This was a really rough week. Well, really it was just Friday but it was rough enough to completely drain my reserves.
3 -- Number Of Multiple Choice Questions On The Test That Weren't Part Of Their Review HW
Seven of the 10 multiple choice questions were part of the review HW. I expected the minimum score on the MC part of the test to be 7. Instead the average was 6.58. Very disappointing. I haven't even looked at the free response yet, but I am skeptical.
2 -- Students In Crisis
A lot went down on Friday. Two students are really suffering right now. One probably won't get the help he needs yet and will continue to slide. One student came to talk to me. It was a good talk and I think he will get the help he needs. The part that scares me is how close I was to missing the opportunity to let the student talk. He came to talk to me at lunch but I was scrambling to handle three duties on my duty free lunch. Thankfully, the student was still in my room when I got back.
1 -- School Day Until My Daughter Is Due
I really thought she would come this weekend. I guess that gives me some more time to plan for my absence.
Sunday, September 14, 2014
Wednesday, September 10, 2014
180 Blog: Day 12
AP Stats
I stumbled into a great way to give good feedback and cut down on time spent giving feedback! Last week, I assigned the class two FRAPPYs on surveys and sampling (04B.2 and 11.3). Coincidentally, each problem had two parts. Students are seated in groups of four, so I decided to give feedback on one part for each student. Every student received feedback, and, in aggregate, every group got feedback on a full problem. Tomorrow, as part of the review, the students will get together with other students who received feedback on the same part of the problem. They will compare and rewrite their part, and then return to their original group as experts on their part. The goal is to have students rewrite their original work and experience writing a clear, complete, and concise solution. I know this is just repurposing jigsawing but, as any AP Stat teacher will tell you, grading writing and giving good feedback is incredibly difficult and time consuming. I guess putting things off and being lazy really gets my brain juices flowing.
@druinOK is doing Chalk Talk with experimental design tomorrow because of my post yesterday. It is a great feeling and incredibly validating to know that my practice can spark something for another teacher (even though I stole the idea from an article that she posted). I can't wait to read her reflections on the activity. You should too.
What are your feedback hacks?
Algebra II
One of the saddest parts of my day is when I'm done with second or fourth period and I have to erase the board. Today, it was beautiful. One idea flowed to the next. everything was color coded. Clearly, some great teacher talking had just happened. It's sad because I don't like being the only one talking about math in my classroom, yet that's what happens most days. Then, I erase the work and repeat the exact same stuff two periods later, and then again the very next period. I have been entertaining the idea of a flipped classroom for a while and this lesson just might be the impetus that I need to make it happen. With a flip, I would only spend 30 minutes talking and time editing instead of 90 total minutes talking.
Are you flipped? What are your essential tech pieces? What does your daily class look like?
Algebra I
We had a test today. One of my focus students still hasn't turned in any homework yet. He was wearing a Jimi Hendrix shirt today, so while he was taking the test, I wrote a new homework assignment for him. His assignment is to listen to "All Along the Watchtower" and "Like a Rolling Stone" by Bob Dylan and "Like a Rolling Stone" by Jimi Hendrix. Bob Dylan is my absolute favorite and Hendrix is incredible. "Like a Rolling Stone" is my absolute favorite and "Like a Rolling Stone" by Hendrix is incredible. I love how the two versions have entirely different feels. Dylan's is acerbic and cutting, while Hendrix's is heartbreaking and ambivalent. It's amazing to me how the same words can be so distinctive. I am determined to make a connection with this kid, but I need a victory, no matter how small. I hope he does his homework. I'd love to know what he thinks of the songs.
I attended a JMP workshop this summer and learned a lot about the program. Here's one of the things they showed me:
You can find more Residual Sur(Realism) here.
What is your favorite Dylan song?
Tuesday, September 9, 2014
180 Blog (do I have to rename it now): Day 11
Aficionados will undoubtedly recall the opening words to this 180 blog, but for the rest of you, here is a reminder: "I fully intend to fail at maintaining this 180 blog." Yesterday, I lived up to my word. I have enjoyed sharing and reflecting on my classroom but yesterday was wholly unremarkable. As I sat down in front of my computer yesterday, the only reason I could think of to write was to say that I wrote so I decided not to write. It was a nice feeling. I felt like I got time back which I could fritter away watching The League. I also finally got around to reading "Thinking Made Visible" (#eduread a week or so ago). I forwarded the article to a colleague, who immediately tried the Chalk Talk strategy, so I felt I should at least finish the article. After I finished the article I decided I would try Chalk Talk as well.
AP Stats
We did Chalk Talk today on the four principles of experimental design. Students are seated in groups of 4, though not all tables are entirely full. I started by placing four markers (one red, blue, purple, and black) on each table. I had two posters for each principle of experimental design (Control, Randomize, Replicate, Block) with each principle written in a different color. Students chose their marker from their table. The color of their marker indicated their starting principle. They conducted a 4 minute silent conversation with their marker group and then rotated to the next principle. We did a total of 5 stations, so that students ended on the same principle that they started with, but the alternate poster. Here are some of the results.
