /></a></div>
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Investigating a quadratic function for the first time...</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNM7TeSevUo5OL-suf38jWzJ8lnhr3fHygpt7XVVsqLREb6sktA6_AX1SNoJsW-BfqwJ32RRzB1nS_acSIDOhwH7_GDqrMTn9n_P-3Ogy5SPUZrLDSn7qAMwnNQTxz1RyHc7O5c5lGlzmX/s1600/Slide30.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNM7TeSevUo5OL-suf38jWzJ8lnhr3fHygpt7XVVsqLREb6sktA6_AX1SNoJsW-BfqwJ32RRzB1nS_acSIDOhwH7_GDqrMTn9n_P-3Ogy5SPUZrLDSn7qAMwnNQTxz1RyHc7O5c5lGlzmX/s1600/Slide30.JPG" height="464" width="640" /></a></div>
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Focus and Directrix pages from <a href="http://mathequalslove.blogspot.com/2014/01/wax-paper-parabolas.html" target="_blank">Sarah</a>. The kids LOVED seeing their parabolas take shape in the wax paper. I know that focus and directrix aren't technically in my algebra 1 standards, but I just couldn't resist!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoArYfFqINF7eleGhucooUgGkDlSF4ut_sUoF_ejASvFm5j0LYNnSmvc_ejxKhRIaonginAnMHHzfoD3blcIgWewShNqAWPngaYy5Z4wDH1W90NG9gzS_IZBqm0JufWsgRZoBQSAHhEphY/s1600/Slide31.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoArYfFqINF7eleGhucooUgGkDlSF4ut_sUoF_ejASvFm5j0LYNnSmvc_ejxKhRIaonginAnMHHzfoD3blcIgWewShNqAWPngaYy5Z4wDH1W90NG9gzS_IZBqm0JufWsgRZoBQSAHhEphY/s1600/Slide31.JPG" height="452" width="640" /></a></div>
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The same properties of quadratic functions pages that <a href="http://mrshester.blogspot.com/2013/07/properties-of-quadratic-graphs.html" target="_blank">I did last year</a>. Still worked well and still a hit!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2MJ33Wh9GIfONgUKPz5p6N8iNLQq9EUeabow0HVJ1s6PqwypDkGnrkGnJhKf4JHgecpM4_ZZRfWtUpuLNBIDHX1978MKR259_F63AO8w_0S4xLbeDr6A4TVJCe7TvkVYx9nIsOfgrJWHn/s1600/Slide32.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2MJ33Wh9GIfONgUKPz5p6N8iNLQq9EUeabow0HVJ1s6PqwypDkGnrkGnJhKf4JHgecpM4_ZZRfWtUpuLNBIDHX1978MKR259_F63AO8w_0S4xLbeDr6A4TVJCe7TvkVYx9nIsOfgrJWHn/s1600/Slide32.JPG" height="458" width="640" /></a></div>
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Angry birds and vertex form. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJHGthXaQIffrKvrBjy51_PqVf2TYDAXYao1nrmSRCNA23k_jYa6GRreJDfm8Rct7Bd125BK8BVNagJG-BPZRsgpcqUcjmRtx0H3LOZwWoWomaN38Pk_yf9Uua6ts0FpUHE8Wje-lRqEZl/s1600/Slide33.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJHGthXaQIffrKvrBjy51_PqVf2TYDAXYao1nrmSRCNA23k_jYa6GRreJDfm8Rct7Bd125BK8BVNagJG-BPZRsgpcqUcjmRtx0H3LOZwWoWomaN38Pk_yf9Uua6ts0FpUHE8Wje-lRqEZl/s1600/Slide33.JPG" height="462" width="640" /></a></div>
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Standard Form and a summary page from <a href="http://highheeledteach.blogspot.com/2012/12/quadratic-functions-foldable.html" target="_blank">here</a>. I tweaked it a little to fit my needs. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTJ_j2vxcnZtg0ny9jcgTyYHR_mvfccQMTh2zk5PZovEzUCVGfDS6cFGe2QTi2Jln_v7yY0X4s8zHolJLHWDi_dbwtb7lygVx_e3SeMz1vnvyZTKxABOYG3L2Et3MiMdV1Q2l-h5lXujLB/s1600/Slide34.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTJ_j2vxcnZtg0ny9jcgTyYHR_mvfccQMTh2zk5PZovEzUCVGfDS6cFGe2QTi2Jln_v7yY0X4s8zHolJLHWDi_dbwtb7lygVx_e3SeMz1vnvyZTKxABOYG3L2Et3MiMdV1Q2l-h5lXujLB/s1600/Slide34.JPG" height="472" width="640" /></a></div>
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Here's a better picture of the summary page. </div>
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Original idea and post <a href="http://highheeledteach.blogspot.com/2012/12/quadratic-functions-foldable.html" target="_blank">HERE</a>. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh48VsTK-xjLC9WGzNr1KR0roH9fxUNJzWBcTMPXOKhZcSudfhd11XUkp8ozwrFR4zAltobBIvrOWeIUg8TbbfGSlyP4Q1Zqyzz3VuKHJdryOI62_qnq_Hkxc9y0kzZ1ZWQArrKUd4QSWco/s1600/Slide35.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh48VsTK-xjLC9WGzNr1KR0roH9fxUNJzWBcTMPXOKhZcSudfhd11XUkp8ozwrFR4zAltobBIvrOWeIUg8TbbfGSlyP4Q1Zqyzz3VuKHJdryOI62_qnq_Hkxc9y0kzZ1ZWQArrKUd4QSWco/s1600/Slide35.JPG" height="490" width="640" /></a></div>
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Then the discriminant and quadratic formula.</div>
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The students and I derived the quadratic formula (yep, that ones officially in my standards) but I haven't taped it into my notebook yet. The big orange box is where it will be taped soon. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO2AvqyfN52yimBCoFyW7u4-AQeROl65UnB_mhqYehqhFR2N1yZHU8p0Xisj8beys8PkcG-zw_MH2UODtwncpAoIGH09WmpH1gY4MSU4hI-p6tOUPJWewiA_6JS8JMBpHw5dU_p0bbAyn2/s1600/Slide36.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO2AvqyfN52yimBCoFyW7u4-AQeROl65UnB_mhqYehqhFR2N1yZHU8p0Xisj8beys8PkcG-zw_MH2UODtwncpAoIGH09WmpH1gY4MSU4hI-p6tOUPJWewiA_6JS8JMBpHw5dU_p0bbAyn2/s1600/Slide36.JPG" height="480" width="640" /></a></div>
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The factoring and completing the square pages took multiple days and I wanted to give students plenty of time to explore with algebra tiles. I gave lots and lots of problems that students built and answered with the tiles before we ever formalized and talked about procedure. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5qKa8lsAfilpBEL4-j7DygM9GHLDdahtdWX0AKRPFm7W30ZM83aOKL9sYsR7IBdQ0m9Un4LGrsxo0PK7CSV7bgyw2-E7f1LnCo7AaXiuL8Ue4xCH2So54DtSdT57xTRGCor9hQhhrFDFJ/s1600/Slide37.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5qKa8lsAfilpBEL4-j7DygM9GHLDdahtdWX0AKRPFm7W30ZM83aOKL9sYsR7IBdQ0m9Un4LGrsxo0PK7CSV7bgyw2-E7f1LnCo7AaXiuL8Ue4xCH2So54DtSdT57xTRGCor9hQhhrFDFJ/s1600/Slide37.JPG" height="480" width="640" /></a></div>
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I really liked doing it this way because students <b><i>understood </i></b>the factoring method. We were un-doing the distributing and pulling everything back apart. There was so magic wand waving - just some great mathematical understanding happening. </div>
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Also with completing the square. We built lots and lots of squares, filling the missing corner and then looking at side lengths and x-values before every going through just the process. <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhd2OBizo_p-8iiUmNgcVjcF_U_IAQE-FoEkLNdgbNk2wTRod3Fhfam0fTfdYa__WSM5ygr7VIW7R5cT3JN6V3ge5fyxytLIR6eaMOkrcuQHrVoCQLis1oU4lokOZjiivNozwy_znYcnEV/s1600/Slide38.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhd2OBizo_p-8iiUmNgcVjcF_U_IAQE-FoEkLNdgbNk2wTRod3Fhfam0fTfdYa__WSM5ygr7VIW7R5cT3JN6V3ge5fyxytLIR6eaMOkrcuQHrVoCQLis1oU4lokOZjiivNozwy_znYcnEV/s1600/Slide38.JPG" height="480" width="640" /></a></div>
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Well, these are most of the pages! A lot happened in class between all those pages, so sorry I can't bring you in for that! Hope something helps!</div>
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Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com22tag:blogger.com,1999:blog-4403254905342284229.post-19618844402832789542014-05-18T11:08:00.000-05:002014-05-18T19:47:13.470-05:00MIASorry that I've been MIA for a few weeks now! Lots and lots going on...<br />
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I'll wrap up my <i>First PBL</i> series soon with my student presentation information and a reflection on the entire process. There were definitely some things that I loved and some things that I didn't. It's always about trying new things and a growth mindset, right?<br />
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Since the last time I posted, my Algebra 1 kiddos have finished their End of Course testing. So glad that big, looming test is out of the way! I can focus on finishing up those last final details now. 6 class periods left!<br />
Have you seen <a href="http://www.pinterest.com/pin/19984792070937243/" target="_blank">this pin</a> floating around pinterest? Cracks me up!!<br />
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<a href="http://www.pinterest.com/pin/19984792070937243/" target="_blank"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg88vuGGUX2bmRLO2WMsu5gSbgELfN1O6u15olD_jKJeC_YJ0ljtzuepe0LVBbX-SXXorpMXPGww5I7viZuTMkHOqtziptjg6nBAgqb5Vnr1Lv8or2iwhyphenhyphenXSEjID38lMaCNUTCWTchts1WU/s1600/b38743a657f93cba354606f20c8719c4.jpg" height="292" width="320" /></a></div>
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Our sweet furbaby also gave us a scare last week.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmd6mJzjdAQqJswA06ipnhSH4Yy5fbT1QQOyPavvd1bN_qdzhcWSJlrR3pfHxd6vEwlprikSiE8RO-fhs3EPgXv1J-LGV0hr4Pz39-s-OxxmanyrzAJMCkezgbITarXSeDww6AD3fEl-3Y/s1600/Petra+(2).jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmd6mJzjdAQqJswA06ipnhSH4Yy5fbT1QQOyPavvd1bN_qdzhcWSJlrR3pfHxd6vEwlprikSiE8RO-fhs3EPgXv1J-LGV0hr4Pz39-s-OxxmanyrzAJMCkezgbITarXSeDww6AD3fEl-3Y/s1600/Petra+(2).jpg" height="480" width="640" /></a></div>
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Full disclosure, we are some of those people that love our animals way too much. They are most definitely part of our family. This spoiled princess had a lump on her left shoulder region for about a week and it didn't go down. We took her to the vet and they were definitely concerned. Did a biopsy - waited 51 excruciating hours for results - no cancer and no tumor! Praise the Lord!!! The Mr. and I cried when we received the good news!<br />
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Also more good news!!!!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMawqEBDc8Wobn_S0emYJyodoNR4cAVQp8GCZiiR7C7a7prp0oFuK-Hu1TQ_NhHvdIGkrq8M8mJfsIY5tNucegDvOepg8xYo5F2qbkVAk8N04tlJgGXNNiTlK85hitPS6d3gnvryCnrr3R/s1600/21C.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMawqEBDc8Wobn_S0emYJyodoNR4cAVQp8GCZiiR7C7a7prp0oFuK-Hu1TQ_NhHvdIGkrq8M8mJfsIY5tNucegDvOepg8xYo5F2qbkVAk8N04tlJgGXNNiTlK85hitPS6d3gnvryCnrr3R/s1600/21C.jpg" height="428" width="640" /></a></div>
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I have been selected as a 21C Grant recipient in my district!!!!!</div>
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This means I will have a class set of 30 laptops beginning in the fall. </div>
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Beyond. blessed. and. excited.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6uWexgQYJELmIX1GCm20xmkv9KQLaXk9AdrNy8hsKMF32jiDlLTaUalYaBH8pLrgAJaXdNZxPovYphBksc3TDcpuEpTuHxAVoZn37vzj5fWnZYWJ4CjIu6tV3aNoD_XdkY2OKuV2OQjbT/s1600/IMG_0533.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6uWexgQYJELmIX1GCm20xmkv9KQLaXk9AdrNy8hsKMF32jiDlLTaUalYaBH8pLrgAJaXdNZxPovYphBksc3TDcpuEpTuHxAVoZn37vzj5fWnZYWJ4CjIu6tV3aNoD_XdkY2OKuV2OQjbT/s1600/IMG_0533.JPG" height="574" width="640" /></a></div>
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Back Story: I teach 8th grade at the same junior high that I went to for 8th grade. Never planned on that happening, just a fun coincidence! :)</div>
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The head of the 21C committee (and the woman I'm fiercely hugging in the picture above) is our district's Director of 7-12 Instruction. She was also the building principal of this school - the one I attended and now teach at. Such a fun and sweet moment that she got to award my grant in one of the same classrooms we were both in 13 years ago. Fun day!!!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHLfnKPHchbwnEFkdO5ogKJC4LP6FJ46UXfLDeAHXMErp8I9AM3qyA4MvLpKMRH-tfBUu0iDXCx9hX96Ff7nmlNmE2QzyNuxH5pn0GQVHrqdMBegdZznFHsmTlSLUI1ZlIxtbvFSnLaLt4/s1600/IMG_0537.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHLfnKPHchbwnEFkdO5ogKJC4LP6FJ46UXfLDeAHXMErp8I9AM3qyA4MvLpKMRH-tfBUu0iDXCx9hX96Ff7nmlNmE2QzyNuxH5pn0GQVHrqdMBegdZznFHsmTlSLUI1ZlIxtbvFSnLaLt4/s1600/IMG_0537.JPG" height="352" width="640" /></a></div>
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My face. Oye. </div>
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Out of the 24 grants awarded throughout our district, SIX were in my building. The other recipients and I had a conversation and attributed this feat to our incredible principal. He is inspiring, positive, and a world class leader. He brings out the best in people and makes us all want to achieve greatness. It was also mentioned that we don't know how long our little junior high will be able to keep such a great leader as our principal. Fingers crossed that he stays for a few years before moving on to bigger and better things.</div>
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Another fun thing that I've been working on...</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI4NdeRrohWCXxR-3ECmMTEpMgCSw4E5Bv-LXHlCQ53DC4Y9YpVuFLn0wodvs9bEV44r8U_lz_E1vbg8JF3v4Z0LO4YCS32FJZ4nh0_9NOnUrXzFKhnkPe7hITbhlbeODDOiMe1I7s52mW/s1600/planner.4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI4NdeRrohWCXxR-3ECmMTEpMgCSw4E5Bv-LXHlCQ53DC4Y9YpVuFLn0wodvs9bEV44r8U_lz_E1vbg8JF3v4Z0LO4YCS32FJZ4nh0_9NOnUrXzFKhnkPe7hITbhlbeODDOiMe1I7s52mW/s1600/planner.4.jpg" height="640" width="558" /></a></div>
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I don't know about you, but around this time of year I get <i style="font-weight: bold;">soooooo </i>distracted with thoughts of next year. I would rather redo my syllabus, fantasize about room arrangements, and create a teacher planner than lesson plan for tomorrow. Oops. Please tell me I'm not the only one with this issue?!?!?!</div>
