tag:blogger.com,1999:blog-13185050084229708672024-03-13T20:27:17.538-07:00Journal WizardAnonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comBlogger88125tag:blogger.com,1999:blog-1318505008422970867.post-45690275040578409122014-08-01T17:54:00.000-07:002014-08-01T17:54:06.905-07:00Keeping the Journals Closed<div dir="ltr" style="text-align: left;" trbidi="on">
This method has proved to be long lasting and simple. <div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrbVrNiuo48IperTWegOvNct4UwcVz9PMVoZ1JtmEonqSCQWbaQOHfw4bQ784ctDCJRe5ljxOJLvu8XOrbUBA_BMrQaz5B_2nsgbJZ4NhAAF31-6a4jjkH5Dgtm5nFxw03hvMaVk5Nty4/s1600/20140801_193724.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrbVrNiuo48IperTWegOvNct4UwcVz9PMVoZ1JtmEonqSCQWbaQOHfw4bQ784ctDCJRe5ljxOJLvu8XOrbUBA_BMrQaz5B_2nsgbJZ4NhAAF31-6a4jjkH5Dgtm5nFxw03hvMaVk5Nty4/s1600/20140801_193724.jpg" height="180" width="320" /></a></div>
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Materials needed: </div>
<div>
<ul style="text-align: left;">
<li>scissors</li>
<li>two brads</li>
<li>duct tape</li>
<li>rubber band</li>
</ul>
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Steps: </div>
</div>
<div>
<ol style="text-align: left;">
<li>Using a pair of scissors, gently dig a small hole about an inch from the open edge halfway between the top and bottom of the journal. </li>
<li>Push the brad through from the front and secure the inside with duct tape.<br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimcbxhOsNKlH1YLMyRFTdZtQI8YHX5tC9QqFwTUsxekquuHGnegLj1jVnAIhHLze8pOjRF-tTC2pEjpMQU0ot0Uo6rkPB-FZgG1TB6ayb4us0wwf9kDTbYeu2jqJLqyvMFAgkxvbhsZqA/s1600/20140801_193759.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimcbxhOsNKlH1YLMyRFTdZtQI8YHX5tC9QqFwTUsxekquuHGnegLj1jVnAIhHLze8pOjRF-tTC2pEjpMQU0ot0Uo6rkPB-FZgG1TB6ayb4us0wwf9kDTbYeu2jqJLqyvMFAgkxvbhsZqA/s1600/20140801_193759.jpg" height="180" width="320" /></a></li>
<li>Repeat steps 1 and 2 to the back cover. </li>
<li>Take the rubber band and loop around the brad on the back cover. I twist the rubber band around the brad to help it stay.<br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNeQJCCcQ7PPXvpzEckvyVr0FIh-GAF3u4PXTw45P2m7EXDXZsQYE1d8fQmmOKYffzlrhJYkQEa3k-YLuM3SayhHHJHQnHhxNQkLrClf_YvOQfDBTlSrxzBxk9Nts3UUo7IGWwv70kzYQ/s1600/20140801_193832.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNeQJCCcQ7PPXvpzEckvyVr0FIh-GAF3u4PXTw45P2m7EXDXZsQYE1d8fQmmOKYffzlrhJYkQEa3k-YLuM3SayhHHJHQnHhxNQkLrClf_YvOQfDBTlSrxzBxk9Nts3UUo7IGWwv70kzYQ/s1600/20140801_193832.jpg" height="180" width="320" /></a></li>
<li>Pull the rubber band around to the other side and loop it around the brad on the front cover. </li>
</ol>
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Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-75461185983766701812014-07-31T05:45:00.001-07:002014-07-31T06:48:20.438-07:00Trash! <div dir="ltr" style="text-align: left;" trbidi="on">
A tip I picked up in a session at a conference is that you can use paper bags as individual trash cans. There are pros and cons to the idea, but definitely worth sharing. I fold the top edge of the paper bag several times like I would when I cuff the sleeve of a shirt.<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEib-jmO_uJwNQGcClI4hA84r_jM91FW-r8PAgi9DlPV4sb7Mq3m7muISalXqR5GAHYvzrqIj9opuMZGNBtIafOWyzh38olnKT-hOMQ9EtTFt1ymYM1rWidNgDfZ6tKRbuEu2HjRMecrqDI/s1600/20140731_074324.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEib-jmO_uJwNQGcClI4hA84r_jM91FW-r8PAgi9DlPV4sb7Mq3m7muISalXqR5GAHYvzrqIj9opuMZGNBtIafOWyzh38olnKT-hOMQ9EtTFt1ymYM1rWidNgDfZ6tKRbuEu2HjRMecrqDI/s1600/20140731_074324.jpg" height="225" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Paper Bags for Individual Trash Cans</td></tr>
</tbody></table>
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Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-60598602702518381682014-07-31T05:36:00.001-07:002014-07-31T05:39:19.380-07:00A Place to Put Their Pencil<div dir="ltr" style="text-align: left;" trbidi="on">
What do you do for that kid that never keeps up with a pencil?<br />
<br />
All you need is a milkshake (jumbo) straw and some tape.<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZ6KlJho0QJ-aiXm6O2p8H6QhEy-dT_XFVf81luPIQpvAyLb8n4JTHC4Y_CJA0zQRP9fFJl_jEcGqlhlWWZHCCxM_ML8ty17SvRqmAILWiOZYJkoMgVBWaKqHc2xNRV2x3KxtYyorecEo/s1600/20140731_072700.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZ6KlJho0QJ-aiXm6O2p8H6QhEy-dT_XFVf81luPIQpvAyLb8n4JTHC4Y_CJA0zQRP9fFJl_jEcGqlhlWWZHCCxM_ML8ty17SvRqmAILWiOZYJkoMgVBWaKqHc2xNRV2x3KxtYyorecEo/s1600/20140731_072700.jpg" height="400" width="225" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Jumbo Straw and Duct Tape</td></tr>
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Steps:<br />
<br />
<ol style="text-align: left;">
<li>Cut the straw in half.</li>
<li>Fold over about a quarter inch of the end of the straw and wrap a small piece of tape around the end. (Reason: The pencil doesn't touch tape at the bottom because the end is folded over.)</li>
<li> Tape it down to the inside left cover of the composition book close to the spine. (Experience: Use tape and not staples. Staples through the cover will reap havoc on your hands. I have scars.) </li>
</ol>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6S64BYOVUB-ymGhhr09yX7HD5yxGgvcOAW2Fq8R8nHPDnxhuSpd-8LNOtk164TDzApAYtkihnl_nh-7CInFm706VjzJkvwDjt7u5kr6dGF2KE2HFkPd2Ty1RkWD22cvw9PpBG2YhEU7g/s1600/20140731_072920.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6S64BYOVUB-ymGhhr09yX7HD5yxGgvcOAW2Fq8R8nHPDnxhuSpd-8LNOtk164TDzApAYtkihnl_nh-7CInFm706VjzJkvwDjt7u5kr6dGF2KE2HFkPd2Ty1RkWD22cvw9PpBG2YhEU7g/s1600/20140731_072920.jpg" height="400" width="225" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Pencil Holder</td></tr>
</tbody></table>
Advice: Place the pencil holder close to the spine and the less likely it is that the pencil flies out when the student closes their journal.</div>
Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-47743413854621908462014-07-30T12:05:00.002-07:002014-07-30T12:05:51.324-07:00Save the date ♥ I'm getting married! Can you guess when? <div dir="ltr" style="text-align: left;" trbidi="on">
After six wonderful years, my boyfriend proposed!! I'm getting married and I have the best wedding date ever!! Can you guess when I say I do?<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2TBvf_V6vodIzX5XBwnUgIIzvg85XQLTdHangLxnNtOfYV-9RHP_612nthtG37Lja7dYqLigMMt1QWhM7KOj0YFi8cRacEdWe19JNWglCRm8Er9q97co29YbGvFqnCN2NMzvIOhFyezF1/s1600/save+the+date.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2TBvf_V6vodIzX5XBwnUgIIzvg85XQLTdHangLxnNtOfYV-9RHP_612nthtG37Lja7dYqLigMMt1QWhM7KOj0YFi8cRacEdWe19JNWglCRm8Er9q97co29YbGvFqnCN2NMzvIOhFyezF1/s1600/save+the+date.PNG" height="237" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Save the date ♥</td></tr>
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<br /></div>
Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-64611344357903626102014-07-30T11:09:00.002-07:002014-07-30T11:11:13.416-07:00Finding the Distance Revamped! <div dir="ltr" style="text-align: left;" trbidi="on">
"<a href="http://tinyurl.com/journalwizarduploads" target="_blank">Finding the Distance</a>" foldable was requested in the form of a pdf.<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0uAQw7ktoHkdGbnUPVADfNdFEHxOO5XbWs_Iq7sg5LCS7NuGhj4ulweuYpb2IalhMutecZW5UvSIZYcOOpjqP7gsnmBx-nfMmnB8deA4auPslOBkiPlY-qkAPpFVqp9H2U3lhYtH0iZ8/s1600/20140730_125139.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0uAQw7ktoHkdGbnUPVADfNdFEHxOO5XbWs_Iq7sg5LCS7NuGhj4ulweuYpb2IalhMutecZW5UvSIZYcOOpjqP7gsnmBx-nfMmnB8deA4auPslOBkiPlY-qkAPpFVqp9H2U3lhYtH0iZ8/s1600/20140730_125139.jpg" height="400" width="225" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Finding the Distance</td></tr>
</tbody></table>
<br />
I have typed it up and uploaded it as a word document (editable) and as a pdf. An answer key has been uploaded also. As always, printing can be tricky. I print "two sided along the short edge". After printed, you'll notice a dotted line along one short edge. Cut along the dotted line so that the foldable will fold up nicely.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioKp1T0OW0jw42ghLZmyMsTFz5i5EXLp7vbo9b1AA5GQGU5K5vRr0pShLCTQvclbkxCnbD_p4lDMSUnsK_FEcwQKlDmHS6T83YaSvOWylFYQJUZeNugMKQzQ9cqBW9Ex_7Vemh_KxdEeE/s1600/20140730_125155.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioKp1T0OW0jw42ghLZmyMsTFz5i5EXLp7vbo9b1AA5GQGU5K5vRr0pShLCTQvclbkxCnbD_p4lDMSUnsK_FEcwQKlDmHS6T83YaSvOWylFYQJUZeNugMKQzQ9cqBW9Ex_7Vemh_KxdEeE/s1600/20140730_125155.jpg" height="180" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">First unfold reveals methods for distance off a slanted line along with using method 1. </td></tr>
</tbody></table>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_oN3A7mfsOSUS8_x539105gcsyfAD9aBap9icsfKpGsMjTNmXoOOccqjw25hhzhyvpInwZSkFi1S08eWRtjxMMlgoUcgCQa1gULAK6l3bzu0j-Qy05tyW2cdbrx1m9ajbUFe0XfDC6K0/s1600/20140730_125210.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_oN3A7mfsOSUS8_x539105gcsyfAD9aBap9icsfKpGsMjTNmXoOOccqjw25hhzhyvpInwZSkFi1S08eWRtjxMMlgoUcgCQa1gULAK6l3bzu0j-Qy05tyW2cdbrx1m9ajbUFe0XfDC6K0/s1600/20140730_125210.jpg" height="180" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Second unfold reveals the use of method 2. </td></tr>
</tbody></table>
The order of the methods did not hold a significance initially. I now teach the use of the Pythagorean Theorem first to bridge a connection the the distance formula.<br />
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Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-81369699376783981002014-02-02T12:35:00.001-08:002014-02-02T12:35:53.173-08:00Celebrating a Year in Blogging!! My Workshop Presentation at the Math and Science Symposium<p> A year ago today, I began sharing my experience with journaling and education. I have been given the privilege of giving another presentation at the Math and Science Symposium. </p>
<p> I wanted to share the material I presented. I selected several foldables by other bloggers to show that the material I use daily doesn't come from just me. My top Algebra resource is <a href="http://mathequalslove.blogspot.com/" target="_blank" title="">Math=Love</a>. </p>