I really don't know what to make of this. I can tell that they have a sense of humor, but think Control only means control group. I tried to debrief, but, as pointed out in previous posts, I am not adept at facilitating classroom conversation.
In the end, I'm fairly ambivalent about the day. I think it's a potentially good activity, but I'm already disappointed in the level of the class. We have a test on Friday and I think it's going to be a wake up call all around. I really hate relying on grades as motivation, especially because there are so many really cool ideas and applications. I'm frustrated because I have obviously not engaged them.
Algebra II
Test
Algebra I
Practice test. Test tomorrow.
AP Stats
We did Chalk Talk today on the four principles of experimental design. Students are seated in groups of 4, though not all tables are entirely full. I started by placing four markers (one red, blue, purple, and black) on each table. I had two posters for each principle of experimental design (Control, Randomize, Replicate, Block) with each principle written in a different color. Students chose their marker from their table. The color of their marker indicated their starting principle. They conducted a 4 minute silent conversation with their marker group and then rotated to the next principle. We did a total of 5 stations, so that students ended on the same principle that they started with, but the alternate poster. Here are some of the results.
In the end, I'm fairly ambivalent about the day. I think it's a potentially good activity, but I'm already disappointed in the level of the class. We have a test on Friday and I think it's going to be a wake up call all around. I really hate relying on grades as motivation, especially because there are so many really cool ideas and applications. I'm frustrated because I have obviously not engaged them.
Algebra II
Test
Algebra I
Practice test. Test tomorrow.
Sunday, September 7, 2014
Week 4: #mtboschallenge -- 3-2-1 Sunday Summary
My wife was at the grocery store this weekend and she saw her old photo teacher. She said "Hi, Mr. Allman" and he immediately replied "Hi, Kat." My wife graduated 11 years ago! It was such an amazing experience for her. During their chat, her photo teacher said that he still has some of her pictures on his wall (he is at a different school now) and that he still uses them as examples. I have a t-shirt from my union that says "Educators affect eternity."
While I still think eternity is overstating it a bit, we can and will have a long lasting effect that goes far beyond our classroom, beyond our careers, beyond our lives, maybe even beyond the lives of our students. What you do is important. What you do is meaningful. Have a great week and yield your awesome power for the good.
3 -- Tests This Week
I am testing in all my classes this week. Algebra II is Tuesday, Algebra I is Wednesday, and AP Statistics is Friday. I worked on writing the Algebra II and AP Stat tests today. I am weirdly proud on the Algebra II test; I have no idea why. I had already decided to allow for test retakes in Algebra I and Algebra II for students who score below 75%, and, after writing the stat test today, I think I will allow for retakes in that class as well. Last year, my tests consisted of 20 AP style multiple choice questions and 3 AP style free response questions. This year, due to the change in our schedule, I have had to cut the length of the tests way down so know it is only 10 MC and 2 FRQs per unit. This is nowhere near enough questions to get an accurate measure of their knowledge, but I don't want to give a unit test over multiple days, and I don't have enough time to entirely rewrite my tests or to give chapter tests.
How are your AP Stats tests structured/timed/scored? Do you/have you used retakes?
2 -- Runs This Week
I used to be a pretty good athlete, but I've never really had good health and fitness habits. I like running and it is an important part of my mental and physical health. It helps me clear my mind and helps me be less exhausted during the school year (Napping is also an important part). I really wasn't prepared for the rigors of teaching and I haven't adapted to it too well. The negative issues like poor interactions with students, parents, and coworkers, paperwork, and bureaucracy really exact a mental toll, and poor health habits combine to make the job incredibly draining. I've been working on a couch to 5k program and I'm right at the end of week 6, which is awesome except that I've been working on it for 9 weeks. The plan is for three runs a week but I've been averaging two. I'm planning on a run this evening to start the week of right.
What do you do to stay mentally and physically energized for the long school year?
1 -- Week Until My Daughter Is Due
She's due on the 16th. I feel pretty comfortable with becoming a dad, or at least I'm redirecting my anxiety. I am planning on taking two weeks of to be at home with my wife and the baby, but I am not at all ready to leave my classroom for two weeks. Two weeks seems like an eternity to be gone from the classroom, but a nanosecond to be with my growing family. My experience has taught me that it will all be OK, but I know I don't have two weeks of sub ready lesson plans beginning at some unknown date. I also don't see the point of leaving sub ready lesson plans since they have NEVER been executed properly when I have. Last year my sub instructions were literally to give the students a handout with instructions for an activity and select a few volunteers to help make the graphs. It was supposed to be entirely student run. All she had to do was pass out the stack of handouts that were sitting on my desk with the note labeled "Sub Instructions." When I got back to school the next day, I noticed the graph didn't look quite right and the sub comments didn't make sense. I asked the students how far they got on the activity. They stared at me blankly. I then asked what step did you get to on the handout. Finally, someone spoke up and asked "What handout?" I was dumbstruck. I'm afraid that I'll come back after two weeks and the same thing will have happened. It's especially frustrating since I take the time to actually write sub ready lessons. That activity wasn't just a time filler, it was an introduction to sampling distributions.