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Anyway... I looked around the internet and just didn't fall in love with any teacher planner. I am so stinking picky I wanted it to fit what I needed exactly. And didn't want to feel like I was paying for pages I would never use. I have other places that I record grades and parent information. I needed a place to lesson plan, conveniently store standards, and take meeting notes. So... here it is!!! I am pumped! This will probably take the place of <a href="http://mrshester.blogspot.com/2012/05/my-teacher-notebook.html" target="_blank">this binder</a> for this year. We'll see how I like it!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-3Krb2ghX6ZyWcoj4VlPpuTbVRlr9Dl8CzdDVxZfnszCi31X1CSkEm7z4bFQFB37Dl-I3mlxG96yvoXSwk_HDZC9G1CZey_VRGGkb4JEiBTPqH4xcPx5wD8I2o34VI8-V32pxRkV-nGOI/s1600/planner.1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-3Krb2ghX6ZyWcoj4VlPpuTbVRlr9Dl8CzdDVxZfnszCi31X1CSkEm7z4bFQFB37Dl-I3mlxG96yvoXSwk_HDZC9G1CZey_VRGGkb4JEiBTPqH4xcPx5wD8I2o34VI8-V32pxRkV-nGOI/s1600/planner.1.jpg" height="480" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgG7ZlWTA45E_R7SeJ2xxB_7ljnLR_nHi6hmeFFnenZmSM9rzN5l6OO5W5Eq7JV7AjRp2arFt4f4b8dd_grimXRGVXnKn7LWbDXY9nc1L_QVqpnVYDedc3j9N9wpiYHcNy0TCLbmDLt6477/s1600/planner.2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgG7ZlWTA45E_R7SeJ2xxB_7ljnLR_nHi6hmeFFnenZmSM9rzN5l6OO5W5Eq7JV7AjRp2arFt4f4b8dd_grimXRGVXnKn7LWbDXY9nc1L_QVqpnVYDedc3j9N9wpiYHcNy0TCLbmDLt6477/s1600/planner.2.jpg" height="480" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXL01sB7N4XMTi8WHMYJWpqNwRXS90nc_ciosC47iOefT7g5l25CwDUmrj2FAwyiL6hF4FjkyGnoGgZ-NzuCeX8_4gK7qY4FCVeadNHqrm42zTC_LyunOAqWJ9gIJyDKQqiE56H40677Rb/s1600/planner.3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXL01sB7N4XMTi8WHMYJWpqNwRXS90nc_ciosC47iOefT7g5l25CwDUmrj2FAwyiL6hF4FjkyGnoGgZ-NzuCeX8_4gK7qY4FCVeadNHqrm42zTC_LyunOAqWJ9gIJyDKQqiE56H40677Rb/s1600/planner.3.jpg" height="418" width="640" /></a></div>
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And yes, as always, I'll give away the file for FREE. </div>
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But side note about that, it just really burns me up when I see stuff I've created and given away show up on Teachers Pay Teachers. Has this happened to anyone else?! Makes me furious!!!!! I try not to get cynical and remember all the wonderful teachers that I benefit from and hope I'm doing the same for others, but really, come on?! I had to go all Creative Commons Non-Commercial 3.0 on someone's butt earlier this year.</div>
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Don't sell what isn't yours! Alright, rant over.<br />
Enjoy the file :) But don't you dare turn around the sell it!<br />
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A special thank you for the <a href="http://melstampz.blogspot.com/2012/02/new-bright-patterned-papers-chevron.html" target="_blank">free chevron file</a>!<br />
Also the <a href="http://libby-bonjour.blogspot.com/2011/07/free-washi-tape-download_28.html" target="_blank">free washi tape png files</a><br />
and Kimberly Geswein for the <a href="http://www.dafont.com/kg-eyes-wide-open.font" target="_blank">free font called KG Eyes Wide Open</a>.<br />
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See, creating and giving away for free really does make the world a better place. :)</div>
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<iframe allowfullscreen="" frameborder="0" height="400" mozallowfullscreen="" msallowfullscreen="" oallowfullscreen="" src="https://app.box.com/embed_widget/3yofv6a5seuk/s/s4xx8wsunjhozzsc58mg?view=list&sort=name&direction=ASC&theme=blue" webkitallowfullscreen="" width="500"></iframe><br />
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Well, I guess that about wraps up this post full of random musing. I will try to go lesson plan for these final days of the year when all I really want to do is enjoy the outside and get ready for next year! Have you seen this syllabus by <a href="http://twitter.com/talkEDtv" target="_blank">Rob Patin</a>?!?! Drool worthy. I will be revamping my syllabus soon!!<br />
<blockquote class="twitter-tweet" lang="en">
"<a href="https://twitter.com/talkEDtv">@talkEDtv</a>: Who needs a six-page syllabus anyway? <a href="http://t.co/SfzxBwkeJC">pic.twitter.com/SfzxBwkeJC</a>" This is awesome! I must redo my syllabus!<br />
— Jessie Hester (@MrsHestersMath) <a href="https://twitter.com/MrsHestersMath/statuses/462683867371929600">May 3, 2014</a></blockquote>
<script async="" charset="utf-8" src="//platform.twitter.com/widgets.js"></script>Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com14tag:blogger.com,1999:blog-4403254905342284229.post-13741913144624256732014-05-01T19:48:00.000-05:002014-05-01T19:48:21.232-05:00My First PBL Unit - Day 5 & 6!Here are the previous posts:<br />
<a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-using-data-in-8th-grade.html" target="_blank"><span style="font-size: large;">Day 1</span></a><br />
<a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-unit-day-2.html" target="_blank"><span style="font-size: large;">Day 2</span></a><br />
<span style="font-size: large;"><a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-unit-day-3.html" target="_blank">Day 3</a></span><br />
<a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-unit-day-4.html" target="_blank"><span style="font-size: large;">Day 4</span></a><br />
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Here is how I started day 5...<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiT1BOCzcivOw6JRY896Xa6F1ya721aqrFBvGd5ZB96FC2YvDTVNtSAIMewS96cTVfjMZU3mtOF42SM6Ppz7V7ykPiO9BXZL63t22LiK0s4NOjQQfmx6Yovgijj5k3ojTFMubmHzhLhjRak/s1600/day+5+warmup.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiT1BOCzcivOw6JRY896Xa6F1ya721aqrFBvGd5ZB96FC2YvDTVNtSAIMewS96cTVfjMZU3mtOF42SM6Ppz7V7ykPiO9BXZL63t22LiK0s4NOjQQfmx6Yovgijj5k3ojTFMubmHzhLhjRak/s1600/day+5+warmup.jpg" height="480" width="640" /></a></div>
Teams talked and most came up with C because it got the closest to the most points. BINGO! We talked about what was wrong with all the others, especially A since it tripped up a couple groups.<br />
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After that, groups got to work using their <a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-unit-day-4.html" target="_blank">simulation data</a> to create scatter plots.<br />
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They created one scatter plot for each of their survey choices; a, b, c, d. They compared sample size to number of people with that choice. They made their line of best fit based on that, and then predicted the outcome of each choice for our entire town's population.<br />
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Here are some in-progress shots...<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio1gHrFptb9ErYfyCcf93eWcvQFSUQZQj5NYHAKIQoaIQt_69mvJSyR6g0eVCqvizCUXIrYYtgh_5RWLcsHLgKG59jk2Ufs_Thaw6MyyQtlTm8W6xWByondCLYuvJCbxD7NoNWpoyHxLMQ/s1600/poster.2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio1gHrFptb9ErYfyCcf93eWcvQFSUQZQj5NYHAKIQoaIQt_69mvJSyR6g0eVCqvizCUXIrYYtgh_5RWLcsHLgKG59jk2Ufs_Thaw6MyyQtlTm8W6xWByondCLYuvJCbxD7NoNWpoyHxLMQ/s1600/poster.2.jpg" height="640" width="564" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuxndR29y_dP0WLtObEuvKls7GYI2J6_jQlBySdIkXbeQoPyWI8PcVLnp0JBB1oddI7C_cxYewypKPVyOzikqAW1LjeIrPMZESa48q_88yd9TRya7ntLBbCVI76k4G37gU6BijuAE_Wfw1/s1600/poster.3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuxndR29y_dP0WLtObEuvKls7GYI2J6_jQlBySdIkXbeQoPyWI8PcVLnp0JBB1oddI7C_cxYewypKPVyOzikqAW1LjeIrPMZESa48q_88yd9TRya7ntLBbCVI76k4G37gU6BijuAE_Wfw1/s1600/poster.3.jpg" height="640" width="558" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwltIxKms7F0IBtxiGu1DCApT137FPftNTkTEErjzp2RoaySMMNzXZ16Vx68vqvjRNA5qZNIYI8ssNeJCRjxggnC5qqF_YKVq5Z1r13j9NMy6PsDARqP0GByezULdWBgbnSJlfgv7jFZzw/s1600/poster.4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwltIxKms7F0IBtxiGu1DCApT137FPftNTkTEErjzp2RoaySMMNzXZ16Vx68vqvjRNA5qZNIYI8ssNeJCRjxggnC5qqF_YKVq5Z1r13j9NMy6PsDARqP0GByezULdWBgbnSJlfgv7jFZzw/s1600/poster.4.jpg" height="640" width="576" /></a></div>
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And here are some finished poster shots...<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6OxF9PJvCYgwW3To1FurEdQSSoNV1hbWsyxq0YVgkfW0PAdaab-tnsi2JStaxoKqhV9jR-f1JsQk0K9L8638_yrrtmWpiyGNA4s9ndeKeb-5NkQbujCOp8FLrfWZvj1hhgtu8tKjbj17y/s1600/poster.5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6OxF9PJvCYgwW3To1FurEdQSSoNV1hbWsyxq0YVgkfW0PAdaab-tnsi2JStaxoKqhV9jR-f1JsQk0K9L8638_yrrtmWpiyGNA4s9ndeKeb-5NkQbujCOp8FLrfWZvj1hhgtu8tKjbj17y/s1600/poster.5.jpg" height="640" width="632" /></a></div>
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(yes, the one above has a couple errors. They fixed them next class.)</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLW9ZkBhIdefINsb2y70dQqQRwVxFMpumzO1ooXzZug_ZN_hvdH0zBW703k9zW7-5qUYzoCpebPhRZBEK26xH5ZEe2orxiqwED0KdsgBvfrJq1vMYJLdbeEwuOX3aYBMzTDTf0cc3lmvku/s1600/poster.6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLW9ZkBhIdefINsb2y70dQqQRwVxFMpumzO1ooXzZug_ZN_hvdH0zBW703k9zW7-5qUYzoCpebPhRZBEK26xH5ZEe2orxiqwED0KdsgBvfrJq1vMYJLdbeEwuOX3aYBMzTDTf0cc3lmvku/s1600/poster.6.jpg" height="590" width="640" /></a></div>
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<span style="font-size: large;">DAY 6</span><br />
consisted of groups finishing up and preparing their presentations. I told them they had to tell us which product they were launching and show the data to support their claim. The rest was up to them!! I have a few groups that filmed commercials, one that is making an infographic, one made an online animation with voice over, and of course a few that are using powerpoint. Tomorrow is presentation day and I am SO excited!!!!!<br />
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<br />Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com0tag:blogger.com,1999:blog-4403254905342284229.post-9626388426395552502014-04-22T15:23:00.001-05:002014-05-01T19:49:31.345-05:00My First PBL Unit - Day 4!Here are the previous posts if you've missed them:<br />
<a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-using-data-in-8th-grade.html" target="_blank"><span style="font-size: large;">Day 1</span></a><br />
<a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-unit-day-2.html" target="_blank"><span style="font-size: large;">Day 2</span></a><br />
<a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-unit-day-3.html" target="_blank"><span style="font-size: large;">Day 3</span></a><br />
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We ended the previous class by recorded our large set of data into our notebooks. We began this class by finding the percentages of each response for every person surveyed this far, our class and our large group. I have students the following information to help them format their page and guide their calculations.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLhbNMLtzGD8HBd-kRT8RlfW4K-YLBp04J7YCrkXYCX6jG-MbDEfD7lbGcyaL8iY2qFQeiOU5M0lNTxNR7CDnd3IfFKWbTdLIdjblt_1RwwIbEMNQtOsoAWpp5HIlkWrt8SFbTey_8BNIT/s1600/page+124.b.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLhbNMLtzGD8HBd-kRT8RlfW4K-YLBp04J7YCrkXYCX6jG-MbDEfD7lbGcyaL8iY2qFQeiOU5M0lNTxNR7CDnd3IfFKWbTdLIdjblt_1RwwIbEMNQtOsoAWpp5HIlkWrt8SFbTey_8BNIT/s1600/page+124.b.jpg" height="480" width="640" /></a></div>
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I told them to add together every number in the highlighted boxes and put their total where I have red type. Then I told them to use their own data in every place that was caps and italicized. It worked pretty well actually. Only minimal chaos for a few minutes as students were confused :)<br />
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We wrote down the bottom sentence "<i>we will use an online spinner to simulate a random sampling of our data"</i> and then discussed that actually meant. I told students that I wanted to pretend that I had all 187 people surveyed gathered together in the gym at the same time and I wanted to randomly pole 5/10/30/etc. of them at a time. They grasped this concept and we talked about sample size for a bit. I<br />
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I asked the question "is it possible for all 5 people that I randomly select to choose a?" They all agreed yes, that's possible. I then asked "is it more or less likely that all people choose a if I randomly select 20 people?" Everyone agreed that was less likely to happen, although still possible. This lead us down a discussion path about larger sample size = more accurate information.<br />
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After I felt like students had a grasp of what that last sentence meant, and why we were going to simulate random samples, we used the spinner feature on Math Is Fun, found <a href="http://www.mathsisfun.com/data/spinner.php" target="_blank">here</a>. I chose this spinner because it was very user friendly and allowed my students to easily manipulate the section percentages. I demonstrated on the projector how to change the percentages to match those that each group just calculated.<br />
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Once each group set the percentages and clicked "update," we were ready to simulate!<br />
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I showed how you can set the number of spins, simulating how many people we were choosing at a time. The bar graph under the spinner records the results. I also stressed the importance of hitting the reset button between each random sampling, otherwise the graph would just continue counting and we wouldn't have accurate results. One person in each group usually took it upon themselves to make sure reset was pushed each time. You would hear "RESET!" from across the room at random times. It was pretty funny!!<br />
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We recorded our simulation results on page 125 in our notebooks. I showed this to help with formatting.<br />
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We didn't have time to start our scatter plots yet, but groups did set up their large grid paper in preparation for graphing. Here's one so you can get the idea.<br />