<p>I'm really proud of myself. Over this past year I have prepped more of my foldables and notes on the computer to cut time in class and presentations. </p>
<p>I have uploaded all but one of the pieces to as a PDF to my <a href="https://drive.google.com/m?gsessionid=82hmsV-Ejtz7bOOTbGUAlw" target="_blank" title="">google drive</a>. This google drive is shared with the public. It has the PDFs from not only my presentation but also almost everything else I have put together with my computer-bathroom passes, syllabi, journal notes, Spencer Henry Behavioral Management, etc. </p>
<p>I like to start classroom journals and presentations with a tangram puzzle. </p>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh5.googleusercontent.com/-x1SJTCXcNtE/Uu6rWASSBfI/AAAAAAAABOg/B3hOBJ00GV8/s960/Photo%252520Feb%2525201%25252C%2525202014%25252C%2525204%25253A28%252520PM.jpg" target="_blank" style=""><img src="https://lh5.googleusercontent.com/-x1SJTCXcNtE/Uu6rWASSBfI/AAAAAAAABOg/B3hOBJ00GV8/s500/Photo%252520Feb%2525201%25252C%2525202014%25252C%2525204%25253A28%252520PM.jpg" id="blogsy-1391373353647.0107" class="alignnone" alt="" width="500" height="667"></a></div>
<p> All journals and presentations also include what I call a reference pocket on the inside left cover. This is where reference charts for standardized testing, calculator guides, etc. are kept. For presentations, this is where I place my "Journal Wizard" brochure. </p>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh6.googleusercontent.com/-JwV0tP2nPoo/Uu6rXblGcyI/AAAAAAAABOo/QGXAH3SAHeg/s960/Photo%252520Feb%2525201%25252C%2525202014%25252C%2525204%25253A29%252520PM.jpg" target="_blank" style=""><img src="https://lh6.googleusercontent.com/-JwV0tP2nPoo/Uu6rXblGcyI/AAAAAAAABOo/QGXAH3SAHeg/s500/Photo%252520Feb%2525201%25252C%2525202014%25252C%2525204%25253A29%252520PM.jpg" id="blogsy-1391373353614.4866" class="alignnone" alt="" width="500" height="667"></a></div>
<p> Next thing that comes up in journals is a "Unit Pocket" that procedes a definite section of material. I also use journals for professional development. </p>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh6.googleusercontent.com/-B4ATzDhaN2g/Uu6rYpARu3I/AAAAAAAABOw/WOmv7srzGy8/s960/Photo%252520Feb%2525201%25252C%2525202014%25252C%2525204%25253A30%252520PM.jpg" target="_blank" style=""><img src="https://lh6.googleusercontent.com/-B4ATzDhaN2g/Uu6rYpARu3I/AAAAAAAABOw/WOmv7srzGy8/s500/Photo%252520Feb%2525201%25252C%2525202014%25252C%2525204%25253A30%252520PM.jpg" id="blogsy-1391373353653.5059" class="alignnone" alt="" width="500" height="667"></a></div>
<p>The next page presented showed how a general page appears in our journals. </p>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh5.googleusercontent.com/-u1_QrLIG3QA/Uu6rZxyP8nI/AAAAAAAABO4/NXFgDP2rsE8/s960/Photo%252520Feb%2525201%25252C%2525202014%25252C%2525204%25253A34%252520PM.jpg" target="_blank" style=""><img src="https://lh5.googleusercontent.com/-u1_QrLIG3QA/Uu6rZxyP8nI/AAAAAAAABO4/NXFgDP2rsE8/s500/Photo%252520Feb%2525201%25252C%2525202014%25252C%2525204%25253A34%252520PM.jpg" id="blogsy-1391373353632.325" class="alignnone" alt="" width="500" height="375"></a></div>
<p> The left side is used for two main parts-lesson frame/objective and critical writing/reflection. This has been something I have been striving to complete in journaling. Providing students with a direct objective and incorporating writing and reflections. I'm still struggling to make this a routine in my daily teachings. </p>
<p>I use the right side for the lessons, foldables, assignments, etc. There are other methods suggested such as putting the writing on the left and the lesson material on the right.</p>
<p>I found it very beneficial this year to go over sets of real numbers. This is not a concept that is directly assessed on any standardized testing, but it is apart of the language that is used and seen. </p>
<p> <a href="https://lh3.googleusercontent.com/-zNVsyM2jV9c/Uu6rbJ74ZdI/AAAAAAAABPA/u2gMX43G6ek/s960/Photo%252520Feb%2525202%25252C%2525202014%25252C%25252011%25253A49%252520AM.jpg" target="_blank" style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.292969); -webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); "><img src="https://lh3.googleusercontent.com/-zNVsyM2jV9c/Uu6rbJ74ZdI/AAAAAAAABPA/u2gMX43G6ek/s500/Photo%252520Feb%2525202%25252C%2525202014%25252C%25252011%25253A49%252520AM.jpg" id="blogsy-1391373353685.8186" class="alignnone" alt="" width="500" height="667"></a></p>
<p> I have seen and used a Venn diagram format in the past, but I really like to do a flip style foldable to make this concept more interactive. <a href="http://mathequalslove.blogspot.com/p/foldables-templates-graphic-organizers.html" target="_blank" title="">Math=Love</a> has a printable format without the flaps. </p>
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<p> </p>
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<p> </p>
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<p> </p>
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<p> </p>
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<p> It's not prefected but it is a start. </p>
<p>Next page: Function Machine </p>
<p>I find it very important to demonstrate what a function is when refered to as a machine. </p>
<p> I use this Youtube video "<a href="http://www.youtube.com/watch?v=VUTXsPFx-qQ" target="_blank" title="">Meat-A-Morphosis</a>" to introduce functions. The kids get a kick out of it!</p>
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<p> I tried to put the idea of a function machine into a pull tab foldable. </p>
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<p> Then pull the green tab down to demonstrate the input of six and the ouput result. </p>
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<p> Next up is a foldable that I spent hours trying to get the shape placement right. It is still not perfect, but demonstrates the relationship between the most popular quadrilaterals. The only one that I couldn't work in was a rhombus even though a square is a rhombus. This foldable can make a square, rectangle, right angle trapezoid, isosceles trapezoid, and parallelogram. If you would like a copy in Word to perfect the arrangement, send me an email and I'll send you a copy. Just be sure to share it back. :) </p>
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<p> The next foldable is a steal from <a href="http://mathequalslove.blogspot.com/2012/11/hoy-vux-foldable-with-template.html" target="_blank" title="">Math=Love</a>. I typed it up completely to progress the pace of my presentation and provide a quick reference for Algebra 2 students. I can share this by email also so it can be edited. </p>
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<p> I love this foldable on the Coordinate Plane. I adapted an idea from Region 15 consultant Marifrances and <a href="http://mathequalslove.blogspot.com/2013/12/help-my-classroom-has-been-taken-over.html" target="_blank" title="">Math=Love</a> posted a template for it. This can be created without a template by first cutting a square, second folding into sixteen squares, third cutting off each corner, and fourth cutting the two squares around the edge into two flaps. </p>
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<p> The next foldable is for ordered pairs. I would look on <a href="http://mathequalslove.blogspot.com/2013/12/help-my-classroom-has-been-taken-over.html" target="_blank" title="">Math=Love</a> for a better illustration of how she taught and used it. I haven't used this in class yet and I ran out of time for my presentation. </p>
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<p> Next up, Domain and Range. This is quickly becoming my new favorite thing to teach. Domain and Range was one concept that I didn't get until I started teaching. I struggled through college and had no idea what it was in high school. </p>
<p>I borrowed this acronym from Math=Love and turned it into a similar foldable as HOY VUX. </p>
<p>I pair this foldable that defines Domain and Range with one that is used as a tool for identifying the Domain and Range of a graph. </p>
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<div class="separator" style="clear: both; text-align: none;">We use highlighters to identify the domain and range. This foldable is an amazing tool that helps kids understand and relate that domain is the vertical boundaries identified by the values of a horizontal axis and vice versa for range. </div>
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<p> Thank you for your time! Share thoughts and comments!! It's been a wonderful year and still psyched to keep sharing. </p>
<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-73664041775402739422014-01-18T13:44:00.001-08:002014-01-18T13:44:29.366-08:00Giant Cookie is our Pi Day Tradition; What's Yours? <p> I am not a pie maker or eater. Pies are just something I didn't grow up on. Tragic, I know. </p>
<p>A wonderfully brilliant educator I know introduced me to an amazing recipe for a giant chocolate chip cookie. This was a tradition when she taught all the students I am currently teaching now years ago. She would make a giant cookie each month celebrating their birthdays. I've started a new tradition for them in high school. We have giant cookies with ice cream and games in celebration of Pi Day. </p>
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<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-24068550826877670922014-01-18T13:15:00.001-08:002014-01-18T13:15:52.931-08:00Kindergarten? No, I Teach High School Math! <p>Ok, so, funny story. My students love telling this one to newbies. We were running out of glue. (I store glue in a detergent bottle with one of those neat little spouts that make refilling glue pretty easy. However, from experience, I would invest into one of those hand pumps that screw onto the Elmer's gallon of glue. Much easier.)</p>
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<p> </p>
<p>I went to Office Depot and grabbed my usual bottle of glue and snagged 12 packages of giant white construction paper on clearance for $1.64 each. Awesome find! </p>
<p>I am checking out and the cashier stares at my selection and says, "Man, you do a lot in kindergarten."</p>