Have you subbed? What are your recommendations for leaving sub plans?
While I still think eternity is overstating it a bit, we can and will have a long lasting effect that goes far beyond our classroom, beyond our careers, beyond our lives, maybe even beyond the lives of our students. What you do is important. What you do is meaningful. Have a great week and yield your awesome power for the good.
3 -- Tests This Week
I am testing in all my classes this week. Algebra II is Tuesday, Algebra I is Wednesday, and AP Statistics is Friday. I worked on writing the Algebra II and AP Stat tests today. I am weirdly proud on the Algebra II test; I have no idea why. I had already decided to allow for test retakes in Algebra I and Algebra II for students who score below 75%, and, after writing the stat test today, I think I will allow for retakes in that class as well. Last year, my tests consisted of 20 AP style multiple choice questions and 3 AP style free response questions. This year, due to the change in our schedule, I have had to cut the length of the tests way down so know it is only 10 MC and 2 FRQs per unit. This is nowhere near enough questions to get an accurate measure of their knowledge, but I don't want to give a unit test over multiple days, and I don't have enough time to entirely rewrite my tests or to give chapter tests.
How are your AP Stats tests structured/timed/scored? Do you/have you used retakes?
2 -- Runs This Week
I used to be a pretty good athlete, but I've never really had good health and fitness habits. I like running and it is an important part of my mental and physical health. It helps me clear my mind and helps me be less exhausted during the school year (Napping is also an important part). I really wasn't prepared for the rigors of teaching and I haven't adapted to it too well. The negative issues like poor interactions with students, parents, and coworkers, paperwork, and bureaucracy really exact a mental toll, and poor health habits combine to make the job incredibly draining. I've been working on a couch to 5k program and I'm right at the end of week 6, which is awesome except that I've been working on it for 9 weeks. The plan is for three runs a week but I've been averaging two. I'm planning on a run this evening to start the week of right.
What do you do to stay mentally and physically energized for the long school year?
1 -- Week Until My Daughter Is Due
She's due on the 16th. I feel pretty comfortable with becoming a dad, or at least I'm redirecting my anxiety. I am planning on taking two weeks of to be at home with my wife and the baby, but I am not at all ready to leave my classroom for two weeks. Two weeks seems like an eternity to be gone from the classroom, but a nanosecond to be with my growing family. My experience has taught me that it will all be OK, but I know I don't have two weeks of sub ready lesson plans beginning at some unknown date. I also don't see the point of leaving sub ready lesson plans since they have NEVER been executed properly when I have. Last year my sub instructions were literally to give the students a handout with instructions for an activity and select a few volunteers to help make the graphs. It was supposed to be entirely student run. All she had to do was pass out the stack of handouts that were sitting on my desk with the note labeled "Sub Instructions." When I got back to school the next day, I noticed the graph didn't look quite right and the sub comments didn't make sense. I asked the students how far they got on the activity. They stared at me blankly. I then asked what step did you get to on the handout. Finally, someone spoke up and asked "What handout?" I was dumbstruck. I'm afraid that I'll come back after two weeks and the same thing will have happened. It's especially frustrating since I take the time to actually write sub ready lessons. That activity wasn't just a time filler, it was an introduction to sampling distributions.
Have you subbed? What are your recommendations for leaving sub plans?
Friday, September 5, 2014
180 Blog: Day 9
My math department coworkers threw my wife and me a baby shower today. They are a thoughtful, generous, and hilarious group. I hope you are lucky enough to have a department like mine.
AP Stats
Did introduction lecture on experimental design. Students were way too chatty at the beginning of class. This really gets under my skin. I gave them a brief reminder in my "I do not approve" voice. In the past, I have had the entire class head back out into the hall, line up quietly along the wall, and then quietly re-enter the classroom. It is not a tactic that I like to use often, but it really drives the point home. I think the brief reminder will help reset the class.
Algebra I
I was in an incredibly upbeat mood when they came in to class. It kinda freaked some of them out and they were asking me why. I told them I was excited that it was time for my favorite class and that I felt like I ate a bowl full of sunshine for breakfast. They were shocked that they were my favorite class. I don't know if it's entirely true, but it was true when I said it. At this point, I don't have a true favorite class. I'd love to say that I love all my classes equally and have no favorites, but certain classes seem to gel better than others. At this point, I have two favorites. Either my favorite is my current class (and my least favorite is my next class), or my favorite is the next class (and my least favorite is my current class).
For the first time this year we had about 5 minutes free at the end of class. I wanted to do an exit ticket but didn't have anything prepared and I couldn't come up with anything quick enough. I dd a lot of reading on formative assessment over summer, but have not followed through... yet (I also read about growth mindset).
A student turned in two missing HW assignments today. I am pretty stoked about that because they were from absences from last week and I hadn't reminded him about them.
There was a student that I had to talk to outside of class on the first day of school because he wasn't doing anything. He said he knew the material but didn't like his teacher from last year. I asked him to give me a fresh start. He has! He's doing all his work, aced the quiz, communicated with me ahead of time when he knew he was going to be absent, acknowledges me when we pass in the hall, and, today, he raised his hand during classwork and asked me for help on a problem. I am over the moon and I look forward to seeing him everyday.
