TMC16 Presentations

At Twitter Math Camp, I gave two presentations. One “My Favorite” on using the engineering design process in math class, and a second on 3D printing in math class. Here are my resources:

Using the Engineering Design Process in Math Class:

3D Printing in Math Class:

Experiencing the Engineering Design Process through a Math Lens

NCTM Annual Conference 2016 – San Francisco
Friday, April 15, 2016: 2:45 PM-4:00 PM Moscone 2008

Description: The emphasis on turning your math classroom into a STEM one can seem daunting. How can we bring in engineering authentically? Experience the engineering design process through a math lens and learn how to transform meaningful tasks, such as Barbie Bungee and Catapult Launchers, into challenges worthy of an engineering design team.

Slides: NCTM16 Slides

Handout (PDF): NCTM16 Handout PDF
Handout (docx): NCTM16 Handout docx

Other tasks that could be adapted to the Engineering Design Process Framework:
Barbie Zipline (Pythagorean Theorem, Rate of Change)
Amusement Park Rides (Circular Motion)
Hotel Snap (Surface Area, Profit)
Tinfoil Geometry (Surface Area)
Make Your Own Visual Patterns (Functions)

[The below activities can be found in various textbooks or online sites]
Bouncing Ball Investigation (Exponential)
Mini Golf Hole Design (Angles, Reflection)
Buried Treasure Maps (Triangle Congruence)
Food Container Design (Geometry)

Day in the Life of Ms. Kohn Take 2

Last year I wrote about a day in my life for the #DITLife Challenge and I was psyched to read that this week’s Explore #MTBoS Week 7 Challenge was to do it again. So here goes…

5:11 am Real alarm goes off. Hit snooze.

5:15 am Hit snooze on phone alarm.

5:25 am Get out of bed and get ready. Drink orange juice and eat Honey Bunches of Oats with Almonds (same breakfast every single day) while checking email/facebook/twitter.

6:16 am Drive to school.

6:24 am Arrive at school (8th car in parking lot). Stop by main office to pick up mail and write a morning announcement about the after school Student Council meeting. Put lunch in math department fridge.

6:32 am Arrive at my classroom. Smile because I stayed later than I usually do on Friday and set it up like this:

Having my stations lab already set up for first period, and remembering that I had already updated the objectives/agenda for the day, made me so happy. It’s the little things đź™‚ I logged into my computer and chatted with a STEM team colleague about our weekends.

7:00 am Met with Principal regarding a class officer issue. Solution reached.

7:20 am Took homeroom attendance. Ran to 4 other homerooms to remind students going on a field trip tomorrow to bring in their permission slips and show up on time.

7:35 am Period A begins (Algebra 1). Today was a block day so we had class for 85 minutes, normally our periods are 48 minutes. We reviewed the homework assignment, a MCAS open response question, by having the students correct a partner’s paper. Then, we did this W-R-I-T-I-N-G Equations Stations Lab. It went really well, and many students finished it more quickly than I thought they would. So I directed them to Visual Patterns… Thanks, Fawn!

9:05 am Period C begins (Algebra 2). We started class with a mini quiz on Functions (domain, range, parent function transformations). Then, we took notes on the characteristics of absolute value functions and practiced with some links. Class went just OK. I don’t love starting with a quiz and then having students take notes, but I didn’t see a way around it today.

10:30 am Lunchtime. I eat with the math department, it’s a great time to catch up with everyone.

11:00 am Period E begins (STEM Common Planning Time). We review/choose dates for our Term 2 project and update our project guidelines document. We also plan tomorrow’s project work period and finalize details for an 8th grade visit to the high school.

11:50 am Back at my desk. I respond to a bunch of emails and make a few copies. I don’t think I used my prep time wisely today… I can’t really think of too much that I accomplished…

12:30 pm Period G begins (Algebra 1). Same lesson as Period A, but the lab takes longer and no one gets a chance to play with Visual Patterns.

1:55 pm School ends. Student Council meeting begins. We run through some normal agenda items and then write letters to soldiers (a school wide service project).

2:45 pm Back at my desk. Respond to a few more emails. Received 32 throughout the day and sent 15. Pack up stuff.

3:05 pm Drive to nearby school for Administrative Internship class. Today’s topic is “What to Expect When You Move Into Administration.” I don’t know when in my future I’ll move into administration, but I had an opportunity to be part of a licensure program this fall and took advantage of it. It was great to get the prospective from educators who had gone through the same process.

5:45 pm Leave class and drive to Burlington Coat Factory. I needed a new winter coat and I found just the perfect one! Black, knee-length, belted, and with a detachable hood.