<p>Awkward pause. I reply, "I teach high school math." </p>
<p>His eyes widen and he then calls me "Bizarre." </p>
<p>Not the first time I have been called this. I just smile and say thank you! </p>
<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-73212921517851201742014-01-18T12:50:00.001-08:002014-01-18T12:50:56.822-08:00Why my students call me the Journal Wizard? <p>The nickname Journal Wizard was given to me by a student my third year of teaching. This student was notorious for always getting whatever we were doing-folding, cutting, glueing, writing, etc. WRONG! Now "wrong" isn't something I would point out to him. Success in my classroom was extremely important to him. I would quietly walk over and show him how to troubleshoot his mistake and determine a new way to complete the journal page using his current materials.</p>
<p>Journal Policy: Student's have to make do with what they have. If they tear their notes or mess up, they have to make it work; that's my policy.</p>
<p>So, with this student, there was never a mistake that we couldn't fix. By the end of the year, the student became a master of troubleshooting journaling mistakes.</p>
<p>This year, I did run across a very challenging issue. The binding of a student's journal fell apart. How? She fiddled with it until it did. Little fart did it, denied it, and I watched it happen. Again, the policy is that we always make it work. </p>
<p> </p>
<p>Challenge: Thread the cover and pages back together. </p>
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<p> I found some hearty red thread and a strong needle (ended up going through three needles). </p>
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<p> I started threading the pages and cover together keeping a loose connection. </p>
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<p> When finished threading together, I pulled the cover tightly to the pages and tied it off. </p>
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<p>I did have to push through the outside binding cover. Luckily, the student is a huge Red Raider fan and loves the stitching on the outside. </p>
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<p> The entire process took me about two hours. Moral of the story for my students: We gotta make it work! (Trust me, they quote me on this.) </p>
<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-27121452399001973412014-01-12T12:13:00.001-08:002014-01-12T13:11:03.223-08:00Graphing Ordered Pairs<div dir="ltr" style="text-align: left;" trbidi="on">
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I wanted to touch base on graphing ordered pairs and tie in a little geometry. I found this book while on a trip in California and the kids love it!!! There are a variety of pictures and it's not just a connect the dots. There are basic geometry questions and a thorough check on graphing ordered pairs skills. <br />
As soon as I scan and upload the PDF, I'll let you know!<br />
There's an excellent foldable for a more in depth look at the <span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><a href="http://journalwizard.blogspot.com/2013/11/cartesian-coordinate-plane-again.html" target="_blank" title="">coordinate plane</a></span>. And I believe <a href="http://mathequalslove.blogspot.com/2013/08/algebra-2-interactive-notebook-pages.html" target="_blank" title="">Math=Love</a> has typed it up. <br />
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The format and variety of graphing ordered pairs is great for the students. And I can keep a check on those geometry skills. <br />
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Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-7253790746414412172014-01-12T11:54:00.001-08:002014-01-12T13:11:34.214-08:00Success!!! Simplifying Algebraic Expressions<p> I have found that I have success in teaching when I am able to present a concept properly to the students with full definitions, correct vocabulary, and examples outlined with strategy. I leave nothing questionable or allow something to be called "that thing". I have also learned that if a strategy, method, object, concept, term etc., has a name, students learn, relate, retain, and apply them more. </p>
<p>This technique is very easy for me in Geometry. Geometry is my specialty to teach; however, Algebra 1 has been a nightmare. </p>
<p>Key problem: I teach kids how to do the math and then they ask me WHY?</p>
<p>And I can't answer them because sometimes I don't know why. I never questioned what I was taught; it's just how you do the math. This needs to change. </p>
<p>My goal this year has been to raise my skill level in teaching Algebra 1 to my skill level of teaching Geometry. It has been slow. I am extremely behind. There's no excuse. And I'm freaking out! But there are positive results. My students understand and use what I have taught them. Some of the most difficult concepts for me to teach, have become easier and more approachable. I'm beginning to see the flow of Algebra 1 and how it builds upon each concept. With Geometry, it just clicked. The struggle I've had with Algebra 1 has been the sequence. I've asked, and I couldn't find an answer. This year, I decided to pick up the textbook as my core resource pulling in CSCOPE materials, EOC prep materials, and other supplemental materials. </p>
<p>This is a look at our journal for the first semester. We haven't even made it half way through the journal! </p>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh6.googleusercontent.com/-8JcxljbFtIE/UtLy8ZkmlzI/AAAAAAAABLk/PHqHyBIYNmU/s960/Photo%252520Jan%25252012%25252C%2525202014%25252C%25252011%25253A55%252520AM.jpg" target="_blank" style=""><img src="https://lh6.googleusercontent.com/-8JcxljbFtIE/UtLy8ZkmlzI/AAAAAAAABLk/PHqHyBIYNmU/s500/Photo%252520Jan%25252012%25252C%2525202014%25252C%25252011%25253A55%252520AM.jpg" id="blogsy-1389560671711.1973" class="alignnone" alt="" width="500" height="667"></a></div>
<p>Here's one area that has kicked my tush every time I try to teach it: Simplifying Algebraic Expressions. When it arrived on the horizon, I spent a large amount of time researching other teachers' strategies. I typed up my journal page pulling information from the textbook along with thoughts found on <a href="http://mathequalslove.blogspot.com/2013/12/parts-of-expression-and-translating.html" target="_blank" title="Math Equals Love">Math=Love</a>. I liked how she took the time to define each part and show how the term can be expanded and seen in different ways. This made a difference, and answered several questions from students throughout the unit. The definition of combining like terms was referenced multiple time. For instance, a student wanted to change the exponent when adding x and x to x squared. I refered the student to the definition followed by guiding questions.</p>
<p>Another strategy/activity I loved was "Sorting Like Terms". A colleague of mine writes pairs of terms on cards and students have to decide on Like or Unlike and justify.</p>
<p>Here's my journal page on Simplifying Algebraic Expressions. </p>
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<p> </p>
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<p> When we got to the example adding distribution into the mix, we discuss the operations behind distribution and combining like terms and then determine the proper order based on GEMDAS. </p>
<p>And I love when some student says "you do the parenthesis first". That drives me crazy!!!!! We analyze that comment and what it really means in relation to GEMDAS and what operation distribution represents. </p>
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<p> Instead of dropping one practice assignment on my students, I have three different assignments spread out over a week that we keep going back to. This helps them review and retain the skills of combining like terms. I want them comfortable and confident with this skill. <a href="http://www.kutasoftware.com/" target="_blank" title="">Kuta Software</a> has multiple practice pages and at different levels. There skills are improving!! </p>
<p> </p>
<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-75065110367675135922014-01-07T16:28:00.001-08:002014-01-07T16:28:29.183-08:00Identity Properties<p> The hardest, worst page in the journal!!!! I have to show my sarcasm sign to my students after I say this. </p>
<p> </p>
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<p> </p>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh5.googleusercontent.com/-y-gQFhHtZ_g/UsybqcVrqrI/AAAAAAAABLU/u5p2CEGi0Ts/s960/Photo%252520Jan%2525207%25252C%2525202014%25252C%2525206%25253A06%252520PM.jpg" target="_blank" style=""><img src="https://lh5.googleusercontent.com/-y-gQFhHtZ_g/UsybqcVrqrI/AAAAAAAABLU/u5p2CEGi0Ts/s500/Photo%252520Jan%2525207%25252C%2525202014%25252C%2525206%25253A06%252520PM.jpg" id="blogsy-1389140907640.8457" class="alignnone" width="500" height="375" alt=""></a></div>
<p> Reason: To justify and give that "understood one" meaning and a mathematical reference. </p>
<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-33620605914314163162014-01-07T16:25:00.001-08:002014-01-07T16:25:04.030-08:00Review of Divisibility <p> We reviewed methods of divisibility earlier in the year in Pre-Algebra. </p>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh6.googleusercontent.com/-i4TW8jxlFMQ/Usya0JulkyI/AAAAAAAABK0/YwLYoDTaw8Y/s960/Photo%252520Jan%2525207%25252C%2525202014%25252C%2525206%25253A09%252520PM.jpg" target="_blank" style=""><img src="https://lh6.googleusercontent.com/-i4TW8jxlFMQ/Usya0JulkyI/AAAAAAAABK0/YwLYoDTaw8Y/s500/Photo%252520Jan%2525207%25252C%2525202014%25252C%2525206%25253A09%252520PM.jpg" id="blogsy-1389140702649.6753" class="alignnone" alt="" width="500" height="667"></a></div>
<p> I like to share different ways to think about divisibility and prime numbers. Students tend to choose a method use it. I enjoy watching them share and teach each other. (The more different the approach, the deeper the knowledge will become.)</p>