I am still trying to build a connection with my other focus student. Still no work, but he had his notebook, and he took notes. He asked to go to the bathroom (a known strategy for him) and I asked him if he could be back in five minutes. He said yes, and kept his word! He told me that he finally got his book today. I was stunned that he didn't have his book yet and stunned that I didn't know that. Outwardly, I didn't let it phase me and let him know that I look forward to getting his homework on Monday.
Algebra II
I swear I was there and we did good work, but as I try to write about it I just hear crickets, literally and figuratively. I showed them desmos. I really like desmos.
Tweets I Saw That May Lead To Subsequent Blog Posts
AP Stats
Did introduction lecture on experimental design. Students were way too chatty at the beginning of class. This really gets under my skin. I gave them a brief reminder in my "I do not approve" voice. In the past, I have had the entire class head back out into the hall, line up quietly along the wall, and then quietly re-enter the classroom. It is not a tactic that I like to use often, but it really drives the point home. I think the brief reminder will help reset the class.
Math students : Answer-getting :: Math teachers : Resource-finding.
— Dan Meyer (@ddmeyer) September 3, 2014
I saw this tweet yesterday, and it resonated with me in regards to AP Stats. I have been stealing so many cool activity/lesson ideas so far this year, that I think I am not as focused on the big ideas and learning goals. I like the activities but I need to work to make it coherent, and not just like I'm plugging in disparate pieces.Algebra I
I was in an incredibly upbeat mood when they came in to class. It kinda freaked some of them out and they were asking me why. I told them I was excited that it was time for my favorite class and that I felt like I ate a bowl full of sunshine for breakfast. They were shocked that they were my favorite class. I don't know if it's entirely true, but it was true when I said it. At this point, I don't have a true favorite class. I'd love to say that I love all my classes equally and have no favorites, but certain classes seem to gel better than others. At this point, I have two favorites. Either my favorite is my current class (and my least favorite is my next class), or my favorite is the next class (and my least favorite is my current class).
For the first time this year we had about 5 minutes free at the end of class. I wanted to do an exit ticket but didn't have anything prepared and I couldn't come up with anything quick enough. I dd a lot of reading on formative assessment over summer, but have not followed through... yet (I also read about growth mindset).
A student turned in two missing HW assignments today. I am pretty stoked about that because they were from absences from last week and I hadn't reminded him about them.
There was a student that I had to talk to outside of class on the first day of school because he wasn't doing anything. He said he knew the material but didn't like his teacher from last year. I asked him to give me a fresh start. He has! He's doing all his work, aced the quiz, communicated with me ahead of time when he knew he was going to be absent, acknowledges me when we pass in the hall, and, today, he raised his hand during classwork and asked me for help on a problem. I am over the moon and I look forward to seeing him everyday.
I am still trying to build a connection with my other focus student. Still no work, but he had his notebook, and he took notes. He asked to go to the bathroom (a known strategy for him) and I asked him if he could be back in five minutes. He said yes, and kept his word! He told me that he finally got his book today. I was stunned that he didn't have his book yet and stunned that I didn't know that. Outwardly, I didn't let it phase me and let him know that I look forward to getting his homework on Monday.
Algebra II
I swear I was there and we did good work, but as I try to write about it I just hear crickets, literally and figuratively. I showed them desmos. I really like desmos.
Tweets I Saw That May Lead To Subsequent Blog Posts
@grayer_mist Thanks for sharing! I'd love to know more about wrong answers and unit conversions.
— Andrew Stadel (@mr_stadel) September 5, 2014
Easy: figuring out if kids are giving correct or incorrect answers.
Hard: figuring out how kids understand what it is you are teaching.
— David Wees (@davidwees) September 5, 2014
Math students : Answer-getting :: Math teachers : Resource-finding.
— Dan Meyer (@ddmeyer) September 3, 2014
I realize I used that last one twice, but @ddmeyer is just getting his feet wet in this whole #MTBoS and could really use the exposure that my blog provides.Thursday, September 4, 2014
180 Blog: Day 8
We had our kickoff rally today which meant an adjusted schedule. It was a good day. The rally left me cracking up the rest of the day and I got to celebrate my brother in law's birthday with the in laws. The highlight of the party was the discussion of cake turning into impromptu karaoke of Cake.
My wife chose "Short Skirt, Long Jacket." My brother in law chose "Stickshifts and Safetybelts." I chose "Love You Madly." Sorry that's not about school but it was pretty epic.
AP Stats
Finally did @druinOK's card sort for sampling techniques. The students had some good conversation, but seemed to think they knew the material better than they actually did. I'm not too clear on this situation: "To determine if average home prices differs among geographic regions, researchers use current real estate listings to randomly choose 500 homes for sale from each time zone." I thought it was multistage with cluster then SRS. I thought that the time zones could be used as the clusters. The key said it was stratified random. I can see that but I'm not sure if I believe it fully.
