2017-05-19 – Day 9 – Announcing Summer Book Study for #TWOTCW and #Mathconceptions & CVNiC Work

With the school year winding down, let’s  begin refilling ourselves, building our personal learning network, and improving our practice. Steve Wyborney‘s The Writing On The Classroom Walls #TWOTCW is a powerful teaching tool and bucket filler we will use in our first #Mathconceptions Book Study of the summer. Shane Ferguson (@MrFergusonMJHS) and I are super excited to have Steve lead us through our slow chat, highlighting key components of learning from point of view of misconceptions. Our chat will begin in June, with a pre-chat conversation starting on May 22nd. 

The year ends in more ways than one, we had our final get together of our CVNiC group today and we shared a lot of learning, reflecting, and guiding our path for the next school year and beyond. Although I could only be there for half the day, I used my new favorite tool for capturing learning (SnapChat and thanks to Ann Kozma @annkozma723) to capture that learning. The video below highlights my learning from this morning.

2017-05-13 – Day 3 – Practice Now – End of the year practice for a better run next school year

The end of the school year is rapidly approaching which brings a mixed bag of emotions to me every year. On the one hand, I am excited about sleeping in, long summer days, and more leisure time with family. On the other hand, I will miss the relationships, connections, and goofy things my students seem to do. My one consolidation this time of year is being able to experiment with instructional methods.

The use of an actual clothesline to model a number line is one idea I have had on my mind all year but just started diving into this past week. I started with these tents from the Clothesline Math.

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I tried the same format and same numbers in both my HS and MS classes, the contrasts were interesting, as this process clearly indicated where gaps in understanding and evaluating numbers came in.  I was not surprised by the placement of the term -3^2 term, and this provided a natural landscape to discuss this misconception.

In my trial run of Clothesline Math, I fell in love with it immediately, the learning and conversations that it promotes, the physical explanation of numbers relative to one another, and the kinesthetic components are all so impactful in the learning experience. I am looking forward as I build my very first trigonometry set, I have finished the first round of tents, and will work on more at a later time. I also see how logarithms could be used with this, and I want to use this with my MS students for solving linear equations, a la Mr. Matt “Yes, it is. And now you know why.” Vaudrey.

The other new endeavor, now in its fifth week is the creation and manifestation of a co-created Twitter chat. I never thought I would actually start one, but with the persistence of my right coast math dancing partner, Shane Ferguson (@MrFergusonMJHS), we are moving along quite strongly as we grow our weekly chat. The idea we wanted for the chat had to be centered around mathematics, but we didn’t want to cover what other chats already hit upon, when the idea struck we should talk about the many, many misconceptions there are in the world of education, especially related to mathematics education. I also am a huge fan of having the word ‘math’ show up in the title, a la @mathkaveli, which is how we ended up with #MathConceptions. Our 30-minute weekly chat is every Monday at 6:30 PM PST, and it’s a great group of people and powerful discussions. We also have a growing weekly chat in our Voxer group for #MathConceptions. 

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