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<div class="separator" style="clear: both; text-align: none;"><a href="https://lh3.googleusercontent.com/-Kd6dIjyeyKg/Usya3HFedLI/AAAAAAAABLE/w4WDRLR8ke8/s960/Photo%252520Jan%2525207%25252C%2525202014%25252C%2525206%25253A09%252520PM.jpg" target="_blank" style=""><img src="https://lh3.googleusercontent.com/-Kd6dIjyeyKg/Usya3HFedLI/AAAAAAAABLE/w4WDRLR8ke8/s500/Photo%252520Jan%2525207%25252C%2525202014%25252C%2525206%25253A09%252520PM.jpg" id="blogsy-1389140702711.5237" class="alignnone" width="500" height="375" alt=""></a></div>
<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-23785840083782919092014-01-07T16:16:00.001-08:002014-01-07T16:16:03.865-08:00Distributive Property<p> We had reviewed the Distributive property earlier in the year. </p>
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<p> My students love distributing the b and making "<strong>ba</strong>+<strong>by</strong>" and distributing the c to make "<strong>ac</strong>+<strong>dc</strong>". </p>
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<p> Another part of the distributive property is reviewing its use in mental math. Some of my students have fun using the strategy throughout the year to beat others that use a calculator. </p>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh3.googleusercontent.com/-ErwznBfBjC0/UsyYwPWOzAI/AAAAAAAABKo/sNK3UFv_j94/s960/Photo%252520Jan%2525207%25252C%2525202014%25252C%2525206%25253A06%252520PM.jpg" target="_blank" style=""><img src="https://lh3.googleusercontent.com/-ErwznBfBjC0/UsyYwPWOzAI/AAAAAAAABKo/sNK3UFv_j94/s500/Photo%252520Jan%2525207%25252C%2525202014%25252C%2525206%25253A06%252520PM.jpg" id="blogsy-1389140162454.469" class="alignnone" width="500" height="375" alt=""></a></div>
<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-62390778098771325582014-01-07T16:04:00.001-08:002014-01-07T16:04:15.909-08:00Commutative and Associative Properties<p> </p>
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<p> </p>
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<p> I have found that even after defining these two properties, students do not really recall or understand them. I added these four practice problems and focus the guiding questions on which method would be easiest or most appealing for mental math. </p>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh5.googleusercontent.com/-fufkFTO6H9o/UsyV_B-crHI/AAAAAAAABKM/39bj87-wkeI/s960/Photo%252520Jan%2525205%25252C%2525202014%25252C%2525201%25253A10%252520PM.jpg" target="_blank" style=""><img src="https://lh5.googleusercontent.com/-fufkFTO6H9o/UsyV_B-crHI/AAAAAAAABKM/39bj87-wkeI/s500/Photo%252520Jan%2525205%25252C%2525202014%25252C%2525201%25253A10%252520PM.jpg" id="blogsy-1389139454425.3738" class="alignnone" width="500" height="375" alt=""></a></div>
<p> After we worked through the above problems, students were able to identify the properties when asked and even identified them when they were applied later on. </p>
<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-67774114790587583012014-01-05T12:37:00.001-08:002014-01-05T12:37:41.174-08:00Translating from Words to Math<p> This year, we worked on translating from words to math at differing levels. We began with the basics earlier in the year. </p>
<p>Writing Variables and Expressions</p>
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<p> </p>
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<p> </p>
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<p> </p>
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<p> </p>
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<p> </p>
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<p> </p>
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<p> Then we defined and compared expressions to equations on a journal page. </p>
<p>Next, we practiced writing equations with basic terminology. </p>
<p>Writing Equations</p>
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<p> </p>
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<p> </p>
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<p> Then we added some more operation and words to our arsenal of writing algebraically. </p>
<p>Translating from Words to Math </p>
<p>(This page brought in square, square root, cube, absolute value, and multiple steps.)</p>
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<p> </p>
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<p> </p>
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<p> </p>
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<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-19834880897629119912014-01-05T12:03:00.001-08:002014-01-05T12:03:50.240-08:00DEAD MAN (say bye to sleepy man!)<p> Yes, I know it's morbid, but you know what? It stuck!! The kids remember DEAD MAN and what he is used for. </p>
<p>I originally used 'sleepy man' for multiplying and dividing integers, and I couldn't figure out why they were getting hime confused with adding and subtracting. That is until someone suggested a name change because student were probably relating 'sleepy' with subtraction. And they were right!! So, his name changed to DEAD MAN and if confusion arises it is quickly and easily redirected in relation to the letters of the name and operations. </p>
<p> This page of notes opens up and down from that middle squiggly line. </p>
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<p> Under the top, three properties are listed as quarter sheets folded in half. </p>
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<p> The bottom half is used for additional example and my favorite challenge. </p>
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<p> This challenge really made students think about and use the Dead Man tool. We then used calculators to store the values 1, -1, and 0 for p, n, and z to check their answers. If they missed one, they really worked hard to figure out why. </p>
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<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-83464634729856134432014-01-05T11:50:00.001-08:002014-01-05T11:50:02.527-08:00Order of Operations GEMDAS<p>I still used GEMDAS. The kids have responded well to it. </p>
<p> </p>
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<p> The bottom half is a page folded into fourths and glued down. This quarter fold page contains GEMDAS and what each letter represents. </p>
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<p> </p>
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<p> My journal pages are a compilation of notes, foldables, and practice problems. </p>
<p> </p>
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<p> </p>
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<p> </p>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh6.googleusercontent.com/-w7PZ5D8NLF0/Usm3Z12BrrI/AAAAAAAABHI/FBThR7K9ipY/s960/Photo%252520Jan%2525205%25252C%2525202014%25252C%2525201%25253A08%252520PM.jpg" target="_blank" style=""><img src="https://lh6.googleusercontent.com/-w7PZ5D8NLF0/Usm3Z12BrrI/AAAAAAAABHI/FBThR7K9ipY/s500/Photo%252520Jan%2525205%25252C%2525202014%25252C%2525201%25253A08%252520PM.jpg" id="blogsy-1388951403085.5706" class="alignnone" width="500" height="375" alt=""></a></div>
<p> Click the tab of the top titled PDF Documents to get a copy. </p>
<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-61174840424246509982014-01-05T11:42:00.001-08:002014-01-05T11:46:03.459-08:00Printable Journal Notes<p> Some colleagues and students have requested typed notes. I have been slowly working on typing old notes. This is not my go-to strategy. I'm very hands-on and pen to paper. </p>
<p>My journal notes strategy or folding method is simple once you figure out my pattern. </p>
<p>They will not print perfectly or fold exactly! </p>
<p>Most all notes are folded in half (half page folds are what I call them). And I'm very proportionate as far as dividing things in half, fourths, sixths, eighths, etc. </p>
<p>Printing: The first two pages of notes (not including attached notes/foldables by glue) are to be printed two sided. I change the print setting on my computer to two sided flip on short edge. A colleague of mine, prints them one sided and then figures out the two sided at the copier. Each additional page to be attached is printed one sided. Some people claim it as a waste; however, I have a ton of scratch paper with one blank side that I run through the copier for these notes. </p>
<p>Attached notes/foldables that are glued to the half page notes are usually a two sided print. </p>
<p>So far, I have only figured out how to upload PDF documents to google drive. Word documents when uploaded mess up the tables, images, etc. If you would like a copy of one of the documents for Microsoft Office Word, email me at <a href="mailto:journalwizard@gmail.com" x-apple-data-detectors="true" x-apple-data-detectors-type="link" x-apple-data-detectors-result="0">journalwizard@gmail.com</a> . To access the uploaded PDF documents, I believe you have to have a google account. If anyone knows how to put these documents directly into my blog, LET ME KNOW! </p>
<p>To get a copy of any notes click PDF Documents at the top of the blog and you'll be sent to google drive where hopefully the notes are available. </p>
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<p>These notes reference and use information pulled directly from Glencoe Course 3, Holt PreAlgebra, and Holt Algebra 1 textbooks. (I'm also located in Texas, I don't know how different our "TEKS" and 'stuff' is from other states and countries.) </p>
<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-25610626022487886962014-01-05T10:55:00.001-08:002014-01-05T10:55:27.875-08:00Procedures for Keeping Supplies Organized<div class="separator" style="clear: both; text-align: none;"><a href="https://lh5.googleusercontent.com/-RQk3Q7UZxRY/UsmqlGPLF8I/AAAAAAAABF0/Knr5rwl0bqk/s1024/Photo%252520Nov%2525204%25252C%2525202013%25252C%2525201%25253A24%252520PM.jpg" target="_blank" style=""><img src="https://lh5.googleusercontent.com/-RQk3Q7UZxRY/UsmqlGPLF8I/AAAAAAAABF0/Knr5rwl0bqk/s500/Photo%252520Nov%2525204%25252C%2525202013%25252C%2525201%25253A24%252520PM.jpg" id="blogsy-1388948127886.3254" class="alignnone" alt="" width="500" height="889"></a></div>
<p>One of my first day of school procedures is the supply caddies. Keeping the caddies organized and putting supplies up is a behavior that should not be assumed, but taught and positively reinforced. </p>
<p>Step 1: <strong>Teach the Expected Behavior</strong></p>