We had 40 minute periods for most classes today. I was fully aware of this and I was keeping a close eye on the clock. The only problem was that I forgot to take into account what time we actually start school. We start at 7:50, which meant that class ended and 8:30. I was so focused on reminding myself "40, 40" that every time I looked at the clock I thought we were ending at 8:40. We were not. Things would have wrapped up very well with ten extra minutes (isn't that always the case). Students were checking their answers, I was getting ready to bring the class together and then BRRIIIIINNNNNGGGGGGGGGG.
Algebra I
So far I have 10 students who still have 100%. It's still early and no tests are in, but that's two weeks of no missing assignments and two perfect quizzes. I'm very proud of them.
My wife chose "Short Skirt, Long Jacket." My brother in law chose "Stickshifts and Safetybelts." I chose "Love You Madly." Sorry that's not about school but it was pretty epic.
AP Stats
Finally did @druinOK's card sort for sampling techniques. The students had some good conversation, but seemed to think they knew the material better than they actually did. I'm not too clear on this situation: "To determine if average home prices differs among geographic regions, researchers use current real estate listings to randomly choose 500 homes for sale from each time zone." I thought it was multistage with cluster then SRS. I thought that the time zones could be used as the clusters. The key said it was stratified random. I can see that but I'm not sure if I believe it fully.
We had 40 minute periods for most classes today. I was fully aware of this and I was keeping a close eye on the clock. The only problem was that I forgot to take into account what time we actually start school. We start at 7:50, which meant that class ended and 8:30. I was so focused on reminding myself "40, 40" that every time I looked at the clock I thought we were ending at 8:40. We were not. Things would have wrapped up very well with ten extra minutes (isn't that always the case). Students were checking their answers, I was getting ready to bring the class together and then BRRIIIIINNNNNGGGGGGGGGG.
Algebra I
So far I have 10 students who still have 100%. It's still early and no tests are in, but that's two weeks of no missing assignments and two perfect quizzes. I'm very proud of them.
My student who was suspended on the second day of school is not making academic progress and I can feel him digging a big hole. He had a really terrible year last year and it obviously got off to a poor start this year. Student relationships are very important to me and I know that I will be very disappointed in myself this year if I can't reach him. I did have a positive interaction with him today, though. I asked for students to get out paper and a pencil for notes. I saw that he didn't move to get his stuff out, so during the shuffle of paper and whatnot, I quietly went over to him and prompted him individually. He said "I forgot my shi -- my notebook." I was very pleased that he caught himself so I thanked him for using classroom appropriate language. He started to apologize. I told him "There's no need to apologize. You did the right thing. You caught yourself and I appreciate you using appropriate language." I kinda felt like I was Jedi mind tricking him. It reminded me of a book on coaching soccer by Tony DiCicco, Catch Them Being Good.
Algebra II
We started talking about parent functions today, so I figured that was as good a time as any to tell them that I will soon be a parent. Second period was like stone, a kid in fourth period gave me a standing ovation while still seated at his desk (he literally stood up with the desk still on him), and fifth period had lots of follow up questions and suggestions for names. Fourth period was weirdly long today because of the rally and there was a birthday in class. We finished the lesson with nearly 20 minutes left. They got all excited and said we should have a party. I told them we could party like I did in college.
That's me, furthest from the camera at a party over Spring Break reading Algebra by Michael Artin. That was one hell of a party. I didn't tell the students what was in the cup. On another note, the two in the foreground are getting married in two weeks.
Good day. I hope yours was as well.
Wednesday, September 3, 2014
180 Blog: Day 7
AP Stats
Still really struggling with the timing of a six-period day. I keep running out of time but we had some good discussion today. I had planned on @druinOK card sort, but instead answered HW questions, did some examples, and talked about bias. Card sort pushed to tomorrow. I am really looking forward to trying out this activity since I think it will lead to students engaging in conversation using statistical terms. Added challenge for tomorrow: we have 40 minute periods due to our kickoff rally.
I rearranged the order of the topics this year as mentioned in previous posts. I still like the order, but there were a few things I just didn't consider. Before beginning JellyBlubbers, we had to spend like 20 minutes on random number tables and random number generators. Last year, my tests and quizzes were AP test level questions, with many questions actually coming from past AP tests. I also graded the FRQs using the four point rubric. I believe this had two effects (controlled, randomized trials were not conducted). The first is that students were well prepared for the level of the AP test. The second is that students' grades probably weren't accurate representations of their knowledge and students were frustrated, and many that could have passed the AP test did not take the test because they were not confident in their knowledge. Last year, our first unit test was about five weeks into the year which meant I had plenty of time to lay the groundwork for the written responses. We have a test planned for next week. I'm really going to have to hit the writing hard.
I tried polleverywhere.com on the warm-up for the first time. I got a much better response rate than with "Who got a? Who got b?" My class is rife with nonresponse bias.
Algebra I/Algebra II
I had students work in groups to write possible test questions for their upcoming tests and quizzes. I don't remember where I came across this idea, but I like it. I don't think the students really know what to make of it. The questions that I get are nothing spectacular, but it does make students look back at their classwork, homework, notes, and textbook. Sometimes they come up with pretty funny ideas.