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We'll start creating our scatter plots using simulation data next class!! My students are taking their MAP Test and then going on job shadowing before I see them again for math content. :( It will be about a week before we get back to this project.<br />
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So... now that I'm really into my first PBL unit, do you have any advise or pointers? Any things you would have done differently than me? I am completely open to suggestions!<br />
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<span style="font-size: x-large;">UPDATE: </span><a href="http://mrshester.blogspot.com/2014/05/my-first-pbl-unit-day-5-6.html" style="font-size: xx-large;" target="_blank">Day 5&6 are here</a><span style="font-size: x-large;">!</span>Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com0tag:blogger.com,1999:blog-4403254905342284229.post-77588769313655982892014-04-22T12:48:00.001-05:002014-04-22T15:26:34.667-05:00My First PBL Unit - Day 3!Here are <a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-using-data-in-8th-grade.html" target="_blank">Day 1</a> and <a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-unit-day-2.html" target="_blank">Day 2</a> if you missed them.<br />
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Both of those days were full block classes, meaning we had 80 minutes. Day 3 was a "fast Friday" schedule so I only saw them for 40ish minutes. </div>
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When students brought back their survey results, they tallied up each answer choice and then put that data in our shared class spreadsheet. Here is an example from one class.</div>
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I projected the spreadsheet so all students could record their important information.</div>
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We recorded data on page 124. I showed this... as a reference.</div>
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We talked about if our class data was a good representation of the larger group, and how we could then project for an even larger sample size, like our town or state.</div>
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This took most the class period. Students used the last 10-15 minutes to brainstorm how they wanted to present their final projects. I think a couple groups are going to make a commercial!! I'm excited to see them!<br />
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<span style="font-size: x-large;">UPDATE: <a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-unit-day-4.html" target="_blank">Day 4 is here</a>!</span></div>
Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com0tag:blogger.com,1999:blog-4403254905342284229.post-67614211192681015152014-04-22T12:18:00.000-05:002014-04-22T15:25:41.475-05:00My First PBL Unit - Day 2!Here's <a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-using-data-in-8th-grade.html" target="_blank">DAY 1</a> of the unit if you missed that post.<br />
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On Day 2 students arrived in class and finalized their questions in their teams. We completed page 122 in our notebooks about the project. Here is the slide I put on the board to help direct students.<br />
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Once each group finalized their wording and choices, they emailed me their questions. I quickly compiled all the questions into one document and made sure formatting was cohesive. I printed each student one copy of the survey to use. We talked about how we needed a lot of data but didn't want to ask a lot of people. We decided that each student would ask all of the survey questions to 10 individuals, making sure they hadn't already been asked the questions from another classmate. When we come back to class next time and compile our data, every team will have 200-250 pieces of data! Perfect.<br />
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We also briefly discussed biased data and how we need to make sure to collect random samples. We also need to ask our questions without swaying the participant's vote.<br />
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We then set up page 123 to survey our class. Like so...<br />
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Each class of students decided that just asking the questions wouldn't get us a good survey - people would be influenced and pressured to vote a certain way. Guess that high-tech way each and every class period decided to use to be anonymous in our surveying? The good 'ole <i>Heads Up, Seven Up</i> approach! Heads down on the desk, eyes closed. The surveying group read their question and answer choices and then recorded the votes. It worked quite well!! HA! I'm just glad they recognized bias and came up with a solution to prevent it! After the class surveys, each group used their data to predict for a larger sample size. I didn't direct the students about how to predict, so groups used different methods (find percent and multiply, set up proportions, use some logic). Worked for me! They all did something mathematically relevant so I am happy.<br />
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Since our next step was to survey people outside our class, we went ahead and created a foldable to cover some vocabulary. I have used this foldable for two years now, with a couple tweaks, and really love it. The idea is originally from <a href="http://everybodyisageniusblog.blogspot.com/" target="_blank">Sarah at Everybody is a Genius</a>, found <a href="http://everybodyisageniusblog.blogspot.com/2012/08/scatter-plots-correlation.html" target="_blank">here</a>.<br />
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Next class, we will compile our data and begin to do some mathematical analysis!<br />
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<span style="font-size: x-large;">UPDATE: <a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-unit-day-3.html" target="_blank">Day 3 is here</a>.</span><br />
<br />Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com1tag:blogger.com,1999:blog-4403254905342284229.post-84600441764482593272014-04-14T13:34:00.003-05:002014-04-22T15:25:18.942-05:00My First PBL Unit - Using Data in 8th Grade MathWell, I'm embarking on a new journey. Read my first thoughts about PBL <a href="http://mrshester.blogspot.com/2014/03/project-based-learning-my-questions.html" target="_blank">here</a>.<br />
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I'm using the What Will They Think outline from the Buck Institute published at <a href="http://www.pblu.org/" target="_blank">PBLU</a>. While I'm tweaking a few things, the main <a href="http://www.pblu.org/projects/what-will-they-think" target="_blank">project description is here</a> if you want it.<br />
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DAY 1: The intro<br />
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I created a <a href="http://glogster.com/" target="_blank">glog</a> to organize all the pertinent information students might need. I'm using it like a project overview page would be used. It's <a href="http://bit.ly/1hXL27" target="_blank">here</a> if you want to check it out. Here's an image if you don't want to click around.<br />
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First we watched the Coca-Cola video and talked about how companies do research before they launch new products. We also discussed the Taco Bell Doritos tacos and Jelly Belly flavors. I told them that they were going to be researching and launching a new product. We then brainstormed what they would need to know in order to accomplish this. I made a list on the board and then we created our driving question from that list. 3rd Hour came up with: <i>How can we use research and data to find out what products people want?</i><br />
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From there, I put students into groups of 3 and they brainstormed product ideas and possible answer choices. We talked about needing clear and viable answer choices or our data would be unusable. As they finalized their ideas on a piece of blank paper, I gave these guidelines:<br />
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After they had their ideas down, they passed their paper one group clockwise. I set a two minute timer and groups critiqued and offered suggestions. I put up these guidelines for that part:<br />
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Once all the rotations were complete, we had about 7 minutes left of class. Each team had a different color to write their comments, this helped students clarify if they had questions later and also provided a bit of accountability; here were how the group papers ended up.<br />
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<iframe allowfullscreen="" frameborder="0" height="400" mozallowfullscreen="" msallowfullscreen="" oallowfullscreen="" src="https://app.box.com/embed_widget/s7thiduc31u6/s/tglx7lp9u9xnm4vqxdhv?view=list&sort=name&direction=ASC&theme=blue" webkitallowfullscreen="" width="500"></iframe>
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I told them to review the comments and suggestions from their classmates and also get ready to finalize next class. I gave these guidelines:<br />
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Next class period I foresee us creating our surveys and making some predictions. I'll report back after Wednesday!<br />
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<span style="font-size: x-large;">UPDATE: <a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-unit-day-2.html" target="_blank">Day 2 is here</a>.</span><br />
<span style="font-size: x-large;">UPDATE: <a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-unit-day-3.html" target="_blank">Day 3 is here</a>.</span><br />
<span style="font-size: x-large;">UPDATE: <a href="http://mrshester.blogspot.com/2014/04/my-first-pbl-unit-day-4.html" target="_blank">Day 4 is here</a>.</span><span style="font-size: large;"><br /></span>
<span style="font-size: large;"><br /></span>Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com2tag:blogger.com,1999:blog-4403254905342284229.post-71464927826211381442014-03-30T15:56:00.000-05:002014-04-14T10:50:35.025-05:00Project Based Learning - My Questions<div class="separator" style="clear: both; text-align: center;">
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Oh good, did you like that image and follow it here from twitter or Pinterest?<br />
Were you thinking I was going to give you a lovely list of bullet pointed answers for all those questions?<br />
HA! Not a chance! I don't have those answers!<br />
But I would like to invite you to stick around, continue reading, and contribute your ideas.<br />
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<span style="color: red; font-size: large;">All edits and updates will be in red.</span><br />
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<span style="color: red;">*I'm attempting my first full PBL experience - Eekkkk!!! Wish me luck!!! Even if I don't soar on this one, at least I'm headed in the correct direction, right? I'm focusing on having a "growth mentality" like Tim talks about <a href="http://timsparacino.blogspot.com/2014/03/classroom-transformation-batting-300.html" target="_blank">HERE</a>. I'll chronicle my journey in <a href="http://mrshester.blogspot.com//2014/04/my-first-pbl-using-data-in-8th-grade.html" target="_blank">this post</a>.</span></div>
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This post might ramble and meander a bit; my thoughts are not completely formed yet and I'm sure that will show...<br />
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I'm not content with my current level of technology integration. I recently posted an <a href="http://mrshester.blogspot.com/2014/03/math-stations-update.html" target="_blank">update</a> on my workshop/stations model and it really has me thinking. These stations are helping lots of students, less are falling through the cracks, but it's all in the context of a very teacher-directed atmosphere. I do not do stations every day, we recently did a volume investigation with rice, but I still feel like that was more me-centered and student-centered than I would like.<br />
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I've read a lot of articles about project-based learning and really want to move towards that model, but I just can't quite figure it all out. <span style="font-size: large;">I'm hoping you can help me think through these questions and together we can figure it all out.</span> I'll update this post over time (a thousand times if I need to) if we can start a conversation and pull together resources. I'd love to host that! I think it'd be beneficial for a lot of teachers!! Or if someone is already curating and hosting that, please point me in their direction and I'll jump on that wagon. I just need to see this thing in motion; I need to see it working.<br />
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Here are some current questions/thoughts rattling around in my head:<br />
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-- I can begin a unit/project cycle with an entry event that peaks the students' interest and gets them curious. It needs to be a real and relevant problem that is understandable to 8th graders and yet complex enough to require driving questions and a real solution.<br />
<span style="color: red;">Emergent Math's PBL Curriculum Maps <a href="http://emergentmath.com/my-problem-based-curriculum-maps/" target="_blank">HERE</a></span><br />
<span style="color: red;">Intel Unit Plans </span><a href="http://www.intel.com/content/www/us/en/education/k12/project-design/unit-plans/grade-index.html#3" target="_blank">HERE</a><br />
<span style="color: red;">PLB U by Buck Institute</span> <a href="http://www.pblu.org/" target="_blank">HERE </a><br />
