Category Archives: 180 Blog Geometry

Portfolios & Music Cues – Geometry

Day 3, Fri Aug 14, 2015

Cover Portfolio GeomMusic Cues: I heard this great idea from Matt Vaudry at Twitter Math Camp ’15, on using music cues for certain transitions and activities. Matt uses MANY different songs, but I choose to use only three:

1) The Mission Impossible theme song for preparing for class: My students each have a Portfolio (3-Ring Binders), a workbook, and a whiteboard. Each pair of students has a “Tool Kit.” All of these must be at their desks, plus their cell phones must be placed face down on the outside corner of the desk. Matt gives them one minute of the song; since my students have to retrieve materials from the portcase, I give them two minutes.

2) The Benny Hill theme song for cleaning up: They must get everything put away and sit back in their desks, so we can debrief the lesson (The Brain Surgeon’s Wrinkle Sprinkle)

3) The Dun-Dun-DUN sound for announcing the instructional target. (Which we will start next week.)

We practiced these back to back a few times until we got it down. It works amazingly well! Thank you Matt.

Portfolios: I require students to keep a portfolio in class. The portfolio has a cover sheet that intentionally refers to them as “Genetically-Coded Math Experts.” I used today to reinforce the 6 C’s as our ultimate goal of the course, which I introduced yesterday. The portfolio is structured around these six values as is my grade book. My students from last year, received their portfolios back from Algebra 1; the new students received a free binder from an anonymous donor. We built the portfolios section by section.

I saved the students the grief of going through the syllabus. I gave them the Course Overview to read on their own (which they won’t) and have their parent’s sign (they won’t read it either) and return to their portfolios by the end of next week. Rather than bore them with the grading policies all at once, I discuss them briefly when they arise in class. (e.g. Discuss homework when the first homework assignment is assigned.)

Wrinkle Sprinkle

  • The 6 C’s
  • We are going to learn how to think

First Day’s Transformation Question – Geometry

Day 1 & 2, Thurs Aug 13, 2015

Class Pic{My school has a special tradition of activities on the first day in order to promote our school motto: S.P.I.R.I.T., Scholarship, Passion, Involvement, Reflection, Integrity, Teamwork. Teachers do not officially see their new students until Day 2}

Greeting the Crew: I greeted each student at the door with a high-5, inspired by Glenn Waddell (@gwaddellnvhs). All my students who finished the year with me last year, returned, with the addition of 13 new ones. These is a great bunch!

Opening Quiz on the 6 C’s: I always start every year by answering the transformation question: “How will you (the students) be different in June than you are now, because of my class?” This year I am answering that question with the same 6 C’s that I launched last year. My Claims-Based grading system and the students portfolios are structured as such also. These C’s are based on the Smarter Balance Claims and the 4 C’s of 21st Century Learning.

  • Concepts & Procedures
  • Critical Thinking
  • Communicating Reasoning
  • Constructioning Models
  • Creativity
  • Collaboration

I gave the students the blank copy of the quiz below, and told them this was not to be graded nor was it a test of their previous knowledge. It was like a movie trailer of things to come, but I still wanted them to give me their best shot. I then gave them my standard 3-response speech.

As a mathematician I cannot always give an accurate response; I cannot always give a complete response; but I can always, always, always give an intelligent response. Blank is not intelligent.

I pressed them to give me something… numbers, equations, drawings … anything intelligent.

Opening Quiz Pic Geom

They worked on these independently, then in groups, then as a class. I wanted to model this process right away, because I use it often.

Last year with this group I fielded the “I feel stupid comment;”  this year it was the, “She is really smart” comment. This gave me the opportunity to once again, press upon them that they are all smart; I’m just here to make them all smartER.

I posted on the board several of the responses that I saw on the student papers. I shared that these are the 6 C’s of the course. That these 6 things are really what they are here to learn. So I didn’t even answer the questions… that will come later in the course. I just wanted to highlight & explain what the first 4 C’s meant, and the other two would be woven throughout. I said that these things are what mathematicians really do, and that I am paid big bucks to get them all thinking like this in 10 months.

Introductions: I have each student briefly state their name and something interesting about themselves. I use the time that they are talking about the point of interest to review the names in the class, so at the end, I can recite all the names in class. Since I already knew most of the kids, this was easy.

I then shared that the reason that we did math first is because that is what we all about.. learning math … not collecting points… and the math was being learned by them, so those are the two most important things going on in the room on any given day. I also assume they can read the grading policy if I gave to them I didn’t have to bore them with it. Since this is the last class of the day, they all thanked me profusely, for that’s much of what they experienced their first day.

The Brain Surgeon: Last year I implemented some ideas that I came up with to promote Carole Dweck’s Growth Mindset findings. One of them was the Brain Surgeon, whose responsibilities are to read the target for the day, and lead the Wrinkle Sprinkle at the end of the period.

Wrinkle Sprinkle: This is another vehicle that I created to promote the Growth Mindset. My students from last year, knew the routine. I explained to the new students that when we learn, we don’t just shove stuff in our brains, but that the brain cells actually grow and connect to each. I joked that it was like getting a new wrinkle on the brain, and that we were into growing our brains in this class. Therefore, at the end of each class, we will debrief what we learned and write it on the board.

  • How to Model a situation with a drawing (From questions #2 & 4 on the quiz)
  • Logan can do a back flip
  • Two people have last names in Spanish that mean a place, and another has a Spanish last name that means cow.

It was a high-spirited, fun first day. The students have me pumped for the year!