Still really struggling with the timing of a six-period day. I keep running out of time but we had some good discussion today. I had planned on @druinOK card sort, but instead answered HW questions, did some examples, and talked about bias. Card sort pushed to tomorrow. I am really looking forward to trying out this activity since I think it will lead to students engaging in conversation using statistical terms. Added challenge for tomorrow: we have 40 minute periods due to our kickoff rally.
I rearranged the order of the topics this year as mentioned in previous posts. I still like the order, but there were a few things I just didn't consider. Before beginning JellyBlubbers, we had to spend like 20 minutes on random number tables and random number generators. Last year, my tests and quizzes were AP test level questions, with many questions actually coming from past AP tests. I also graded the FRQs using the four point rubric. I believe this had two effects (controlled, randomized trials were not conducted). The first is that students were well prepared for the level of the AP test. The second is that students' grades probably weren't accurate representations of their knowledge and students were frustrated, and many that could have passed the AP test did not take the test because they were not confident in their knowledge. Last year, our first unit test was about five weeks into the year which meant I had plenty of time to lay the groundwork for the written responses. We have a test planned for next week. I'm really going to have to hit the writing hard.
I tried polleverywhere.com on the warm-up for the first time. I got a much better response rate than with "Who got a? Who got b?" My class is rife with nonresponse bias.
Algebra I/Algebra II
I had students work in groups to write possible test questions for their upcoming tests and quizzes. I don't remember where I came across this idea, but I like it. I don't think the students really know what to make of it. The questions that I get are nothing spectacular, but it does make students look back at their classwork, homework, notes, and textbook. Sometimes they come up with pretty funny ideas.
Tuesday, September 2, 2014
180 blog: Day 6
Nothing really of note today. Just another day in paradise.
AP Stats
Finished up JellyBlubbers today. I like the activity but it has taken way too long. Last year, we had two hour block periods which I didn't enjoy all that much. This year, we have one hour classes. I am still adapting to the pacing. The good news is, we have had less than 30 minutes of PowerPoint, total. The bad news is we still need to talk about sampling methods and bias, so all of it. Yikes.
Tomorrow, we'll talk about sampling methods and do @druinOK card sort (I still don't know how to make twitter handles possessive).
Algebra II/Algebra I
We had the first Quick Quiz retake today after school. I was surprised by how few people availed themselves of the opportunity.
I forgot to take a picture again.
AP Stats
Finished up JellyBlubbers today. I like the activity but it has taken way too long. Last year, we had two hour block periods which I didn't enjoy all that much. This year, we have one hour classes. I am still adapting to the pacing. The good news is, we have had less than 30 minutes of PowerPoint, total. The bad news is we still need to talk about sampling methods and bias, so all of it. Yikes.
Tomorrow, we'll talk about sampling methods and do @druinOK card sort (I still don't know how to make twitter handles possessive).
Algebra II/Algebra I
We had the first Quick Quiz retake today after school. I was surprised by how few people availed themselves of the opportunity.
I forgot to take a picture again.
Monday, September 1, 2014
Reflections on First Two Years of AP Stats and Tips for Newbies
My first year teaching AP Statistics was only my second year of teaching, period. It was actually my first year of teaching with an actual teaching credential, since I was an intern teacher my first year. At the end of my first year, I was offered a .8 position because I was lowest on the totem poll (Actually, the lowest position on a totem poll is the very top, but I think you get the point) and our numbers had dropped a bit. I was told that I should expect to be full time by the time September came around, but all they could guarantee in June was .8. Our Stat teacher was semi-retired and teaching only 3 sections of AP Stats, and he was starting to have health problems. At the end of the school year, there was doubt if he would return, so I said that I would be willing to teach stats if he didn't return. At the end of July, he decided that he would officially retire, so I was told that I would be full time and teaching AP Stats. I was given one section and another teacher, who had taught one section of AP Stats a few years prior, was given two sections. I had only about three weeks lead time to get ready for school, and about half that time I was going to be in Maui (I know. To have such problems, ugh!). I also didn't know my official schedule until the week before classes started. Three sections of Algebra II, one section of AP Statistics, and one section of Geometry. That is two singletons and both were courses that I hadn't taught before.