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--After peaking their interest, I can lead a discussion to provoke some driving and enduring questions. Here is my first conundrum. If I want these questions to be student-created, what if they don't think of the right things to allow for enough mathematical discovery? I guess I could prompt/lead them? I should make sure my entry event can lead to enough? So in reality these questions are not completely student created, I knew what I wanted them to create, I just let them get there on their own without me giving them <i>here are your questions to answer</i>. Right??<br />
<span style="color: red;">Conversation with <a href="http://twitter.com/@RossCoops31" target="_blank">@RossCoops31</a> on twitter regarding driving questions:</span><br />
<span style="color: red;"><u>ME</u>: <a class="twitter-atreply pretty-link" dir="ltr" href="https://twitter.com/JoleneSpeckman" style="background-color: #f5f8fa; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; text-decoration: none; white-space: pre-wrap;">@JoleneSpeckman</a><span style="background-color: #f5f8fa; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; white-space: pre-wrap;"> </span><a class="twitter-atreply pretty-link" dir="ltr" href="https://twitter.com/RossCoops31" style="background-color: #f5f8fa; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; text-decoration: none; white-space: pre-wrap;">@RossCoops31</a><span style="background-color: #f5f8fa; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; white-space: pre-wrap;"> Do different students work on different driving questions or do all students answer the same few questions?Thx!</span></span><br />
<span style="color: red;"><span style="background-color: #f5f8fa; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; white-space: pre-wrap;"><u>ROSS</u>: </span><a class="twitter-atreply pretty-link" dir="ltr" href="https://twitter.com/MrsHestersMath" style="background-color: #f5f8fa; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; text-decoration: none; white-space: pre-wrap;">@MrsHestersMath</a><span style="background-color: #f5f8fa; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; white-space: pre-wrap;"> </span><a class="twitter-atreply pretty-link" dir="ltr" href="https://twitter.com/JoleneSpeckman" style="background-color: #f5f8fa; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; text-decoration: none; white-space: pre-wrap;">@JoleneSpeckman</a><span style="background-color: #f5f8fa; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; white-space: pre-wrap;"> I usually do one essential (driving) question that is decided upon by my class (Google Form).</span></span><br />
<span style="color: red;"><span style="background-color: #f5f8fa; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; white-space: pre-wrap;"><u>ME</u>: </span><a class="twitter-atreply pretty-link" dir="ltr" href="https://twitter.com/RossCoops31" style="background-color: white; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; text-decoration: none; white-space: pre-wrap;">@RossCoops31</a><span style="background-color: white; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; white-space: pre-wrap;"> </span><a class="twitter-atreply pretty-link" dir="ltr" href="https://twitter.com/JoleneSpeckman" style="background-color: white; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; text-decoration: none; white-space: pre-wrap;">@JoleneSpeckman</a><span style="background-color: white; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; white-space: pre-wrap;"> So do all finished products cover relatively the same information? Do you have Ss work individually or groups?</span></span><br />
<span style="color: red;"><span style="background-color: white; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; white-space: pre-wrap;"><u>ROSS</u>: </span><a class="twitter-atreply pretty-link" dir="ltr" href="https://twitter.com/MrsHestersMath" style="background-color: #f5f8fa; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; text-decoration: none; white-space: pre-wrap;">@MrsHestersMath</a><span style="background-color: #f5f8fa; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; white-space: pre-wrap;"> </span><a class="twitter-atreply pretty-link" dir="ltr" href="https://twitter.com/JoleneSpeckman" style="background-color: #f5f8fa; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; text-decoration: none; white-space: pre-wrap;">@JoleneSpeckman</a><span style="background-color: #f5f8fa; font-family: Arial, sans-serif; font-size: 14px; line-height: 18px; white-space: pre-wrap;"> Either group/individual works! All products different, but demonstrate same understandings.</span></span><br />
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--Now that we have our guiding questions I will give my students the requirements of the project. "In X many days you (or your group) will be responsible for _____." This will be some sort of synthesis of information and presentation that utilizes technology and is published to a global community, I'm thinking a blog. Wouldn't the best way to give these requirements be a rubric? Does someone out there already have and use a wonderful rubric that I could see?<br />
<span style="color: red;"><u>Rubrics from the Buck Institute (<a href="http://bie.org/" target="_blank">bie.org</a>)</u></span><br />
<span style="color: red;">Project Design Rubric <a href="http://bie.org/object/document/project_design_rubric" target="_blank">HERE</a></span><br />
<span style="color: red;">Collaboration Rubric</span> <a href="http://bie.org/object/document/6_12_collaboration_rubric_ccss_aligned" target="_blank">HERE</a><br />
<span style="color: red;">Critical Thinking Rubric <a href="http://bie.org/object/document/6_12_critical_thinking_rubric_ccss_aligned" target="_blank">HERE</a></span><br />
<span style="color: red;">Creativity and Innovation Rubric <a href="http://bie.org/object/document/6_12_creativity_innovation_rubric_ccss_aligned" target="_blank">HERE</a></span><br />
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--Alright, so students have their interest piqued, they are genuinely curious, they have formed their questions, and I have given my rubric. Now they research and synthesize and create. I roam around the room for however many days it takes to finish up these projects, giving feedback and guiding, and then students present. I really like the following quote from the Buck Institute for Education regarding this phase: <i>In real inquiry, students follow a trail that begins with their own questions, leads to a search for resources and the discovery of answers, and which ultimately leads to generating new questions, testing ideas, and drawing their own conclusions. With real inquiry comes innovation - a new answer to a driving question, a new product, a new solution to a problem. The teacher does not ask students to simply reproduce teacher- or textbook-provided information in a pretty format. </i>Are you inspired yet?!?! I know! There are so many great resources like the <a href="http://bie.org/" target="_blank">Buck Institute</a> that make me want to jump in with both feet but I have trouble finding real teachers talking about doing this in their classrooms. I feel like I'm moving that directions, using <a href="http://mathalicious.com/" target="_blank">Mathalicious</a> and <a href="http://blog.mrmeyer.com/category/3acts/" target="_blank">3-Act Math</a> and similar things, but I don't think I'm quite there. These are engaging and definitely better than traditional lecture, but I'm not pulling off a true PBL classroom.<br />
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<span style="color: red;">This is one of my largest question marks at this point. How big of a problem do I really need? I feel like the lessons at </span><a href="http://mathalicious.com/" target="_blank">Mathalicious</a><span style="color: red;"> and </span><a href="http://www.yummymath.com/" target="_blank">YummyMath</a><span style="color: red;"> and </span><a href="http://robertkaplinsky.com/" target="_blank">Robert Kaplinsky</a><span style="color: red;"> aren't big enough. They have pre-determined questions and a set order of business. These are fantastic problems, but I don't think I'm letting the students really ponder, inquire, and direct their own learning. People doing this, what types of tasks do you use? Are they on a blog somewhere I could see?? </span><br />
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--Sorry, little bit of a tangent there, back on track.<br />
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--So students have created and presented, to both their classmates and a global community online, and I've made sure we've nailed down all the mathematics that were needed throughout this unit. I figure at this point I might have a day or two of formalizing. Here is how mathematicians write about/talk about/use the ideas we all just learned about.<br />
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--So did we do it? Are we done? Was that Project Based Learning? Is that how my units can all look in the future? How long should one of those cycles take?<br />
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<span style="font-size: large;"><b><u>Here is where I definitely need your help!</u></b></span><br />
Are you currently doing this? Do you know someone who is? Do you have any rubrics created that you'd be willing to share? Do you have any of those entry events that are large problems and could facilitate lots of mathematics? Can you share about part of this process that I completely missed the boat on? Please share your thoughts, ideas, wisdom! Please!! This is an area I'm very unsure about (as if you couldn't already tell) and I'm definitely leaning on my PLN here.<br />
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If you don't have anything to share, are you a teacher that is also hesitant and curious about this whole process? Could you please comment and let me know I'm not alone! :) Maybe a few of us together can convince those with the answers to share the goods. I promise to come back and update any useful information I receive.<br />
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<span style="color: red;">Other teachers' comments/emails:</span><br />
<span style="color: red;"><u>Ben Mahas (@greenemiddle) posted on twitter:</u> "Help answer @MrsHestersMath questions are about implementation of pbl. bit.ly/21c-pbl I'm interested as well #mtos #mathchat"</span><br />
<span style="color: red;"><u>Shelley via email to me:</u> Thank you for your post about PBL. I have many of the same hesitations and have been looking for a place where someone is sharing what really works in a classroom. I hope you can get some answers to those questions and thank you, in advance, for posting those answer.</span><br />
<span style="color: red;"><u>Rick via email to me:</u> I have a lot of the same project based leaning questions. Thanks for the post. I'm right there with you. You're not alone!</span><br />
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<span style="color: red;">So - those of you with some expertise, please share!!!!</span><br />
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<u><span style="color: red;">Some Twitter People to follow for PBL</span></u><br />
<span style="color: red;">Buck Institute for Education <a href="http://twitter.com/@biepbl" target="_blank">@biepbl</a></span><br />
<span style="color: red;">Geoff Krall <a href="http://twitter.com/@emergentmath" target="_blank">@emergentmath</a></span><br />
<span style="color: red;">Michael Gorman <a href="http://twitter.com/@mjgormans" target="_blank">@mjgormans</a></span><br />
<span style="color: red;">Dayna Laur</span> <a href="http://twitter.com/@daylynn" target="_blank">@daylynn</a><br />
<span style="color: red;">Chris Fancher </span><span style="color: red;"><a href="http://twitter.com/@cfanch" target="_blank">@cfanch</a></span><br />
<span style="color: red;">Jerry Blumengarten <a href="http://twitter.com/@cybraryman1" target="_blank">@cybraryman1</a></span><br />
<span style="color: red;">Mrs. Telannia Norfar <a href="http://twitter.com/@thnorfar" target="_blank">@thnorfar</a></span><br />
<span style="color: red;">Ross Cooper <a href="http://twitter.com/@RossCoops31" target="_blank">@RossCoops31</a></span><br />
<span style="color: red;">Jolene Speckman <a href="http://twitter.com/@JoleneSpeckman" target="_blank">@JoleneSpeckman</a></span><br />
<u><span style="color: red;"><br /></span></u><span style="color: red;"><u>Some General PBL Links</u></span><br />
<span style="color: red;">Edutopia's page <a href="http://www.edutopia.org/search/apachesolr_search?filters=tid%3A261" target="_blank">HERE</a></span><br />
<span style="color: red;">Buck Institute <a href="http://bie.org/" target="_blank">HERE</a></span><br />
<span style="color: red;">Buck Institute's Recommendations for Teachers </span><a href="http://bie.org/for/teachers" target="_blank">HERE</a><br />
<span style="color: red;">Jerry Blumengarten's page <a href="http://cybraryman.com/projectbasedlearning.html" target="_blank">HERE</a></span><br />
<span style="color: red;">High Tech High</span> <a href="http://www.hightechhigh.org/" target="_blank">HERE</a> <span style="color: red;">(a school pulling this off on a very large scale!)</span><br />
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<span style="color: red;"><br /></span>Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com6tag:blogger.com,1999:blog-4403254905342284229.post-75505139472603259052014-03-25T15:43:00.000-05:002014-03-27T09:09:21.206-05:00Math Stations - UpdateWell, I've been using stations for a few weeks now and wanted to post an update and ask for some advice.<br>
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Here's a tweet from a few weeks ago so you can see the general layout. I've changed it a bit lately, but generally it's the same. The back right grouping is where they work on computers doing TenMarks, the back left group is quizzes/hw/etc, and the front 12 are new content with me.</div>
