A different PLC... Programmable Logic Controllers - in Geometry!!

We have started working on Mechatronics at our school in our Intro to Engineering/Problem Solving Course.  Thanks to an NSF grant, Maryland Design, and our local tech school - BTC.  I was able to train last summer in Florida, and then my boss took the leap and we purchased the trainer below - only $567.  And then our local tech school, BTC took the leap to start a dual enrollment path and reimbursed our school for the trainer.  Below are our first two videos for 

Next is working thru the curriculum for the trainer - but you notice the difference - get it first - use it and then figure out the details!! The experience for the students has been great - even if we struggled with the path occasionally.

And the really important next big step is to have every math student do a bit of programming!! Most likely in Geometry - tied to logic and proofs (which we don't do much of).  I think a bit of programming like this really develops a students "if-then" thinking!
But is starts with willingness to say there are better things to do than we been doing....  A tough statement.

My plan is to have videos up of Geometry students doing some programming by May!

Back to blogging, finding reflection time....

Lately I have found myself is a funk.  And while I put my best foot forward everyday this funk is holding back my ability to let things roll off - meaning - things are annoying me lately.  And in education that can take a toll.  And I think it has a correlation to my reduced blogging time.

While I have not blogged much in the last year - I still have been doing reflection, just thru other sources - PLCs and twitter mainly - but I think that finding time to blog, time to have the thoughts flow thru my fingers is a necessity for me.   For me it prioritizes where my energy goes, what I am thinking about and what should be next.

So in the next few weeks I plan to write about the following things:

1) No homework in HS Math -- I have not assigned any homework in my classrooms this year.  I assign projects - but daily practice we are handling differently - mostly bell-to-bell, coupled with retest and requiz as some students take more time.

2) Infinite requizzing - why it works and why you don't have to worry about "what will happen in college."

3) Our school just went to one-to-one (as of last week) in our HS, how should I utilize this in my math room?

4) Engineering in HS, how to get students problem solving....  Not worrying acout curriculum but finding opportunities.

For me, it is simply time that needs to be taken....

Homework for Math does it really work? Why do we do it?

If you have taught math, we accept that we must think and practice math to be proficient.  And I agree completely - but why is homework the best way to do that?  Especially pencil and paper homework?

When I trained workers in the world - I did not show them for 40 minutes then turn them loose.  And they did not go home and study it outside of their day....

Yet that is often math education today.  I am really reflecting on why...

Is it truly equitable???

So often - it is just the way it has always been done...  I think that where homework fails - it was needed when schools were sorting students for college - now all are college/career ready....

With that in mind I am starting my second year of no math homework - topics for review, access to online review but no homework for all.

Last year it worked....   Started it the end of the first semester.  Our spring results were up slightly - so it was not an immediate negative.

And on the positive side much more class time has opened up to work, attitudes improved because students who struggled are not being asked to work away from class....

Thus I remember this quote:

        "Bravery is not the absence of fear but the forging ahead despite being afraid"    
         Robert Liparulo

 And push on....

Math & School & Life --- Help Students Avoid Negativity

Article written for School Newsletter:

Math & School & Life

Help Students Avoid Negativity

Student:  “I hate school; math is just too hard.  I can’t ever get it.”

Parent:  “Don’t worry about it; I never understood math either.”

This is an example of an all too common exchange with students and adults.  Now if you have heard about my math classes I often admit that the exact skill we are learning is not going to appear in some sort of “Real-Life” test - but I also quickly point out the skills of learning, processing and problem-solving are the skills we need, and math class is where we practice!  

These “Habits of Mind” are at the heart of creating resilient, lifelong learners who can attack problems in the world and workplace - but it starts with changing the exchange about tough subjects, tough days and tough events!   

Everyone can be successful in school and life, it is simply persistence!  We simply need for students to continually strive to do their best!  So try rephrase the above interaction:

“I hate school; math is just too hard.  I can’t get it.”

“Just keep working.  Everyone just learns at differents speeds.  You’ll get it, it just takes a bit more work and that’s okay.”

OR

“I hate school! Mr. Anderson just goes too fast during class!.”

“Just keep working.  Just talk with him maybe before school or during a study hall.”

OR

“I hate school, it is just too _____”

“Just keep working. Just talk with your teacher - I am sure there is way to go forward.”

We - parents, teachers and community members - are all creating young adults ready for our world.  The great thing for a student is we give multiple chances, an opportunity to stumble, show persistence, then succeed.  We only need to encourage them not to give up!  Help them keep their fire burning for learning and participating.  And keep encouraging our students to have empathy for others, too!

I am extremely excited to have the students back September 5th!

Thinking about why.... Learning Myths

Why do we do what we do in the classroom?  How much is based on data versus administration expectation, parent expectation and our own past experiences as students?

I like to think of myself as a non-typical teacher who really is reflective on my practices - and when I took this short quiz on Wisconsin Public Radio's site on learning myths I expected not to be too surprised.  Yet I missed two of the seven questions.  What I thought was fact - wasn't....

Which leads to a great reflection point - even after 12 years in the classroom it is so important to pause and reflect.  To think about why we do what we do based on true data - not perceived data.  Is what we are doing really helping students, or is it just part of other's expectations of teaching or our own experiences?

Lots of questions.  Those questions need reflection - that is what makes us and schools better.  Reflection is still the most important thing I do when thinking about curriculum and students. 

Finally - it is not one size fits all; every teacher must find their own answer.

Fear of failure cannot stop us...

Just had a great couple of days at the Wisconsin Math Conference last Thursday and Friday (#wismath17).  I was able to present and get ideas from other math professionals (and computer science).

And I love this conference - I heard someone say "these are the people who drink the Kool-Aid"  and that is definitely true.  These are the professionals who ask for the PD time, prep the speeches and put themselves out there with their peers!

Yet....     Often we hear a ton of good stuff but it becomes so hard to implement...
time, administration, testing requirements, fear of moving backwards....
Where our only question should be "Is this best for students for actually learning math (not tests or college readiness, or state report cards).

I have almost always moved on good ideas and adjusted as I go.  I commit to changing a minimum of 10% of my practices (sometimes I try and go-back)  But if you don't try you are stagnate.
And I believe you cannot plan perfect transitions and by trying to, you end up not moving - your practices don't improve.  And that is worse than moving with some errors - I am willing to try/fail/revise/try/fail/revise.... to improvement.  And it works - we must remember that 2% improvement per year leads to great gains in just a few short years.

That said so many of us want all the steps and answers and I believe that over-analyzing slows us all down to no movement.  Many teachers ask about how I decided to move to a retake system and a homework system which uses no class time.  How did I get my admin on board?  (Did not ask) What plans did you do ahead? (Just started and fixed as I went) Etc.  I did not plan them completely - I just kept making small truly new adjustments - then one day a new system was there.

I definitely make mistakes - but my overall trend is 2% positive - which is best for my students.   I want my peers to know that the path is not straight or without pot-holes...  but we must walk the path.

Rural Schools — Tiny Incubators of Possibilities -- Art of Teaching

Happy to link you to my latest post here:

McGraw Hill Art of Teaching

I was invited to share a story about why I love teaching in a rural school....