As I mentioned, I was going into my second year teaching. I was still stuck on "I do, we do, you do" and so were the students. This is a terrible strategy for statistics! There is so much vocabulary with a lot of nuance, and so many types of problems that there is no way that the teacher actually has time to show them all. Also, by trying to fit the class to "I do, we do, you do," the students didn't really gain an appreciation for how different stats is from any other math class. The students also had very different expectations for the class than I did. The other stats teacher and I had heard that the old teacher used the same tests from year to year, and that he returned the tests to the students. This, of course, led to tests being handed down from class to class, so we committed to writing our own tests. We didn't write our own quizzes, though. We used the BVD chapter quizzes. The students figured out much quicker than I did that those quizzes and keys were online. It felt like whack-a-mole. Knock out one form of cheating only to have another one pop up. Having two teachers teaching the course also led to a lot of problems. We communicated about the course but we weren't in absolute lockstep. Students and parents complained to the administration, but didn't talk to us directly. The principal handled it pretty well, simply saying you need to talk to the teacher. That pretty much squashed their complaints since they weren't willing to do that. One of the VPs on the other hand, undermined the hell out of us. It was incredibly frustrating. I was working my ass off preparing the material, trying to engage students, and grade the assessments. The students in Geometry were the ones who should have been complaining. They were all but ignored. There was one bright moment from stats that year. There was one kid in the class that clearly stood out as the top student in the class. He did the reading, he did the HW, and he asked questions when he wasn't sure. We were having a classroom discussion about something. I said something that he thought was wrong, so he stopped me. A couple of other students smelled blood in the water so started to jump in about how I was wrong. I knew I wasn't, so I was able to stay calm and explain. I could tell that the first student understood my explanation, and when one of the other students chimed in with "No, but...", he said "He's right" and that calmed the blood-in-the-water kids. It was a tough, tough year.
I saw this on twitter yesterday:
Last year was my second year with AP Stats. I had two sections and was the only AP Stats teacher at the school. I felt kinda like I had PTSD from that first year. I started off the year much harder. Not just that the course was harder but that I hardened myself. I wasn't going to take that crap again. It was a bit of an over correction. I rewrote tests and quizzes using old FRQs and MC questions. I also graded the FRQs using the 4 point scale. This meant someone who was Developing (2) got an F and Substantial (3) got a C. I really emphasized that stats isn't a math class and that communication plays an essential role. I emphasized it so well last year, that I have already overheard this year's students talking about how this isn't a traditional math class. Many of the students responded well to the heightened expectations. I also softened over the course of the year and I was able to develop truly meaningful relationships with students. On the last day of school, I read them Oh, the Places You Will Go and got choked up doing so. It ended up being a really successful year. I started seeing connections in the material that I couldn't see the first year, and I began incorporating variety in our classroom time. My favorite activities were JellyBlubbers and a simulation that I created of the SF Giants 2012 World Series run.
This year, I am again the only AP Stats teacher at the school, but I have only one section. We introduced a non-AP Statistics class which siphoned potential students and allowed the administration to not have to open a second AP section. I'm back to three preps with two singletons and I'm pretty pissed about it, but I am trying to make the best out of it. I really do think that it will be a great year, but I wish that I could be more focused. I am shuffling the order of topics. We are covering sampling and experiments (BVD Ch. 12, 13) first. Then going mostly in order. I have simulations (BVD Ch. 11) mapped out for the middle of the probability unit but may put it at the end. I think I would really like to do basic probability, independence and conditional probability, and simulations (BVD Ch. 14, 15, 11) as one unit and then random variables, and probability models (BVD 16, 17) as another unit but probability falls awkwardly around winter break and our semester ends in January. I am also going to break up sampling distributions (BVD Ch. 18) this year. I'm going to do sampling distributions for proportions then inference with proportions, and sampling distributions for means then inference with means. I think this will help emphasize the connection between inference and sampling distributions and I can emphasize the CLT and show why it is the Fundamental Theorem of Statistics.
Tips for Newbies:
1. Don't try to grade everything -- you just can't, and if you're like me, you're not used to grading writing. Partner quizzes or group quizzes will get them talking and give you less to grade. You may also may have to sacrifice quizzes until you get your pacing down, like in a year or two.
2. Emphasize communication early -- misuse of statistical terms is a great way to get massively dinged on the AP test. Show plenty of examples of good, bad, and ugly FRQ responses.
3. Teach the class again -- your first year won't be your best year. Hopefully, it will be better than mine, though. You will see things new each time through. Chris Olsen has even said that he didn't feel like he had a good grasp of the course until his third year teaching it.
4. Don't get overwhelmed and stick to the book if you have to -- there is a lot of GREAT stuff out there for AP Stats, but remember the best way to eat an elephant is one bite at a time. You are (likely) using an AP aligned textbook, which means that the book is designed specifically to prepare the little darlings for the AP test. All of the books have flaws, but it's nice to have a home base.
5. Ask questions -- there is a great AP Stats community out there. @druinok, @gwaddellnvhs do fantastic things and are willing to help. I (@grayer_mist) do things and am willing to help, or at least show you what I've stolen from others. StatsMonkey is a good site. The message board (sometimes called listserv) at AP Central is also good. Many teachers and authors (esp. Dave Bock, Darren Starnes, Chris Olsen) are active on the message board.
Good luck to you!