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<blockquote class="twitter-tweet" lang="en">
The way my room is arranged for math workshop stations. <a href="https://twitter.com/search?q=%23momathchat&src=hash">#momathchat</a> <a href="https://twitter.com/luvbcd">@luvbcd</a> <a href="https://twitter.com/Mcoaty">@Mcoaty</a> <a href="https://twitter.com/MichaelisMath">@MichaelisMath</a> <a href="https://twitter.com/mary_dooms">@mary_dooms</a> <a href="http://t.co/0xF6Knv9Uq">pic.twitter.com/0xF6Knv9Uq</a><br>
— Jessie Hester (@MrsHestersMath) <a href="https://twitter.com/MrsHestersMath/statuses/421404896114388992">January 9, 2014</a></blockquote>
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Things I'm loving!<br>
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<li>Students are getting targeted remediation. I am setting student-specific goals through TenMarks. I also have this taped onto each desk in the TenMarks station... very helpful!<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjREgWpAcgMqaIeX1lym5zBSvINoq-opFKH0UCETvAaCS9uyZiOu57maMZW6Ova6QA8Xk-wHLgIIt-rAjyxe9_ZSmHRObK8k0-UZqJaRDtX0KIhcbJZso76pMH9jJ_ZsRJsFMu-oSBpuIIY/s1600/tenmarks.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjREgWpAcgMqaIeX1lym5zBSvINoq-opFKH0UCETvAaCS9uyZiOu57maMZW6Ova6QA8Xk-wHLgIIt-rAjyxe9_ZSmHRObK8k0-UZqJaRDtX0KIhcbJZso76pMH9jJ_ZsRJsFMu-oSBpuIIY/s1600/tenmarks.PNG" height="209" width="320"></a></li>
<li>I feel like I'm reaching more students since I'm only giving instruction to about 12 at a time.</li>
<li>8th graders have a relatively short attention span - 17 minutes and then rotating is helping to keep them focused.</li><li>Students are accomplishing a lot in one class period. Targeted, timed things to accomplish are working very well.</li></ul><div>
Things I need to improve:</div>
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<li>I still feel the need to monitor/watch the back groups. I need to let this go! </li>
<li>I want to give students more than 17 minutes for TenMarks. Hopefully when I get for more computers (I'll have 10 total soon) I can move to only having three rotations of about 25 each.</li>
<li>It's really hard to say the same thing over and over, especially now I'm doubling up in each class period. I have to be very careful and not leave anything out because I've already said it about 12 times!</li>
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Sorry I don't have pictures of this workshop thing in motion - I'm always with a group of kids! That's another thing that's hard. I used to grade during the few minutes that students were working on quizzes or homework. Now, I'm with a group of students while others are quizzing, meaning I don't have time to grade/check email/nothing! Bell to bell!! It's hard!</div><div><br></div><div>So what are your suggestions? Any ideas for my 'improved' list? Any general thoughts or ideas to add?</div></div>
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<br>Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com6tag:blogger.com,1999:blog-4403254905342284229.post-63258516060130207062014-03-23T10:48:00.000-05:002014-03-23T10:52:24.754-05:00Pythagorean - Part 2Part 1 with my new intro for this year is <a href="http://mrshester.blogspot.com/2014/03/pythagorean-theorem-new-intro.html" target="_blank">HERE</a>.<br />
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Our finished right triangle pages looked like this...<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzRY3AtxH-HOPjyYniJhT_DJP14kRiR4ASMY6xIW_nJ6fNH-3oapxUDbm-NBoYIAO9WSqEKRwxfgIIW0wqAomqcSpiQ8ehqQUdHxSM6owAXqpGwI2w0uO3Oe0Yj57VNFW6NcsdqFO5OugX/s1600/New+Doc+31_1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzRY3AtxH-HOPjyYniJhT_DJP14kRiR4ASMY6xIW_nJ6fNH-3oapxUDbm-NBoYIAO9WSqEKRwxfgIIW0wqAomqcSpiQ8ehqQUdHxSM6owAXqpGwI2w0uO3Oe0Yj57VNFW6NcsdqFO5OugX/s1600/New+Doc+31_1.jpg" height="432" width="640" /></a> </div>
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I know that's kind of a crazy picture. I used my CamScanner app and sent it to a student that was in ISS so she could check her work before moving to the next activity. </div>
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If you don't have <a href="https://play.google.com/store/apps/details?id=com.intsig.camscanner" target="_blank">CamScanner</a> I highly recommend it! I can scan and save as a high quality pdf right from my classroom - huge time saver!</div>
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Anyway... next we completed this little booklet. </div>
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It was all about the relationships between areas and side of the squares formed. Never once did my students plug into a formula while completing their book - I love this! The types of problems are from Christa Lemily <a href="http://cc.betterlesson.com/lesson/529614/introduction-to-pythagorean-theorem" target="_blank">here</a>, I just made it into a little booklet for their INB. The students were all commenting about how easy it was and how much sense it made. When we completed our town map next, the students were breezing through. I had to show one example about how mathematicians organize their work because we hadn't been showing work before. But conceptually, they did great!<br />
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They completed the map with more ease than my students did last year, and these students are classified as "less advanced" than my students were last year. That, to me, says the intro and conceptual booklet worked!! YAY!<br />
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Next we calculated distance between points.<br />
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When you flip the flap down that says "Calculating Distance Between Two Points" it looks like this...<br />
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Yes, I know, the distance formula is not explicitly an 8th grade standard. But if I'm doing distance between points on a coordinate grid why wouldn't I mention it?! We talked about how they would see this formula later and it contains the same math as the Pythagorean Theorem. We color coded the same work in both methods so students could see the connections. Hopefully they'll remember this at least a little next year and go look it up. Fingers crossed!<br />
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So there it is, my week of Pythagorean Theorem and distance. Got any helpful critiques or suggestions?<br />
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Here are your files:<br />
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<iframe allowfullscreen="" frameborder="0" height="400" mozallowfullscreen="" msallowfullscreen="" oallowfullscreen="" src="https://app.box.com/embed_widget/n8rhpovez1f9/s/whl64vlemvm7qaem5l41?view=list&sort=name&direction=ASC&theme=blue" webkitallowfullscreen="" width="500"></iframe>Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com12tag:blogger.com,1999:blog-4403254905342284229.post-85691712953396470222014-03-21T16:04:00.000-05:002014-03-21T16:04:13.779-05:00Making Sense of Linear InequalitiesWe were treasure hunters today!!!! And the students LOVED IT!!!!<br />
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I gave them a map of our town (a different region than I used <a href="http://mrshester.blogspot.com/2013/07/pythagorean-thoerem.html">here</a>) and told them I was going to give them clues about some recently confirmed buried treasure. They laughed and got into it - thank goodness - because I would have sounded like an idiot <strike>even more than I already did</strike> trying to talk in my best pirate voice.<br />
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I told them that part of their clues were going to include roads and part were not, they needed to show those things differently on their map. Many used a darker line to show included roads.<br />
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The clues were:<br />
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<li>The treasure is somewhere south of 8th street.</li>
<li>The treasure is either on Tiger Boulevard or east of it, but definitely not west of Tiger Blvd.</li>
<li>The treasure is either on or north of 14th street.</li>
<li>The treasure is west of J street.</li>
</ul>
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This gave them a relatively small region of town where the treasure could be located.</div>
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Then they did a partner activity. They had to build a barrier and I gave each partner a paper with two maps, one with a shaded region and one without. They had to describe their shaded region to their partner using clues like mine, and then listen as their partner described. It really made them focus on precise language and boundary lines.</div>
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When we transitioned to inequalities on a coordinate grid they were pros already! The dotted line/solid line made prefect sense and shading towards the region that satisfies the inequality also made sense. Success!!</div>
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I will definitely be using this type of introduction in the future!</div>
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What innovative ways do you use to introduce this (or any other!) topic. I'd love to steal them :)</div>
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Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com7tag:blogger.com,1999:blog-4403254905342284229.post-14102263741483210742014-03-11T09:46:00.000-05:002014-03-23T10:48:44.588-05:00Pythagorean Theorem - A New Intro!I've never started Pythagorean with an investigation like this before and so far I'm loving it!!<br />
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I got the awesome idea from Christa Lemily at BetterLesson.com. <a href="http://cc.betterlesson.com/lesson/529614/introduction-to-pythagorean-theorem" target="_blank">Here's her wonderful stuff</a>.<br />
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I've always <i>talked </i>about the two leg lengths squared and we've even gotten blocks out before, but I've never had students determine if it's a right triangle on the first day using this method. We haven't named what we're doing as the "Pythagorean theorem" yet, but we're using it and it's converse.<br />
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We did this on the same day that students were finishing a retest opportunity so I had kiddos in all different places. I posted on the board that once they completed their retest they needed to go to <a href="http://bit.ly/righttriangle" target="_blank">bit.ly/righttriangle</a>. From there they scrolled through the pictures and were self-guided.<br />
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Here's a fun desk picture from yesterday!! :)<br />
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<blockquote class="twitter-tweet" lang="en">
Starting our pythagorean investigation today! Fun, fun stuff!!! <a href="https://twitter.com/search?q=%23mtbos&src=hash">#mtbos</a> <a href="https://twitter.com/search?q=%23mathchat&src=hash">#mathchat</a> <a href="https://twitter.com/gowjhswildcats">@gowjhswildcats</a> <a href="http://t.co/VbKRImtQmY">pic.twitter.com/VbKRImtQmY</a><br />
— Jessie Hester (@MrsHestersMath) <a href="https://twitter.com/MrsHestersMath/statuses/443078521213026305">March 10, 2014</a></blockquote>
<script async="" charset="utf-8" src="//platform.twitter.com/widgets.js"></script>
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<span style="color: #0b5394; font-size: large;">UPDATE:</span></div>
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<span style="color: #0b5394; font-size: large;">Part 2 is <a href="http://mrshester.blogspot.com/2014/03/pythagorean-part-2.html">here</a>.</span></div>
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Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com1tag:blogger.com,1999:blog-4403254905342284229.post-23623649993161448402014-03-05T20:24:00.000-06:002014-03-05T20:31:46.535-06:00Organizing ResourcesDo you ever have those days where one <strike>or all</strike> classes make you feel like <i>What the heck am I even accomplishing here?!?!?! </i>Yeah... today was one of those days... Anyway, on to something positive, right?! :)<br />
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As I become more and more active in my online PLN, I am constantly amazed and thankful for the wonderful resources being shared. Now, how do I keep up with and make these things useful?! Isn't that the million dollar question. I know we all have our own system, but I wanted to given an overview of what is currently working for me in case anyone needs a starting place.<br />
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Up until about a month ago I wasn't a big Diigo fan. Boy was I missing out!! If you haven't played around with <a href="http://www.diigo.com/">Diigo</a> I definitely encourage you to do so! I had been finding resources through blogs I follow and twitter. Those are my two main sources. I was then creating Pinterest pins of everything I wanted to save. Now, this system is not horrible, it just wasn't working well as I collected more and more resources. My pinterest boards are getting very large and searching for a particular document/activity/foldable was becoming cumbersome. You know what dreaded feeling <i>I've seen something awesome for this... now where did I put it??????</i><br />
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I have a FANTASTIC principal who is very knowledgeable and is helping our staff become more intentional with our PLN time and how we find/organize all our resources. He introduced me to Diigo back in the fall but I didn't fall in love with it then - I am now a Diigo lover. Here's what I'm doing and loving with Diigo...<br />