<p> I start by having each table dump the contents of the containers out. I ask them to identify what they see-glue, giant eraser, rulers, scissors, highlighters, protractors, compasses, etc. </p>
<p>I draw a two dimensional layout of the caddie on the whiteboard and ask them where they think the best place for the given tools should be. Some students will try to change it up, but after a discussion students come to an agreement that the original placement is best. This gave my students that sense of ownership for where the tools should go.</p>
<p>I then have students place the items one at a time in the baskets making sure that all students participate in the placement of the tools into the caddies. (Not hard, because all students want to touch and play with the tools.) </p>
<p><a href="https://lh3.googleusercontent.com/-qyZYvZ1TG1c/Usmqm_xS71I/AAAAAAAABF8/1B6htx_o4rs/s1024/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A20%252520PM.jpg" target="_blank" style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.292969); -webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); "><img src="https://lh3.googleusercontent.com/-qyZYvZ1TG1c/Usmqm_xS71I/AAAAAAAABF8/1B6htx_o4rs/s500/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A20%252520PM.jpg" id="blogsy-1388948127879.5234" class="alignnone" width="500" height="281" alt=""></a></p>
<p>Step 2: <strong>Positive Reinforcement</strong></p>
<p>I look for students demonstrating the proper procedure and behaviors and use a three step acknowledge approach. </p>
<p>1. Say the student's name. </p>
<p>2. Thank them for the appropriate behavior and procedure. </p>
<p>3. Finish by identifying the specific task. </p>
<p>Example: "Sean, thank you for closing the glue and putting it back in the right spot. I appreciate that."</p>
<p>Trust me, it's not silly or a waste of time. In the seconds it takes to identify that behavior, I have praised a student, set an example, identified a positive behavior, and hopefully corrected the negative behavior being done by Katie next to him. </p>
<p>It usually works because students become my supply caddie monitors. I'll see students correcting their neighbors poor behavior and demonstrating the correct procedure. </p>
<p>Step 3: <strong>Make a Quick General Statement </strong></p>
<p>Sometimes, the positive reinforcement is above their heads; so, I'll make a general statement to the class. I only acknowledge the behavior for a quick second, and then I will thank the student for the positive behavior demonstrated. </p>
<p>Example: </p>
<p>My least favorite behavior is the slapping of ultra flex rulers. I thought by using ultra flex rulers I would avoid the wooden rulers spinning on the end of pencils scenario. Instead, I introduced another fun behavior-slapping, bending, rolling, etc of the ultra flex rulers. </p>
<p>General statement: "Thank you for putting the rulers back in the baskets." And I keep teaching. Most of the time, either the students corrects their negative behavior or their neighbor elbows them. </p>
<p>Step 4: <strong>Make a Quick Specific Statement</strong></p>
<p>I definitely have this one kid that is oblivious to all things unless specifically addressed with an explicit statement. </p>
<p>Example: "Dawn, scissors down please, thank you." OR "Dawn, thank you for putting the scissors up." </p>
<p>I have found that when I thank students for a behavior I expect to see, they comply with a smile. However, if I order a student to do something, it has a negative affect. </p>
<p>Another trick of the trade is to provide them with a reason. </p>
<p>Example: "Fred, thank you for closing the glue. We wouldn't want it to dry out and use your project/supply money to replace it." (They hate wasting their project/supply fund.)</p>
<p>Step 5: <strong>Reteach the Expected Behavior</strong></p>
<p>Sometimes, a student needs to be retaught an expected behavior. I usually keep them after class for the few minutes it takes to: </p>
<ul>
<li>check and close all glue bottle lids for the classroom</li>
<li>dump out and reorganize the supply caddy for their table</li>
<li>demonstrate the appropriate behavior for handling a specific tool</li>
</ul>
<p>I have only had to do this a few times. </p>
<p> </p>
<p>Another behavior I have had to deal with is writing on my tables. A student thought writing on the tables was allowed. I held him after class and had him clean all tables to show him the lengths I go through to keep tables clean. </p>
<p> </p>
<p><strong>Added Note: </strong>I have been called a supply nazi, which is not appropriate; but I know, they know I mean business. </p>
<p> </p>
<p>I never let an inappropriate behavior slip without identifying and providing them with the expected behavior. </p>
<p> </p>
<p>Language: </p>
<p>CRAP! say "Stuff!"</p>
<p>Shut-up! say "Hush my angel!" </p>
<p> </p>
<p>Action: </p>
<p>Student throws a pencil to another. I make them redo the exchange by handing the pencil to each other. </p>
<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-58042489907243589722013-11-29T21:39:00.001-08:002013-11-29T21:39:40.032-08:00Cartesian Coordinate Plane Again<p>My journal pages are now working towards a compilation of foldables within a larger foldable. I try to devote a page to a concept with a combination of approaches-definition, strategies, manipulatives, etc. </p>
<p>For Algebra, I wanted to review to coordinate plane. I used a half page overall and divided into sections. One section was for definitions. </p>
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<p> <span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.292969); -webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); "> </span><span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.292969); -webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); ">The second was for the foldable that diagramed the components. </span></p>
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<div class="separator" style="clear: both; text-align: none;"><a href="https://lh3.googleusercontent.com/-ZkiwA5R4bRQ/Upl6EjWr7xI/AAAAAAAABFY/XUWssKSQDI4/s960/Photo%252520Nov%25252029%25252C%2525202013%25252C%25252010%25253A31%252520PM.jpg" target="_blank" style=""><img src="https://lh3.googleusercontent.com/-ZkiwA5R4bRQ/Upl6EjWr7xI/AAAAAAAABFY/XUWssKSQDI4/s500/Photo%252520Nov%25252029%25252C%2525202013%25252C%25252010%25253A31%252520PM.jpg" id="blogsy-1385789980885.7415" class="alignnone" alt="" width="500" height="667"></a></div>
<div class="separator" style="clear: both; text-align: none;"><span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.292969); -webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); ">The third section is on the back side of the second and is used for a check for understanding</span><br>
</div>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh3.googleusercontent.com/-ukt7beC0qnQ/Upl6GG5ZL7I/AAAAAAAABFg/QiV5pUTgYgA/s960/Photo%252520Nov%25252029%25252C%2525202013%25252C%25252010%25253A31%252520PM.jpg" target="_blank" style=""><img src="https://lh3.googleusercontent.com/-ukt7beC0qnQ/Upl6GG5ZL7I/AAAAAAAABFg/QiV5pUTgYgA/s500/Photo%252520Nov%25252029%25252C%2525202013%25252C%25252010%25253A31%252520PM.jpg" id="blogsy-1385789980927.8428" class="alignnone" width="500" height="667" alt=""></a></div>
<p>Students liked this page because we stepped outside my traditional boring half page book. </p>
<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-42606960709763535252013-11-29T19:20:00.001-08:002013-11-29T19:20:15.960-08:00M.I.A for how long? And what for? <p>I've been told that I have a very limited attention span, but there are times when I will dedicate hours to a specific activity. </p>
<p>Who knows!? </p>
<p>One reason for my absence is PUPPIES. My beautiful golden red retriever had puppies. This is a blessed event to behold. Watching their eyes open, their first steps, and every new experience. She had nine puppies, all lived, and all found wonderful homes including the runt (I kept the beautiful little fart!). Her name is Penny Blossom. Yes, her name is from the Big Bang Theory. </p>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh3.googleusercontent.com/-J64UTklYBZw/UplZXINBuwI/AAAAAAAABEo/t3BPvl7i2RI/s1024/Photo%252520Sep%25252015%25252C%2525202013%25252C%2525208%25253A27%252520PM.jpg" target="_blank" style=""><img src="https://lh3.googleusercontent.com/-J64UTklYBZw/UplZXINBuwI/AAAAAAAABEo/t3BPvl7i2RI/s500/Photo%252520Sep%25252015%25252C%2525202013%25252C%2525208%25253A27%252520PM.jpg" id="blogsy-1385781617243.2278" class="alignnone" alt="" width="500" height="445"></a></div>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh6.googleusercontent.com/-OVjOa_BklO0/UplZZNScjCI/AAAAAAAABEw/NpY0NHiBXIc/s960/Photo%252520Sep%25252015%25252C%2525202013%25252C%2525208%25253A20%252520PM.jpg" target="_blank" style=""><img src="https://lh6.googleusercontent.com/-OVjOa_BklO0/UplZZNScjCI/AAAAAAAABEw/NpY0NHiBXIc/s500/Photo%252520Sep%25252015%25252C%2525202013%25252C%2525208%25253A20%252520PM.jpg" id="blogsy-1385781617295.462" class="alignnone" alt="" width="500" height="281"></a></div>
<div class="separator" style="clear: both; text-align: none;">Penny was cute and cuddly one morning. </div>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh6.googleusercontent.com/-zoM6qWBMMUI/UplZawWZaDI/AAAAAAAABE4/vX4SwjoxPpg/s1024/Photo%252520Sep%25252021%25252C%2525202013%25252C%25252012%25253A49%252520PM.jpg" target="_blank" style=""><img src="https://lh6.googleusercontent.com/-zoM6qWBMMUI/UplZawWZaDI/AAAAAAAABE4/vX4SwjoxPpg/s500/Photo%252520Sep%25252021%25252C%2525202013%25252C%25252012%25253A49%252520PM.jpg" id="blogsy-1385781617284.1228" class="alignnone" width="500" height="375" alt=""></a></div>
<div class="separator" style="clear: both; text-align: none;">Our first visit to the vet. Penny is on the left. And I love the puppy's face to the right. Her name was Vanilla Ella and she was a quirky puppy. We nicknamed them to tell them apart and for the vet. We had Chuncky Monkey, Rocky, Cocoa, Bernie, Cooper, Penny, Vanilla Bean, Blonde Baby 1, and Blonde Baby 2. So much fun!! </div>
<p> What a crazy eight weeks! </p>
<p> I have also been asked to head up U.I.L. Academics this year. This is where students compete academically across the state of Texas. Of course, I want to make the most of it! </p>