As I mentioned, I was going into my second year teaching. I was still stuck on "I do, we do, you do" and so were the students. This is a terrible strategy for statistics! There is so much vocabulary with a lot of nuance, and so many types of problems that there is no way that the teacher actually has time to show them all. Also, by trying to fit the class to "I do, we do, you do," the students didn't really gain an appreciation for how different stats is from any other math class. The students also had very different expectations for the class than I did. The other stats teacher and I had heard that the old teacher used the same tests from year to year, and that he returned the tests to the students. This, of course, led to tests being handed down from class to class, so we committed to writing our own tests. We didn't write our own quizzes, though. We used the BVD chapter quizzes. The students figured out much quicker than I did that those quizzes and keys were online. It felt like whack-a-mole. Knock out one form of cheating only to have another one pop up. Having two teachers teaching the course also led to a lot of problems. We communicated about the course but we weren't in absolute lockstep. Students and parents complained to the administration, but didn't talk to us directly. The principal handled it pretty well, simply saying you need to talk to the teacher. That pretty much squashed their complaints since they weren't willing to do that. One of the VPs on the other hand, undermined the hell out of us. It was incredibly frustrating. I was working my ass off preparing the material, trying to engage students, and grade the assessments. The students in Geometry were the ones who should have been complaining. They were all but ignored. There was one bright moment from stats that year. There was one kid in the class that clearly stood out as the top student in the class. He did the reading, he did the HW, and he asked questions when he wasn't sure. We were having a classroom discussion about something. I said something that he thought was wrong, so he stopped me. A couple of other students smelled blood in the water so started to jump in about how I was wrong. I knew I wasn't, so I was able to stay calm and explain. I could tell that the first student understood my explanation, and when one of the other students chimed in with "No, but...", he said "He's right" and that calmed the blood-in-the-water kids. It was a tough, tough year.
I saw this on twitter yesterday:
Sign in my classroom: I am not the teacher. We are all students. I'm just taller
#imjusttaller
— Nick Harris (@Mr_Harris_Math) August 31, 2014
I believe this, except for me it would say I'm much taller (I got Mr. Stadel beat). In my fist year teaching AP Stats, I did not have an environment where I felt safe in my learning; I felt bullied. My test results weren't half bad though.Last year was my second year with AP Stats. I had two sections and was the only AP Stats teacher at the school. I felt kinda like I had PTSD from that first year. I started off the year much harder. Not just that the course was harder but that I hardened myself. I wasn't going to take that crap again. It was a bit of an over correction. I rewrote tests and quizzes using old FRQs and MC questions. I also graded the FRQs using the 4 point scale. This meant someone who was Developing (2) got an F and Substantial (3) got a C. I really emphasized that stats isn't a math class and that communication plays an essential role. I emphasized it so well last year, that I have already overheard this year's students talking about how this isn't a traditional math class. Many of the students responded well to the heightened expectations. I also softened over the course of the year and I was able to develop truly meaningful relationships with students. On the last day of school, I read them Oh, the Places You Will Go and got choked up doing so. It ended up being a really successful year. I started seeing connections in the material that I couldn't see the first year, and I began incorporating variety in our classroom time. My favorite activities were JellyBlubbers and a simulation that I created of the SF Giants 2012 World Series run.
This year, I am again the only AP Stats teacher at the school, but I have only one section. We introduced a non-AP Statistics class which siphoned potential students and allowed the administration to not have to open a second AP section. I'm back to three preps with two singletons and I'm pretty pissed about it, but I am trying to make the best out of it. I really do think that it will be a great year, but I wish that I could be more focused. I am shuffling the order of topics. We are covering sampling and experiments (BVD Ch. 12, 13) first. Then going mostly in order. I have simulations (BVD Ch. 11) mapped out for the middle of the probability unit but may put it at the end. I think I would really like to do basic probability, independence and conditional probability, and simulations (BVD Ch. 14, 15, 11) as one unit and then random variables, and probability models (BVD 16, 17) as another unit but probability falls awkwardly around winter break and our semester ends in January. I am also going to break up sampling distributions (BVD Ch. 18) this year. I'm going to do sampling distributions for proportions then inference with proportions, and sampling distributions for means then inference with means. I think this will help emphasize the connection between inference and sampling distributions and I can emphasize the CLT and show why it is the Fundamental Theorem of Statistics.
Tips for Newbies:
1. Don't try to grade everything -- you just can't, and if you're like me, you're not used to grading writing. Partner quizzes or group quizzes will get them talking and give you less to grade. You may also may have to sacrifice quizzes until you get your pacing down, like in a year or two.
2. Emphasize communication early -- misuse of statistical terms is a great way to get massively dinged on the AP test. Show plenty of examples of good, bad, and ugly FRQ responses.
3. Teach the class again -- your first year won't be your best year. Hopefully, it will be better than mine, though. You will see things new each time through. Chris Olsen has even said that he didn't feel like he had a good grasp of the course until his third year teaching it.
4. Don't get overwhelmed and stick to the book if you have to -- there is a lot of GREAT stuff out there for AP Stats, but remember the best way to eat an elephant is one bite at a time. You are (likely) using an AP aligned textbook, which means that the book is designed specifically to prepare the little darlings for the AP test. All of the books have flaws, but it's nice to have a home base.
5. Ask questions -- there is a great AP Stats community out there. @druinok, @gwaddellnvhs do fantastic things and are willing to help. I (@grayer_mist) do things and am willing to help, or at least show you what I've stolen from others. StatsMonkey is a good site. The message board (sometimes called listserv) at AP Central is also good. Many teachers and authors (esp. Dave Bock, Darren Starnes, Chris Olsen) are active on the message board.
Good luck to you!
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