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I find a resource anywhere on the internet and save it to my Diigo library. I tag everything I save by the content, ie: quadratics, linear function, point-slope, residuals, etc. I also use the tags "inb" and "activity" to signify which things are more useful for interactive notebook pages and which are more classroom activities. As I'm finding things online I'm saving and tagging everything useful to Diigo. I may not need it now but I'll probably need it soon. For example, when planning this last unit for Math-8, I went to my Diigo library and filtered by the tag "pythagorean." It looked like this...<br />
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I can click on any of those links and quickly access the the resources. I can also quickly see I have three things that might be good class activities, one that might be fun in a challenge packet, and one that relates the Pythagorean Theorem to the distance formula. Score!!<br />
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Like I said, I've only really be using and loving Diigo for about a month. My library and tagging system is growing quickly. There will probably be many more resources than just 4 in this area soon. :)<br />
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Now, no judging as I'm getting ready to be transparent and share :) Here is the link to my Diigo library in case you want to poke around and see how I've set mine up. <a href="https://www.diigo.com/user/jhester">https://www.diigo.com/user/jhester</a> I'd love if you left a link in the comments below to your Diigo library if you use one. Or, please let me know how you organize and manage all your resources. I'd love to learn a few tricks from you!<br />
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Also, here's my principal's library in case you need to see how the masters use Diigo :) <a href="https://www.diigo.com/user/timsparacino">https://www.diigo.com/user/timsparacino</a> Now, don't be overwhelmed or intimidated like I first was; he'll be the first to tell you his is 10 years in the making!<br />
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Alright, time to go play with the pup for the evening. How can you resist this sweet face?!<br />
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Happy Wednesday everyone!<br />
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<br />Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com0tag:blogger.com,1999:blog-4403254905342284229.post-13457676120812369052014-02-27T08:45:00.000-06:002014-03-16T10:01:41.035-05:00Keep Me Sane!We as teachers have all kinds of tricks to keep ourselves sane and maximize time in our classes. I thought I'd share a few of mine with you today. I know these are fairly common tricks among teachers, but here's my take on them.<br />
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<b><span style="font-size: large;">#1. I don't pass out anything out. Almost ever.</span></b><br />
As kids enter my room I always have my projector set to a "First Things First" list. This tells them exactly what they need to pick up and do <i style="font-weight: bold;">before</i> the tardy bell rings. This usually includes things like ruler, 3 markers, scissors, papers from the counter, etc.<br />
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<span style="font-size: large;"><b>#2. I don't pass out anything out. Almost ever.</b></span><br />
Sounds familiar?! Ha! Right next to their supplies area is their mailbox crates, as they have been named. My school has block scheduling so I teach three classes each day. These are my "b day" class numbers. If you spin the crates around 180 degrees the signs then read "2, 3, 4" for my "a day" classes. Every student has a hanging file with their name. After I have graded any work it goes in their file. It is their responsibility to check their files. Some students also store their INBs in their files if they don't need them that night. This is rare though.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifP96EhaxruUuzI9-EIjLplBHxprdcue8xNYtBIt7jYfmjj46Jk0BAW1Bllbd7lw5g8NQUc-kWYL6mLOVJH_NX9Pd1D7noGNvgz8jThUYqRd0UpY89Qmbdj2PHCWdlDUgnSmgrjBWWtUIq/s1600/ppt.images.3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifP96EhaxruUuzI9-EIjLplBHxprdcue8xNYtBIt7jYfmjj46Jk0BAW1Bllbd7lw5g8NQUc-kWYL6mLOVJH_NX9Pd1D7noGNvgz8jThUYqRd0UpY89Qmbdj2PHCWdlDUgnSmgrjBWWtUIq/s1600/ppt.images.3.jpg" height="480" width="640" /></a></div>
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<span style="font-size: large;"><b>#3. Welcome Back forms.</b></span><br />
Whenever a student is absent I fill out one of <a href="https://www.dropbox.com/s/4zoje6rxaek4er9/Welcome%20Back.2per.pdf" target="_blank">these</a> forms. I usually do this at the beginning of class while I take roll and students are working on their warm up. It is a wonderful little form! All the stuff for the day gets stapled to it, I often staple a seminar pass to it so students can come and get extra help on what they missed. The whole stapled package then goes in their files from #2. Here's an example from a recent absence.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgT2Nuxs431ssa0Qqmiznov46u5j1V_49NtwwiSVdtKMIpCUPKLwT4XHGaBESZE30CZYShtIvnk-c8f_cBDBqor0EXbxZU9D33FJxiMVpUy0VzlnEqYGCJK6mqvJOCs-twanhW9KRgYm6q0/s1600/sane.4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgT2Nuxs431ssa0Qqmiznov46u5j1V_49NtwwiSVdtKMIpCUPKLwT4XHGaBESZE30CZYShtIvnk-c8f_cBDBqor0EXbxZU9D33FJxiMVpUy0VzlnEqYGCJK6mqvJOCs-twanhW9KRgYm6q0/s1600/sane.4.jpg" height="640" width="576" /></a></div>
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When they return, they grab it and know exactly what they need to turn in and complete. No more asking the blood-boiling question "what did I miss?" Or even better "did we do anything when I was absent?" What is that question, by the way?!?! No, we all just sat around the mourned the loss of you. HA! Anyway...<br />
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<b><span style="font-size: large;">#4. Turn in numbers.</span></b><br />
These might be my favorite part of my classroom. seriously. They should probably have been #1, oh well. Save the best for last? Anyway...<br />
These are pockets like <a href="http://www.amazon.com/Carson-Dellosa-Storage-Pocket-Chart/dp/1936024322/ref=pd_sim_op_42?ie=UTF8&refRID=0ZMMTM7EPVMA7BN94QSE" target="_blank">these</a> and <a href="http://www.enasco.com/product/SN02352CQ" target="_blank">these</a> that I ordered my first year of teaching. They have held up wonderfully!!! Including through four classroom moves. <br />
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<span style="text-align: start;">Mine are four separate organizers with nine pockets each. I have the pockets labeled #1-28, class periods for 2nd, 3rd, 4th, 6th, 7th, 8th, and then two empty pockets. My students are each assigned a number alphabetically and that's how they turn in all homework. You can see very slightly in the top right corner of the picture a piece of paper taped to the wall. This is a class list for each class with students' number, just in case they forget. When I tell students to turn in their work they walk over, put it in their pocket, and sit back down. I can instantly see who turned in their work and who didn't and *best part* it's alphabetized! I grab the papers out in order and I'm ready to go straight to my grade book. After my grade book, I head to the student mailboxes (#2) which are also in alphabetical order and quickly drop the work in the appropriate file. Easy!</span></div>
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<span style="text-align: start;">Also, the class period pockets on the bottom two rows are for late/absent/redo work. Anything that my students turn in as a class goes in their personal numbers #1-28. Anything that isn't being turned in as a group goes in the class period numbers. This is confusing to them a little at first, but after a couple weeks of training during the start of the year they've got it. As I mentioned in my <a href="http://mrshester.blogspot.com/2013/06/re-testing.html" target="_blank">retesting post</a>, my students are continuously fixing and correcting assignments. My pocket system really helps me manage. Throughout the day students are putting things in their class period numbers. Some even run in real quick from the hallway between other classes to drop work off. They never even have to find me - just drop their papers! </span><span style="text-align: start;">At the end of each day this is typically what it looks like...</span></div>
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<span style="text-align: start;">I just grab all the work for each class period. I then know which class period to go to grade book and which mailbox crate to head to. Yay for saving time!</span></div>
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Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com14tag:blogger.com,1999:blog-4403254905342284229.post-19108363410147620832014-02-26T18:39:00.001-06:002014-02-26T18:44:40.082-06:00Algebra 1: Unit 7In an effort to stay more up to date (oops!) I am uploading my latest unit of Algebra pages.<br />
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I LOVE LOVE LOVE sequences! That was definitely not the case during the first year that I taught them, but it is now!<br />
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We started doing <a href="http://mathalicious.com/lessons" target="_blank">Mathalicious</a>' iPod Depreciation problem. Again, my love for <a href="http://mathalicious.com/lessons" target="_blank">Mathalicious</a> continues to grow! I wanted my students thinking critically about the differences and similarities of linear and exponential functions. There were some awesome debates and lots of wonderful math happening during this problem.<br />
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Again, just like in <a href="http://mrshester.blogspot.com/2014/02/8th-grade-math-unit-5.html" target="_blank">this post</a>, since Mathalicious is a subscription site I covered up the math :( Awesome activity and awesome site!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDjo3few5ISBflZmdb2q27Hpj2ebNXsDI2Fbobsjmv0AwpmSDG5dg7jZDW2p2iYzj0NRAFARDFKvZs6mVygNuTfnaYjYve_9IH76HH5KVJv10sHjPsGwdqWPajVFu7R74WDYxhaqGd6IOs/s1600/Slide18.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDjo3few5ISBflZmdb2q27Hpj2ebNXsDI2Fbobsjmv0AwpmSDG5dg7jZDW2p2iYzj0NRAFARDFKvZs6mVygNuTfnaYjYve_9IH76HH5KVJv10sHjPsGwdqWPajVFu7R74WDYxhaqGd6IOs/s1600/Slide18.JPG" height="480" width="640" /></a></div>
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The next day we used two situations (one linear and one exponential) to talk about how closely related sequences and functions are. We completed these notebook pages.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgG9s5cwsxPN2wPJVXAvTAYsdEWI5SKqbKOYo6inYT7x47-SxJZfJTCtQxKMmbpG8DhqfWE-d3x7GAzxz07O0Y2v25jJbRTeJfomVBSTtZzd1UHYJ-ZUcBmygTvPRJad1FL0SPaujmyFcIy/s1600/Slide19.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgG9s5cwsxPN2wPJVXAvTAYsdEWI5SKqbKOYo6inYT7x47-SxJZfJTCtQxKMmbpG8DhqfWE-d3x7GAzxz07O0Y2v25jJbRTeJfomVBSTtZzd1UHYJ-ZUcBmygTvPRJad1FL0SPaujmyFcIy/s1600/Slide19.JPG" height="480" width="640" /></a></div>
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the arithmetic side flipped open.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil7TGk3RvLRGidYbpeUDQbGvYUkOfWyn8w2DBaYCOc27tCGDhT4IDzmm0k1xDYXVEOiUOEADyfHtlGZyJX9k5AwtKJB7vJoR0M6vkJs7tMnJpFXR9sUnJvY0iNuQA7lUWhI5TE3M3mpx7U/s1600/Slide20.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil7TGk3RvLRGidYbpeUDQbGvYUkOfWyn8w2DBaYCOc27tCGDhT4IDzmm0k1xDYXVEOiUOEADyfHtlGZyJX9k5AwtKJB7vJoR0M6vkJs7tMnJpFXR9sUnJvY0iNuQA7lUWhI5TE3M3mpx7U/s1600/Slide20.JPG" height="480" width="640" /></a></div>
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the geometric side flipped open.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZ-CeFQ5bopzd-bK_ijVSBB-u2kBMcFTn60zQA230ueJaac4FTVG4qod5uq486i5lkLsG-JIfR4djacueJzByLVuj9_AqJJN_gLv15diZ2oXvRz9o2CSYxXSq5UczbwRlEQu94LeQ6gRj3/s1600/Slide21.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZ-CeFQ5bopzd-bK_ijVSBB-u2kBMcFTn60zQA230ueJaac4FTVG4qod5uq486i5lkLsG-JIfR4djacueJzByLVuj9_AqJJN_gLv15diZ2oXvRz9o2CSYxXSq5UczbwRlEQu94LeQ6gRj3/s1600/Slide21.JPG" height="480" width="640" /></a></div>
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Today we came back and completed three more problems, then did a card sorting activity. After the students had correctly sorted their cards, they stapled their little packets together and taped the whole thing into their notebook.<br />
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This card sorting activity worked wonderfully!! There was one recursive arithmetic, one explicit arithmetic, one recursive geometric, and one explicit geometric. I had many students say this made a <i>world</i> of difference for them. They understood what represented terms, when they were and were not allowed to plug in n-values, and how to recognize the differences between types of sequences. I was little hesitant to do the sorting activity and am SO glad I did! Lots of great math discussion!!<br />
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Your copies in case you want them below...<br />
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<iframe allowfullscreen="" frameborder="0" height="400" mozallowfullscreen="" msallowfullscreen="" oallowfullscreen="" src="https://app.box.com/embed_widget/ygje7bt89x14/s/f9ikobwtfo37af3qghum?view=list&sort=name&direction=ASC&theme=blue" webkitallowfullscreen="" width="500"></iframe>Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com0tag:blogger.com,1999:blog-4403254905342284229.post-59798008397152996192014-02-23T19:50:00.000-06:002014-02-23T19:50:44.235-06:00Algebra 1: Unit 5More of the picture dump mentioned <a href="http://mrshester.blogspot.com/2014/02/tmc14.html" target="_blank">here</a>.<br />