<p>The competition is held in the spring. I have some ideas on how to get students more involved. After last year's spring competition, I had many students upset because they didn't know what it was and wanted to participate. This year is going to be different. </p>
<p>We are hosting what I'm calling a Campus Competition. We spent several weeks practicing. I required every student to select two or more events to <em>participate </em>in. Technically, everything I ask of them is a choice-academic fun day or beautify campus day. </p>
<p>Our academic fun day will consist of Uil events, movie marathon, and concession stand. </p>
<p>No, it has not been easy. You always have those terribly negative kiddos. However, I continually remind myself that the focus of the campus competition is to broaden the awareness of Uil Academics. I do have some positive results already. Students that would have never given Uil Academics a second thought are practicing and studying on their own time! They are proud of what they have done and are confident in placing. </p>
<p>I'm psyched! We have some bright and talented students. Our campus competition will be held December 4th. I hope all goes as planned! </p>
<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-74179740187717349442013-11-28T21:09:00.001-08:002013-11-28T21:09:32.600-08:00My Classroom: Organized Choas<p> Another teacher refers to my organized chaos as "controlled clutter".</p>
<p> Students that I don't have will walk by and say they couldn't handle the chaos. The kids I teach say they can't learn without it!</p>
<p> Here's my door. It's a little beat up, but I love it. My students decorated it last year and I added the Mathematician thing.</p>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh4.googleusercontent.com/-grmWnhMT14s/UpghQvH19cI/AAAAAAAABDI/HKWgom4Y3DI/s1024/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A20%252520PM.jpg" target="_blank" style=""><img src="https://lh4.googleusercontent.com/-grmWnhMT14s/UpghQvH19cI/AAAAAAAABDI/HKWgom4Y3DI/s500/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A20%252520PM.jpg" id="blogsy-1385701772975.7988" class="alignnone" alt="" width="500" height="889"></a></div>
<div class="separator" style="clear: both; text-align: none;">M ake inquiries</div>
<p>A ttack problems</p>
<p>T ranslate knowledge</p>
<p>H ypothesize phenomenons</p>
<p>E levate cognizance</p>
<p>M ake observations</p>
<p>A nalyze data</p>
<p>T heorize suppositions</p>
<p>I mplement strategies</p>
<p>C reate graphicorganizers </p>
<p>I llustrate ideas</p>
<p>A ssess comprehension</p>
<p>N avigate mathematics</p>
<p>S ummarize findings</p>
<p> </p>
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<p>This is as you walk through my door. My teacher zone is across the way and designated by red duct tape on the floor. I just have to have a little personal space. </p>
<div class="separator" style="clear: both; text-align: none;">My teaching area/power zone faces the students. I use my document camera mostly and I have it positioned where I face the kids. I don't worry about not being able to see what is displayed. I have a general idea and if I'm ever off, they let me know. I cannot stand to have my back to my entire class. </div>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh3.googleusercontent.com/-K21fOhz57yk/UpghT_NfecI/AAAAAAAABDY/Dj3DX8Lu-ao/s1024/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A19%252520PM.jpg" target="_blank" style=""><img src="https://lh3.googleusercontent.com/-K21fOhz57yk/UpghT_NfecI/AAAAAAAABDY/Dj3DX8Lu-ao/s500/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A19%252520PM.jpg" id="blogsy-1385701772941.6624" class="alignnone" alt="" width="500" height="281"></a></div>
<p> After working through college in retail, I prefer to stand at a desk at counter level. It blows the students mind that I don't have an official teacher's desk. </p>
<p> <a href="https://lh6.googleusercontent.com/-xBL8z8zzaS0/UpghVex00bI/AAAAAAAABDg/WunNAe1B1CQ/s1024/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A18%252520PM.jpg" target="_blank" style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.292969); -webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); "><img src="https://lh6.googleusercontent.com/-xBL8z8zzaS0/UpghVex00bI/AAAAAAAABDg/WunNAe1B1CQ/s500/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A18%252520PM.jpg" id="blogsy-1385701773018.476" class="alignnone" alt="" width="500" height="281"></a></p>
<p> This is as you scan the room to the left. I have six giant whiteboards hanging around my room. Anytime a student asks me a question, I have someplace to demonstrate. There's lots of space for students to demonstrate their knowledge and then compare what they see. When I'm gone, my instructions are written there for the students to see. Sometimes I teach lessons on both the whiteboards and Promethean just to mobilize my power zone and draw more focus. </p>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh3.googleusercontent.com/-Im41iraWqQM/UpghXCmaVQI/AAAAAAAABDo/IbIS3ybSOlk/s1024/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A18%252520PM.jpg" target="_blank" style=""><img src="https://lh3.googleusercontent.com/-Im41iraWqQM/UpghXCmaVQI/AAAAAAAABDo/IbIS3ybSOlk/s500/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A18%252520PM.jpg" id="blogsy-1385701772948.7517" class="alignnone" alt="" width="500" height="281"></a></div>
<p> Standing directly in front of the Promethean board. </p>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh3.googleusercontent.com/-Af98smqfTiA/UpghY1RLwtI/AAAAAAAABDw/9HxMirR54ag/s1024/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A18%252520PM.jpg" target="_blank" style=""><img src="https://lh3.googleusercontent.com/-Af98smqfTiA/UpghY1RLwtI/AAAAAAAABDw/9HxMirR54ag/s500/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A18%252520PM.jpg" id="blogsy-1385701773029.2327" class="alignnone" alt="" width="500" height="281"></a></div>
<div class="separator" style="clear: both; text-align: none;">There's stuff everywhere. Sometimes we play I Spy for kicks. </div>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh4.googleusercontent.com/-ks157357VgA/Upgha0ikkbI/AAAAAAAABD4/kqqEDzO7h8o/s1024/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A19%252520PM.jpg" target="_blank" style=""><img src="https://lh4.googleusercontent.com/-ks157357VgA/Upgha0ikkbI/AAAAAAAABD4/kqqEDzO7h8o/s500/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A19%252520PM.jpg" id="blogsy-1385701773001.3904" class="alignnone" alt="" width="500" height="281"></a></div>
<div class="separator" style="clear: both; text-align: none;">To the right and left of the Promethean board are giant bulletin boards made from painted ceiling tiles! Love these!! The ceiling tiles cost me $40 for ten. Painted them black and hung them using liquid nail. </div>
<div class="separator" style="clear: both; text-align: none;">On the right side of my Promethean board, I have designated a portion of my bulletin board for the 'Since You've Been Gone' board. When a student is absent, their table mates write the absent student's name on any papers handed out, and these papers are pinned to that board. Therefore, the responsibility of pinning papers is the table mates and the responsibility of obtaining missed papers is the absent student's. So far, this has worked out very well. </div>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh3.googleusercontent.com/-fyOgrqC9KHk/Upghccnty2I/AAAAAAAABEA/rQvwRxV1YRI/s1024/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A19%252520PM.jpg" target="_blank" style=""><img src="https://lh3.googleusercontent.com/-fyOgrqC9KHk/Upghccnty2I/AAAAAAAABEA/rQvwRxV1YRI/s500/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A19%252520PM.jpg" id="blogsy-1385701772968.8337" class="alignnone" alt="" width="500" height="281"></a></div>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh3.googleusercontent.com/-VIe-IJzAdXg/UpgheG8iLlI/AAAAAAAABEI/c9STwmDLWsM/s1024/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A19%252520PM.jpg" target="_blank" style=""><img src="https://lh3.googleusercontent.com/-VIe-IJzAdXg/UpgheG8iLlI/AAAAAAAABEI/c9STwmDLWsM/s500/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A19%252520PM.jpg" id="blogsy-1385701772987.4492" class="alignnone" alt="" width="500" height="281"></a></div>
<div class="separator" style="clear: both; text-align: none;">I have used various arrangements of my tables in the past. This arrangement works out best. On the first day of school, I have colored dots on the table that show students where to sit. I don't have students sit with their back to me or the Promethean board. </div>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh3.googleusercontent.com/-k4FME3wz-Ds/UpghgHF6r8I/AAAAAAAABEQ/DxI1jhA3iB0/s1024/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A19%252520PM.jpg" target="_blank" style=""><img src="https://lh3.googleusercontent.com/-k4FME3wz-Ds/UpghgHF6r8I/AAAAAAAABEQ/DxI1jhA3iB0/s500/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A19%252520PM.jpg" id="blogsy-1385701773000.7478" class="alignnone" alt="" width="500" height="281"></a></div>
<div class="separator" style="clear: both; text-align: none;">These are the supplies that are always on the table. Surprisingly, they stay very organized. At the beginning of the year, I did teach the behavior and procedure I expect to see with supplies. </div>
<div class="separator" style="clear: both; text-align: none;"><a href="https://lh4.googleusercontent.com/-wn1Q-xpDHSI/UpghiakKS-I/AAAAAAAABEY/onzAPDiGGvU/s1024/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A20%252520PM.jpg" target="_blank" style=""><img src="https://lh4.googleusercontent.com/-wn1Q-xpDHSI/UpghiakKS-I/AAAAAAAABEY/onzAPDiGGvU/s500/Photo%252520Aug%25252029%25252C%2525202013%25252C%2525202%25253A20%252520PM.jpg" id="blogsy-1385701773034.3687" class="alignnone" width="500" height="281" alt=""></a></div>
<p> This is my second classroom, and so far it is my favorite. </p>