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<span style="text-align: center;">Students created scatter plots on these pages based on the data we collected during the first week. </span><br />
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It was fun to use the flip-out "out data" page we created months ago. Remember it <a href="http://mrshester.blogspot.com/search/label/data%20displays" target="_blank">here</a>? </div>
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<div style="text-align: center;">
Monopoly is from Yummy Math, <a href="http://www.yummymath.com/2012/monopoly-2012/" target="_blank">here</a>.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5RJnV5iF50Xum4gDb8zPo8Y-awO9xhf7EfrLSewCBGCLt5KUB9xQlbbR9Z7iJ4VFUgYXU1RBJLJxSpykbWYbtqJOh6mLR9P1O5Bigdo_uznBM5vFffveVbBp2smLmOfIn5O0YytujU7ru/s1600/20140222_120218.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5RJnV5iF50Xum4gDb8zPo8Y-awO9xhf7EfrLSewCBGCLt5KUB9xQlbbR9Z7iJ4VFUgYXU1RBJLJxSpykbWYbtqJOh6mLR9P1O5Bigdo_uznBM5vFffveVbBp2smLmOfIn5O0YytujU7ru/s1600/20140222_120218.jpg" height="622" width="640" /></a></div>
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<iframe allowfullscreen="" frameborder="0" height="400" mozallowfullscreen="" msallowfullscreen="" oallowfullscreen="" src="https://app.box.com/embed_widget/hke0ellv30ih/s/luvvkmlkdn90ezw5p2bu?view=list&sort=name&direction=ASC&theme=blue" webkitallowfullscreen="" width="500"></iframe>Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com3tag:blogger.com,1999:blog-4403254905342284229.post-32929324814271164752014-02-23T19:46:00.000-06:002014-02-23T19:52:51.598-06:008th Grade Math: Unit 6More of the picture dump mentioned <a href="http://mrshester.blogspot.com/2014/02/tmc14.html" target="_blank">here</a>.<br />
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Only part way through this unit right now so I'll be adding more pictures soon<br />
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Students worked in groups using laptops to locate a picture in real life with parallel lines. They then emailed me that picture, I printed them off real quick, and we went from there. Mine are house blinds :)</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirCDP16-TPo5uR-fsX7qQ_OP88kIVlCmDxisFVAQTRnzfZp6g2TL1VTanHnQlzfk9-OIVglvtxYqqlUI099KYbHZdRJ7HAaAL-_FzKAa0jUB2K1_QO4dE9GOTDRrptrpnN9VK-KIfWtrEd/s1600/20140222_115831.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirCDP16-TPo5uR-fsX7qQ_OP88kIVlCmDxisFVAQTRnzfZp6g2TL1VTanHnQlzfk9-OIVglvtxYqqlUI099KYbHZdRJ7HAaAL-_FzKAa0jUB2K1_QO4dE9GOTDRrptrpnN9VK-KIfWtrEd/s1600/20140222_115831.jpg" height="454" width="640" /></a></div>
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<iframe allowfullscreen="" frameborder="0" height="400" mozallowfullscreen="" msallowfullscreen="" oallowfullscreen="" src="https://app.box.com/embed_widget/iiegslhv01vf/s/qsniaybq7qaqvzc2849u?view=list&sort=name&direction=ASC&theme=blue" webkitallowfullscreen="" width="500"></iframe>Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com3tag:blogger.com,1999:blog-4403254905342284229.post-89790259384504213582014-02-23T19:43:00.000-06:002014-02-23T19:43:29.257-06:008th Grade Math: Unit 5As mentioned <a href="http://mrshester.blogspot.com/2014/02/tmc14.html" target="_blank">here</a>, this going to be a {relatively} wordless picture dump :)<br />
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I introduced systems using <a href="http://mathalicious.com/lessons/" target="_blank">Mathalicious </a>lesson called "Flicks"</div>
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I reformatted their student handout to fit on notebook pages. </div>
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As much as I'd LOVE to show you all the glorious math underneath those Mathalicious icons, I don't feel like I should. </div>
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But you should definitely go buy a Mathalicious subscription and check it out!</div>
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We did solving graphically, by substitution, and by elimination on three different days. </div>
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We filled out the pages seen below "Solving a System of Equations By..." and then did the corresponding areas on the next pages: one solution/no solution/infinitely-many solutions.</div>
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We when we took solving graphically notes we also did the solving graphically section of each one/none/infinite page. </div>
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After we had all the one/none/infinite pages complete we talked about what we noticed and drew some conclusions.</div>
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I tied the one/none/infinite of systems to the one/none/infinite scales we did back <a href="http://mrshester.blogspot.com/search/label/Solving%20Equations" target="_blank">here</a>.</div>
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This worked really well for most students.</div>
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We wrapped up the unit with a Systems Project seen below. </div>
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<iframe allowfullscreen="" frameborder="0" height="400" mozallowfullscreen="" msallowfullscreen="" oallowfullscreen="" src="https://app.box.com/embed_widget/kl9oguz4uoij/s/fcppg8mjnahrgwja3763?view=list&sort=name&direction=ASC&theme=blue" webkitallowfullscreen="" width="500"></iframe>Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com9tag:blogger.com,1999:blog-4403254905342284229.post-66059500593977970872014-02-23T19:25:00.000-06:002014-02-23T19:25:34.961-06:00Algebra 1: Unit 6Part of the picture dump mentioned <a href="http://mrshester.blogspot.com/2014/02/tmc14.html" target="_blank">here</a>.<br />
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<br />Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com7tag:blogger.com,1999:blog-4403254905342284229.post-8176048443559000152014-02-23T19:02:00.000-06:002014-02-23T19:25:34.964-06:00Algebra 1: Unit 4More of the picture dump mentioned <a href="http://mrshester.blogspot.com/2014/02/tmc14.html" target="_blank">here</a>.<br />
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Lots of ideas taken and tweaked from <a href="http://everybodyisageniusblog.blogspot.com/2012/12/teaching-functions.html" target="_blank">here</a>.<br />
And a general side-note, basically every post I do should say "taken and tweaked from....*somewhere awesome online*...." but I figure you all understand that by now, it's what teachers do!! :)<br />
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Distance-Time sorting activity!</div>
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Writing Equations booklet</div>
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Slope-Intercept Form impromptu pages. </div>
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They were really struggling with this (mostly because I breezed past it thinking they were fine and they definitely were not fine!) so we did a sorting activity for reinforcement.</div>
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<span id="goog_1875045579"></span><span id="goog_1875045580"></span><br />Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com3tag:blogger.com,1999:blog-4403254905342284229.post-61188420478260353912014-02-22T12:29:00.000-06:002014-02-23T19:28:35.731-06:00TMC14<div style="text-align: center;">
Well, it's official!!!!</div>
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I am going to <a href="http://www.twittermathcamp.com/" target="_blank">TwitterMathCamp</a>!!!!</div>
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**squeal**</div>
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I'm so excited to get to learn some awesome ideas from some awesome teachers. </div>
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It's also going to be so fantastic to meet real, three-dimensional people that I'm used to following on twitter and chatting with.</div>
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I'm ecstatic!</div>
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If you want to sign up go to <a href="http://bit.ly/registerTMC14">bit.ly/registerTMC14</a></div>
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In other news...</div>
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I'm going to be uploading a lot of pictures soon of units and notebooks pages.</div>
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One of my weak areas right now is detailing my lessons and reflecting on them through my blog. I do that personally right now, just not publicly with you wonderful people. </div>
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It's not at all that I don't want to, it's just at time issue right now.</div>
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I am committed to improving.</div>
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That just takes time. Hmmmm... :/</div>
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Anyway.</div>
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Rather than continue to be MIA for weeks on end because I simply do not carve out enough time to fully share my lessons and reflections, I've decided to just picture dump on you more and release myself from the guilt about not explaining more. Pictures are helpful without words, right? At least a little?</div>
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One main factor in this decision is that I've received more and more emails lately that all sound similar.</div>
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"Do you have any notebook pages or ideas about _______"</div>
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My usual response: "Yes! And I'd love to share those with you! I'll do a blog post soon."</div>
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So, I've decided to upload lots of pictures. Maybe they will be helpful to some people. Maybe not. </div>
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Then someday I'll post more details about the lessons :)</div>
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deal?</div>
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<span style="color: #741b47; font-size: x-large;">UPDATE:</span><br />
<span style="color: #741b47; font-size: x-large;">Picture dump pages! :)</span><br />
<span style="color: #741b47;"><a href="http://mrshester.blogspot.com/2014/02/8th-grade-math-unit-5.html" target="_blank">here</a></span><br />
<span style="color: #741b47;"><a href="http://mrshester.blogspot.com/2014/02/algebra-1-unit-4.html" target="_blank">here</a></span><br />
<span style="color: #741b47;"><a href="http://mrshester.blogspot.com/2014/02/8th-grade-math-unit-6.html" target="_blank">here</a></span><br />
<span style="color: #741b47;"><a href="http://mrshester.blogspot.com/2014/02/algebra-1-unit-5.html" target="_blank">here</a></span><br />
<span style="color: #741b47;"><a href="http://mrshester.blogspot.com/2014/02/algebra-1-unit-6.html" target="_blank">here</a></span><br />
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Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com3tag:blogger.com,1999:blog-4403254905342284229.post-23729773034767197642014-02-04T11:34:00.000-06:002014-02-04T15:49:44.245-06:00Snow Day #10Yes #10.<br />
Yes it's only Feb. 4th.<br />
Yes I would love to work on my wedding anniversary of June 13th.<br />
NOT!!!!!!<br />
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Ah well, might as well enjoy wearing sweat pants and sipping my coffee and this view :)<br />
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We have been working on Systems of Equations in regular 8th grade math and I think it's finally starting to all click. My students had most of the ideas, but it wasn't all coming together to form the larger picture I wanted. We still have some work to do when we get back to school to make sure everything is wonderfully clear in their minds! More on that later...<br />
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For now, I want to tell you about something happening on my couch in about 3 hours. I will have lots of lovely students logged into a <a href="http://www.coveritlive.com/" target="_blank">Cover It Live</a> chat discussing systems of equations. SQUEAL!!!!! I have never before utilized the technology available to teachers like I am doing this year. Most of my students and parents are signed up in a cell in one of my classroom <a href="http://cel.ly/" target="_blank">Celly</a> groups. I have become a new believer in <a href="http://cel.ly/" target="_blank">Celly</a> over the last two days!<br />
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On Sunday evening, after school had been cancelled for Monday, I sent a missing assignment email to each parent about what specific things their students needed to work on. Yes, I was making them work on math during their snow day. Snow day #10 mind you. They've had plenty of time to sled by now!! Also, these were not <i>new</i> assignments. These were overdue/missing/late assignments. No guilt!! :) Anyway, I reminded parents in this email that Celly was a great option if their students needed help. Since then... Celly explosion! I have been answering questions left and right while I sit on my couch and watch three entire seasons of Downton Abbey and Mike and Molly :)<br />
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Yesterday there were lots of great questions being asked and I decided <i>"Hey, why not have a chat event?!"</i> So this morning I sent out a Celly message to all parents and students saying that I would be hosting a Cover It Live event from 2-3pm today. I have already received multiple responses saying students will be in attendance! YIPPEE!!!! Now, let me not get ahead of myself. Lets hope they actually show up and it's actually a glorious time of math discussion. Even if it's not, I'm pushing myself to try new things!<br />