<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-41595472771091474742013-11-28T14:45:00.001-08:002013-11-28T14:45:21.079-08:00Rigor, Rigor, Rigor: How many of you hate that word?<div class="separator" style="clear: both; text-align: none;"><a href="https://lh6.googleusercontent.com/-oVwtoqfiVPQ/UpfHfCvGlaI/AAAAAAAABC4/CeLDyV0sTYI/s876/Photo%252520Aug%25252022%25252C%2525202013%25252C%25252010%25253A57%252520AM.jpg" target="_blank" style=""><img src="https://lh6.googleusercontent.com/-oVwtoqfiVPQ/UpfHfCvGlaI/AAAAAAAABC4/CeLDyV0sTYI/s500/Photo%252520Aug%25252022%25252C%2525202013%25252C%25252010%25253A57%252520AM.jpg" id="blogsy-1385678720798.154" class="alignnone" width="500" height="438" alt=""></a></div>
<p>I was apart of a book study today over the book titled: The Fundamental Five</p>
<p>I have always disliked the word rigor and I think, like my students, it is due to the fact that no one would define it for me.</p>
<p>Revelation: In the book, it states: "The concept of rigor, or the level of cognition, as described by Dr. Benjamin Bloom in his now famous taxonomy, is almost universally recognized by teachers." </p>
<p>Another words: Rigor is the level of cognition. The level of cognition going on in the classroom can be determined using Bloom's Taxonomy. </p>
<p>Profound realization for me. I love Bloom's taxonomy and can easily relate the idea of rigor to it. </p>
<p>I am coming around to the word!!!</p>
<p> </p><div style="text-align: right; font-size: small; clear: both;" id="blogsy_footer"><a href="http://blogsyapp.com" target="_blank"><img src="http://blogsyapp.com/images/blogsy_footer_icon.png" alt="Posted with Blogsy" style="vertical-align: middle; margin-right: 5px;" width="20" height="20" />Posted with Blogsy</a></div>Anonymoushttp://www.blogger.com/profile/07677648476139621235noreply@blogger.comtag:blogger.com,1999:blog-1318505008422970867.post-35128326157671684512013-11-28T14:31:00.001-08:002013-11-28T14:31:18.455-08:00My Adventures in Summer School...a delayed review!<p>My small rural school needed someone to do summer school for elementary math.</p>
<p>So I volunteered. I teach high school. How hard could it be? We split the large group of 16 into a junior high group and elementary group. Summer school would consist of 8 days total, split into two weeks, Monday through Thursday from 8:30 to 11:30. The idea is that the students would complete their previous grade level using Study Island. Study Island is a great website that would provide an individualized curriculum and pacing for each student. </p>
<p>...</p>
<p>Day 1:</p>
<p>After day one, I was going out of my mind with boredom. I went around and helped a few that had questions and observed many that chose not ask questions and just guess. This was dissapointing. Not only were they bored and discouraged, but I was not seeing the type of learning I love-engagement, confidence, enthusiasm. </p>
<p>I decided that the next day, I would break up the monotony with some activities. I stopped by HEB and purchased two plastic balls, six foam noodles, and giant markers. When I have fun, I like to go big!</p>
<p>Day 2:</p>
<p>Taking one of the plastic balls I wrote the numbers one through twelve all over it. As a warm-up game, the students and I would get in a circle (harder than I thought it would be) and bounce the ball to each other. When the student catches the ball they would read off the two numbers that their thumbs were on as a multiplication fact and then the answer aloud.</p>
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<div class="separator" style="clear: both; text-align: none;"> </div>
<div class="separator" style="clear: both; text-align: none;"> </div>
<p>After the multiplication fact warm-up, I had the students go online to Study Island. While they worked, I wrote the numbers 0 to 50 on sheets of colored paper. I laid them on the floor in order and in rows of ten (exception of the first row). </p>
<p>After about twenty minutes on the computers, I called for a break and transision. </p>
<p>We began 'Prime and Composite Exploration'</p>
<p>Phase 1</p>
<p>Initial layout of values 0 to 50.</p>
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<p>I want to share the conversation that I had with the students. This is my favorite part of teaching-listening to what the students think. (I think that's what drove me crazy the first day-no interaction.) </p>
<p>Conversation:</p>
<p>T: What do you notice about the values you see? </p>
<p>S: The numbers are between zero and fifty.</p>
<p>T: What else do you notice?</p>
<p>S: They are in rows of ten.</p>
<p>T: Elaborate.</p>
<p>S: Five rows of ten except for the first which includes zero.</p>
<p>T: What else do you notice about the values that you wouldn't notice if I had tossed them on the floor?</p>
<p>S: Order</p>
<p>Phase 2</p>
<p>T: The following value exist between which two values?</p>
<p>S: Zero and fifty</p>
<p>T: Select a value for me.</p>
<p>S: Fifty</p>
<p>T: What are the fact pairs of fifty? (we elaborated a little on the difference between factor and fact pairs)</p>
<p>S: Five times ten, fifty times one, twenty-five times two.</p>
<p>T: Are you sure?</p>
<p>S: (Thinking. When you ask if they are sure, they start thinking and exploring) ten times five, one times fifty, and two times twenty-five</p>
<p>T: Are you sure? Do you think it makes a difference?</p>
<p>S: No, not really.</p>
<p>T: Does anyone know the name of that property ten times five and five times ten?</p>
<p>S: (Uncertain)</p>
<p>T: Commutative Property</p>
<p>S: (Recognition)</p>
<p>T: Now, select a value and list the fact pairs for that value.</p>
<p>Phase 3</p>
<p>I laid out their selected values</p>
<p>(There was one incorrect factor pair-twelve times three for sixteen)</p>
<p>T: What do you notice about the values?</p>
<p>S: They are between four and thrity-six.</p>
<p>T: What else do you observe about the following values? What do they have in common?</p>
<p>S: They all have a factor of two.</p>
<p>T: What do you know about numbers that contain a factor of two?</p>
<p>S: Even?!?</p>
<p>T: Are you sure?</p>
<p>S: (Pause)... Yes!</p>
<p>(Process is repeated. Students are this time asked to select an odd value as their second number and list the factor pairs. One student selected zero. ;) I love when this happens. Oh, the conversations to come.)</p>
<p>(The student that selected zero realized that his list of math fact pairs of multiplication wasn't going to stop. He asked me if he could just list what he had. I told him a mathematician never leaves something unfinished. They, at the very least, summarize with a hypothesis and then give it up to peer review. He liked the idea. He did pretty well: "everything times zero is zero!")</p>
<p>T: The following numbers exist between what values?</p>
<p>S: Zero and forty-nine. (I need to expect complete sentences now that I reflect upon this lesson.)</p>
<p>T: Take thirty seconds to make an observation of the following values. ... Share your conclusion with your neighbor. ... Who would like to share?</p>
<p>S: They're all odd.</p>
<p>T: What indicates an even number?</p>
<p>S: A factor of two. ... Wait, so, zero isn't odd? (Interesting result.)</p>
<p>T: What do you think?</p>
<p>(I love these moments because students begin to think and share. After a few minutes of good spirited debate between the students, I shared my brief research on the number. Some people consider it even for certain reasons, others consider it neither even nor odd, and some consider it both. I told the students to be objective.)</p>
<p>(For my younger group of 2nd through 4th grade, they were not as quick to see even and odd numbers. I was surprised and figured it was due to my type of questioning and vocabulary. So, I took their stack of selected values and split them into to two seperate circles for a Venn diagram. (I created two circles out of pool foam noodles with bright blue duct tape.) I used a think pair share strategy and finally aquired the conclusion of even and odd from them. I asked them why and they described the value of the ones place as the determining factor for even or odd. I then had them label to two circles of the Venn diagram as Even and Odd.)</p>
<p>Day 3: </p>
<p>We continued a combination of computer work, listing factor pairs, and multiplication fact practice. </p>
<p>Day 4: </p>
<p>My classroom is ready for my return!!! I couldn't wait to get into my teaching grove. I'll admit that over the past year, I have gotten further away from integrating technology into my classroom. My first two years, my students each had a laptop and the integration of technology was a breeze. From Khan Academy to My Big Campus to Survey Monkey, class work was full of technology usage. </p>
<p>The kids were intrigued when they found out we were going to my classroom. If I could make so much out of a computer lab, what would my classroom be like? (I will share it later :) ) </p>
<p>They were not dissappointed, and I was instantly back in my groove. </p>
<p>Today's Lesson: Pentominoes into Probability!! </p>
<p>I started with something familiar to most - a domino. </p>
<p>I asked what shape they saw. The answer I sometimes get and am always concerned about is "It's a square." No matter what, I have to have the square to rectangle to rhombus conversation. I feel that it's too important to leave out. </p>
<p>I tried several strategies. My first was to draw some rectangles and squares on my document camera. I asked what they saw and how they knew. Still, no connection to side lengths and angle measures. I pulled out the Anglegs. I asked what they thought the different colors indicated of each stick. They were quick to know same length for same colors. Then, I asked them to make a square. I watched as most chose four of the same color and a few chose pairs of different lengths that were close to congruent. I chose some for presentation and finally, the students came to understand the similarities and differences between, rectangles, squares, and rhombi. </p>
<p>Then, we went back to the domino. How many squares make up a domino? So, if 'do' could stand for two, then what could pentomino represent? Students were unsure until I boxed 'Pent' asked them what they knew. Instantly, a student would blurt out 'pentagon'. Ok, what is a pentagon? They knew it to be a shape with five sides. So, what would be a Pentomino? Loved this response: <font style="background-color: rgb(255, 255, 0);">"An omino with five squares!" </font></p>
<p>From a box of tiles, I showed how two squares make a domino and then made a pentomino. We went over the facts of a pentomino - tiles connected with full sides, no overlapping, etc. I provided each table with a box of tiles and challenged them to find as many <em>different </em>pentominoes as they could. </p>
<p>Then came another great conversation. Is it the same pentomino if the pattern is flipped, turned, etc. So, I used myself as an example. Who am I? Ok, when I turn around, who am I? Am I still the same person? Ok, is it still the same pentomino? Yes! </p>
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<p>After I had passed out the materials to make our summer school mini interactive books, I asked the students how many pentominoes they had and provided them with the goal of twelve pentominoes. Once, each table had discovered twelve, I asked each group to rotate to the next table and check the previous group's work. </p>
<p><a href="https://lh6.googleusercontent.com/-Y5u87tGDraM/UpfEALzy62I/AAAAAAAABCU/LPuDjXERNUw/s1024/Photo%252520Aug%2525208%25252C%2525202013%25252C%25252011%25253A03%252520AM.jpg" target="_blank" style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875); -webkit-composition-fill-color: rgba(175, 192, 227, 0.230469); -webkit-composition-frame-color: rgba(77, 128, 180, 0.230469); "><img src="https://lh6.googleusercontent.com/-Y5u87tGDraM/UpfEALzy62I/AAAAAAAABCU/LPuDjXERNUw/s500/Photo%252520Aug%2525208%25252C%2525202013%25252C%25252011%25253A03%252520AM.jpg" id="blogsy-1385677876548.3914" class="alignnone" alt="" width="500" height="889"></a><br>
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<p>After checking and modifying, they pushed the pentominoes aside. It was time to create our mini interactive books.</p>
<p><font style="background-color: rgb(30, 255, 0);">How to make a 'No Staples, Glue, or Tape Needed' Booklet: </font></p>
<p>For simple usage and to start with, you only need two pieces of paper and a pair of scissors. </p>
<p>Steps: </p>
<p>1. Fold both sheets in half. </p>
<p>2. Taking <strong>one</strong> folded sheet of paper, measure appoximately an inch along the folded side from both edges and mark it. Do the same to the other folded sheet of paper. <br>
</p>
<p>3. Taking the scissors and one of the folded sheets and trim just a hair off the folded edge rom the edge to the marked spot on both sides. We will call this sheet A. </p>
<p>4. Taking the scissors and the other folded sheet, trim a hair off the folded side between the two markings. We will call this sheet B. The trimmings should be opposites - one inside and the other outside the markings. </p>
<p>5. Unfold sheet A. Bend and hold sheet A long ways and so that it resembles the shape of a taco. </p>
<p>6. Take sheet A and slip it through sheet B's slit, unfolding sheet A so that it locks into place. </p>
<p>7. Fold it over to finish making a booklet. </p>
<p> Kids are amazed! So simple, yet tricky. I also use this to represent intersecting planes in geometry! </p>
<p>After creating our mini books, we turned to page one and wrote the title - "Pentominoes"</p>
<p>On a gridded marker board displayed by the document camera, I had each student come up and draw one pentomino until we had all twelve displayed. After we finished copying down all pentominoes, I asked them a question. </p>
<p>How many total squares/tiles are on the table? </p>
<p>Most students thought about it and concluded to sixty. </p>
<p>I asked them how they figured it out. Some students showed that they counted each tile and others explained that twelve groups of five tiles yields a total of 60 tiles. Now, that was my wording. It took some guided questioning to get that final statement written with labels. They were proud of it!!</p>
<p>We turned to page two and labeled it probability. </p>
<p>Day 5: </p>
<p>While the students were creating pentominoes last Thursday, I observed that each tile was drawn at random and thought-"sweet, a transision into probability". </p>
<p>I asked students if they selected each color specifically for each pentomino. They said no, it was at random. I answered with "and that is probability. Now, lets take a look at our results." </p>
<p>I asked students what would be the best thing to do with the tiles to analyze our results. They instantly knew to group them by color. </p>
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<p>We then defined probability using a simple shutter fold to identify the numerator and denominator. I have found that defining probability in the form of a fraction helps students connect the definition to a representation. After this we calculated the empirical probability of each color from our experiment. We finished by comparing the final empirical percentages to the theoretical probabilities and talked about which group was closest.</p>
<p>Day 6: </p>
<p>Yesterday, a student requested a review of subtracting fractions. This was tremendous action for this young lady, because on day one she would say one single word. I told her I would come up with something. Now, I couldn't come up with an interesting foldable or lesson and decided to consult the middle school math teacher. She gave me an excellent strategy that the students relate well to. It involves brownies. I was sold, who doesn't love brownies!? When subtracting fractions and you need to borrow from the whole number, she tells the students that it is like borrowing a pan of brownies from your neighbor. You borrow one whole pan and cut it up into the parts you need. Now you have so many brownies and can take away from it. It comes across much better when teaching kids. It worked great!! </p>
<p>Today, we began our exploration of prime an composite. We started by making two quarter page door flap foldables and titled the flaps prime and composite. I list several numbers for each side and asked the students for the math fact pairs. I asked them why I considered 2, 11, and 3 prime and 45 and 16 composite. We finally got down to the conclusion that prime has one math fact pair and composite has more than one math fact pair.</p>
<p>Venn Diagram: I then proposed the idea of categorizing the numbers from zero to fifty based on the knowledge we discussed. I held up two foam circles in the traditional overlapping Venn diagram and asked them what they saw. Most recognized the Venn diagram. I asked them if the circles always have to overlap. They were unsure. I gave each table a selection of their math fact pairs for the numbers zero through fifty. I laid the two circles on the floor and asked them what they think each circle should represent. They wrote title for the circles as prime and composite. After they categorized the numbers as prime or composite, we completed a true false flash card activity to check their selections. We found some mistakes and justified what it should be. They concluded that there was no need for the circles to overlap. </p>
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<p>We finished the day with a ball bounce check. On the pink ball, I listed the numbers from zero to fifty and each student identified the number as prime or composite and why. What I found exhilarating was when the students started justifying without being prompted and prompted other to justify if they didn't. </p>
<p>Day 7: </p>
<p>We came back today with a ball bounce review. We then went back to our prime and composite foldable to write a formal definition. We googled several sites and I encourage the students to write one in their own words for the class. </p>
<p>I wanted to provide the students another way to look at prime and composite numbers in terms of multiples. We started with a hundreds chart that we cut down to one to fifty. We started with the first prime that they knew and looked at the multiples. They were quick to pick up that the first number is prime and the multiples are composite. </p>
<p>Day 8:</p>
<p>Last day! And some were actually sad a little bit. </p>
<p>I started by asking them to turn to the last page in our book. I told them that this was the most important page in our book. It is a way for the student to share their reflections over summer school. </p>
<p>Question: What did you enjoy most about summer school? Why?</p>
<p>I told them to keep this question in mind throughout our time today. We have a few more activities to do today. They could answer it along the way or make notes of activities they enjoyed and why. </p>
<p>I was surprised to see students actively writing during down time between activities. It was powerful to see students engaged in a strategy that most generally find dreadful. </p>
<p>This is my favorite response. This response comes from a student who is very low, shy, and quietly spoken. I quickly recognized this on day two and spent days breaking through her tough shell. I knew she was scared to be thought of as stupid. I never once let her feel stupid or like a failure. No matter what her answer was, I would take it and explain what her answer meant and ask another guiding question. No matter how long it took, we always got to the right answer. </p>
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<p>Reflection from summer school: During summer school, I noticed that the writing with the lower level students was a much slower progression than the writing of the jr high and high school. I couldn't figure it out. I thought that it was just the grade level. The lower the grade, the slower they write and respond. I took my concern and uncertainty to the elementary couselor. She pulled out their data and as I observed the data I realized that this specific grade had a significant low writing score. Come to find out, they are not writing in the classroom. As a result, their scores are low and my approach to teach was a whole new experience! I went to the principle and shared my findings. I offered the advice and idea that journaling should be used in several subjects for these kids. I warned her that it would be tough and very slow, but the success will be tremendous in the end. I came close to begging to change grade levels just to see how much we could do for the kids. I love the challenge and more than anything, I want to see the kids become successful and empowered!!</p>
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