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Now, please don't hear me wrong throughout this post,<br />
<b><u><span style="font-size: x-large;">I am not tooting my own horn!</span></u></b><br />
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I want to encourage your to try something new this year! Utilize more technology than you have in the past! Trash or scrap something that isn't working. For me, that was <a href="https://piazza.com/" target="_blank">Piazza</a> with my regular students. My Pre-AP still love the heck out of <a href="https://piazza.com/" target="_blank">Piazza</a> but not my regular kiddos this year. That's okay. We're going a different direction. I'm trying <a href="http://cel.ly/" target="_blank">Celly</a> and <a href="http://www.coveritlive.com/" target="_blank">Cover It Live</a>. Maybe this will be their cup of tea.<br />
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<b><u><span style="font-size: x-large;">If I can do it, you can do it!!</span></u></b><br />
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Let's embrace this new technological world and make the most out of it! Without it, I wouldn't be preparing for a fun math chat on this cold and snowy snow day. Get out there and change the world - you can do it!!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfvRQc76n6R4VPAKXD6t6oRDS2NA-Y2QDYvE93sr0MFQ81y7azcgyTgttOZJpUPw_sHJNy2Y0OoirJYjqMAaSzY2t5bdBfsbFwgeA8HwrZBH79Yn4MV-RQjnMVIoHFLzufFYgFQIPsrUAq/s1600/edtech.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfvRQc76n6R4VPAKXD6t6oRDS2NA-Y2QDYvE93sr0MFQ81y7azcgyTgttOZJpUPw_sHJNy2Y0OoirJYjqMAaSzY2t5bdBfsbFwgeA8HwrZBH79Yn4MV-RQjnMVIoHFLzufFYgFQIPsrUAq/s1600/edtech.jpg" height="315" width="400" /></a></div>
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<span style="color: #0b5394; font-size: x-large;">UPDATE:</span><br />
<span style="color: #0b5394;">My Cover It Live session was a great success!! I had a great discussion with seven students, and my cover it live meter said I had a few additional "viewers" which I'm guessing are students that were just following along and didn't want to say much - fine by me! I'm leaving our conversation online for students to continue to view. In case you want to see, it's <a href="http://mrshestersmath.weebly.com/live-homework-help.html" target="_blank">here</a>. I also received some awesome parent feedback. Here are two:</span><br />
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<span style="font-family: 'Segoe UI', Helvetica, Arial, sans-serif; font-size: 13px;">Caleb is so excited about this help in your tutorial session! Thank you very much for setting this up for your students!!!! You are awesome:)</span><br />
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<span style="font-family: 'Segoe UI', Helvetica, Arial, sans-serif; font-size: 13px;">Omg....best teacher ever!!</span><br />
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<span style="color: #0b5394;">Take heart teachers, our good work gets noticed. There are parents out there saying the same things about YOU!!!! :) What you do matters!!</span><br />
<span style="font-family: 'Segoe UI', Helvetica, Arial, sans-serif; font-size: 13px;"><br /></span>Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com1tag:blogger.com,1999:blog-4403254905342284229.post-75327239704370351892014-01-30T19:16:00.001-06:002014-01-30T19:24:48.516-06:00Algebra 1: Unit 2Here's your visual tour of my Unit 2.<br />
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Unit Overview</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjz7Ck3gqEtEdLPgrdAJirK-Me8SydDX2NBxN2_cBilMdr7q6y3iunqlAdtN9NVz6yNcTxHD8jNHiVTkp1JsHirHl4dYD0mQLj5BOFKSLXoDvdubAURn63GMrgQVzkLrQQk2EwNmCojmGPk/s1600/Slide58.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjz7Ck3gqEtEdLPgrdAJirK-Me8SydDX2NBxN2_cBilMdr7q6y3iunqlAdtN9NVz6yNcTxHD8jNHiVTkp1JsHirHl4dYD0mQLj5BOFKSLXoDvdubAURn63GMrgQVzkLrQQk2EwNmCojmGPk/s1600/Slide58.JPG" height="480" width="640" /></a></div>
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This is what the "What I need to remember on my retest" looks like.</div>
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Since my district uses common assessments my students are not allowed to take their exams out of the classroom. We use a reflections page similar to this one shown for each unit to write reminders and study notes that students take home with them. </div>
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An updated version of <a href="http://mrshester.blogspot.com/2013/06/real-number-system-approximating.html" target="_blank">THIS </a>page from last year.</div>
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The blank boxes on the right side were for partner practice problems like the ones shown <a href="http://mrshester.blogspot.com/2013/06/real-number-system-approximating.html" target="_blank">here</a>.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBh1DRIt4hWasZjfrZlR0aJgyUf5OUyeUrCvfAl7yv-wPxQVmVcJWEMLomtmvYSZSbvrEIEZ7yvmEoFtl5q3rN7ILdF8QmYvmCgZ73fNDs7N3oxCcFJsAX79YZWNXw1BGggdYVS2XDprwY/s1600/Slide60.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBh1DRIt4hWasZjfrZlR0aJgyUf5OUyeUrCvfAl7yv-wPxQVmVcJWEMLomtmvYSZSbvrEIEZ7yvmEoFtl5q3rN7ILdF8QmYvmCgZ73fNDs7N3oxCcFJsAX79YZWNXw1BGggdYVS2XDprwY/s1600/Slide60.JPG" height="480" width="640" /></a></div>
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Inside the "How to Calculate and Approximate a Decimal" foldable.</div>
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Not-so-fantastic Exponents foldable.</div>
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Students worked through the following two pages with teams.</div>
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Once they were comfortable with their own rules and generalizations, we wrote the names of the rules on the front of the two folded pages.</div>
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And we wrapped up with radicals.</div>
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<b><u>YOUR COPIES:</u></b></div>
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<a href="https://www.dropbox.com/s/s41uap0k3cjhdfh/U2.real%20number.pdf" target="_blank">Unit 2 Overview</a></div>
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<a href="https://www.dropbox.com/s/q6cjeth9kbo5gov/Fraction.Decimal%20for%20Notebook.pdf" target="_blank">Calculating a Decimal foldable</a></div>
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<a href="https://www.dropbox.com/s/zlabp96gssj85d9/Laws%20of%20Exponents%20Investigation.pdf" target="_blank">Laws of Exponents investigation</a></div>
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the Simplifying Radicals Maze idea is from <a href="http://www.teacherspayteachers.com/Product/Algebra-Simplifying-Radicals-Maze-701673" target="_blank">here</a></div>
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Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com1tag:blogger.com,1999:blog-4403254905342284229.post-57431027231354621702014-01-05T20:29:00.001-06:002014-01-30T19:31:19.917-06:00Math WorkshopNot all students are created equal. Yes, we all know that. I <i style="font-weight: bold;">try </i>to differentiate my instruction but let's be honest, this is not my forte'. It's very challenging. My class is usually run whole-group style with instruction designed for the average kids. It's bulk, mass market education. And, honestly, it's working somewhat effectively. Good test scores... increased achievement... blah blah blah. But I'm not satisfied. I feel like there are kids who are confused or bored or not challenged or challenged too far or who never ask questions or <u>fill in the blank</u> that are basically falling through the cracks. They are getting a decent education. But I feel like I could give them a better education.<br />
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Do you feel like I'm leading up to something here? You little detective, you!!<br />
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Well... here's the new idea... MATH STATIONS!<br />
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***wooooooo!!! cheers!!! the crowd goes wild!!***<br />
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Wait, why are you not cheering? What? Educators have been doing this for years and calling it "math workshops?"<br />
Gasp.<br />
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I know, I know, the math workshop model is not revolutionary anymore. People are using it all over the place. But, from my research, mostly with elementary age kiddos. I want to try it with 8th grade math and pre-ap Algebra 1. There are fewer resources out there for this level! Also, the mathematics is more rigorous and 15 minutes every other day will simply not do to adequately teach the concepts I need to teach.<br />
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But my kids deserve better. They deserve to have small group time to get their questions answered and really be heard. So, after much research, deliberating, and discussing with other awesome math educators, I'm going to try to implement math workshops.<br />
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Here's my current plan. Feedback on this one would be FANTASTIC!<br />
I need all the help and ideas I can get.<br />
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On the first day back from winter break I'm going to ask each student to fill out the following:<br />
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They will rate the jobs and then I will review all the papers and create groups. There is also a section (not in the picture above) that asks students to list five classmates with whom they work well. They are also asked to explain why they work well together, not just "we're friends" type stuff. I have also given them the opportunity to tell me two classmates they do not work well with and why. I'm hoping that using their input I can create some teams that work well and they also feel comfortable working with.<br />
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<a href="https://www.dropbox.com/s/t3ls7uob95r1g5v/Info%20sheets.docx" target="_blank">LINK TO FREE WORD FILE</a></div>
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Here is how I see rotations going.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvuVf_Zo9x7JNc45Ka9GV7MNDAiTVfD35G8wj_l6qBgP6KH1s_7LQWCXfr8pSFWGkePUXBDGqrcmJXqTF6PqtPgmdJ2aZWFVge4s6JW9FZ8icjVv7MB1UjOpjy6paZlVPWWgiz6mn1n4a4/s1600/Stations+overview.2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvuVf_Zo9x7JNc45Ka9GV7MNDAiTVfD35G8wj_l6qBgP6KH1s_7LQWCXfr8pSFWGkePUXBDGqrcmJXqTF6PqtPgmdJ2aZWFVge4s6JW9FZ8icjVv7MB1UjOpjy6paZlVPWWgiz6mn1n4a4/s1600/Stations+overview.2.jpg" height="480" width="640" /></a></div>
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I am not comfortable yet with the idea of only having "instructional" time for one 15-20 minute station every other day (I teach on block schedule) so I made each group have teacher time for two stations. :) This will allow me to have half of the class with me (12-14 students) while the other half is working through two rotations. One will be <a href="http://www.mobymax.com/" target="_blank">MobyMax</a> where they will log in and work through prior concepts that they are weak on. The second will be Practice & Quiz time. This will be where students do practice problems (homework) with their team, work on tasks, and take concept check quizzes (moving towards SBG). I will be using the 6 laptops I got through my school's one-to-many grant for the MobyMax station.</div>
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I have created a powerpoint with an embedded shockwave flash timer from <a href="http://www.online-stopwatch.com/" target="_blank">online stopwatch</a>. I love using online stopwatch in class and wanted a way to display each groups current station while showing a countdown timer so students can monitor themselves on timing. </div>
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Here's an example of the first slide. I can input the time and then the timer will count down while students can still see where each group should be. When the timer goes off I will advance the slide to show the next rotation and retest the timer. Repeat...repeat...</div>
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If all goes according to plan (none of those unscheduled fire drills please!), by the time students are done with each class period they will have had 35 minutes learning a new concept and creating notebook pages with me, 17ish minutes working through old skills that they need to polish up on, and 17ish minutes requizing concepts, working on tasks, playing a fluency game, etc. </div>
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Alright... there's the current plan. What are your thoughts???</div>
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<span style="color: #0b5394;"><u><b>UPDATE!!!!!!</b></u></span></div>
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<span style="color: #0b5394;">I have run stations in my classroom on numerous occasions. I do them for review, gallery walks as teams for multiple representations, and other times as well. In the above post, I'm talking about converting my entire classroom model. We will meet in stations like the ones outlined above daily. This will be how class runs on a normal basis. There will be different days, of course, there always are, but Math Stations will be the norm. </span></div>
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<span style="color: #0b5394;">Hope this helps some of the confusion.</span></div>
Anonymoushttp://www.blogger.com/profile/02657469544506579339noreply@blogger.com5