6:30 pm Drive to gym for Zumba class. Zumba! Drive home.

8:30 pm Sit in favorite spot on couch. Prepare to watch the Patriots game. Write this blog post.

Summer To Do List

Our school year ended on Monday and everyone I bump into keeps asking me what I’m going to do all summer. A lot actually! I’ll definitely be enjoying some days at the beach, nights at the drive in, vacations to DisneyWorld, New Jersey, and Bermuda, but there will also be a lot of schoolwork happening…

Professional DevelopmentÂ

• Data Coach Training – About 40 administrators and educators from my district elected to take part in this training sponsored by Research for Better Teaching (RBT) to learn how to “Unleash the Power of Collaborative Inquiry.” We will become data coaches and lead data teams this coming school year.
• Twitter Math Camp ’13Â – Woot woot!
• Laying the Foundation Pre-Ap Training – I’ll be attending the Year 3 HS Math Training sponsored by the National Math and Science Initiative.
• How to Learn Math – An online course from Stanford Math Ed Professor Jo Boaler

Books to Read

• Teach Like A Pirate by Dave Burgess
• Embedded Formative Assessment by Dylan William
• Invent to Learn by Sylvia Libow Martinez and Gary Stager

Curriculum to Work On

• STEM Stuff – My team is meeting for a few days to debrief the past year, set up new norms, and most importantly, decide what we liked about the projects we did and what we want to change. The majority of our time will be spent editing project guidelines/rubrics and making new ones.
• Algebra 1 – I’m feeling pretty good about Algebra 1 since I’m teaching it for the 3rd year in a row; however, I’ve signed up for this morning session at TMC13 and know I’ll come back with lots of new ideas to work on! I’m also getting together with a group of teachers from my school in August to create common assessments for each of the eight Algebra 1 units we have.
• Algebra 2 – I’m teaching two college prep sections next year, and haven’t taught it for two years. I need to spend some time organizing those materials to figure out what can be used again and what needs to be changed.

Other Stuff to Work On

• Classroom Posters – I want to print some pretty, inspirational signs to add color and Â pizzazz to my room. The only ones I’m keeping from this past year are: 1) Boston University Banner 2) Excellence Surfer Poster 3) Favorite Quote from Howard Thurman

• Daily Warm Ups – My students do a warm up at the beginning of every class, and I’ve been awful at keeping track of them over the past three years. Some are in word docs, some powerpoint, some I make up 30 seconds before class starts and scribble on the white board. I want to put them all in one place.
• Blogging – I have a lot of posts on my “To Write” list, and this will be forever expanding as I attend the aforementioned PD sessions and read the aforementioned books.

STEM ECHS Overview

Since starting to blog over the summer, writing about my schoolâ€™s STEM Early College High School has seemed like a daunting task. However, I think itâ€™s time to explain a little bit about this exciting program I get to be a part of!

Our STEM program currently consists of 6th and 7th graders at the middle school, and 9th and 10th graders at the high school. We will continue to add two new grades until we are officially grades 6-12. Juniors and Seniors will have the ability to take courses at a local university to earn college credit early. Since Iâ€™m the 9th grade STEM math teacher, Iâ€™m going to focus on the high school aspects of the program. The biggest difference between our program and the regular high school is that all STEM students must take engineering and they receive a laptop to use during the school year. The students also complete four term-long, interdisciplinary, group projects that count for 20% of the term grade in each of their STEM classes. Along with teaching skills and concepts, we are teaching the students how to collaborate and work with students they might not get along with. On some days, students do not attend math, science, English, or history class, but they stay in an assigned classroom for most of the day to work on their projects.

The biggest difference for the teachers is that we are a team comprised of one math, one science, one English, one history, and two engineering teachers, and we have one 48-minute common planning period. Every. Single. Day! We use this time to plan our projects, meet with parents, meet with the Special Education and ELL teachers, discuss student issues, and plan interventions. I truly believe the success of this program lies in having this common planning time every day and having the opportunity to work so closely with a group of teachers invested in one cohort of students.

The biggest difference in my classroom specifically is how I try to integrate the physics and engineering concepts in my lessons. For example, when teaching slope, I use some of the graphs that the physics teacher uses in his classroom. He uses a distance/time graph to have students calculate velocity. I can use the same graph and ask them to calculate the slope of the line. Then we talk about how they are calculating the same thing and they donâ€™t really have to memorize the formula for velocity. This is surprising to students at first, but they get used to seeing the same data in our classes. And the physics teacher and I strive to use the same terminology so that we donâ€™t confuse our students.

I teach two STEM Honors Algebra 1 classes, two STEM Honors Geometry classes, and one Senior Topics class outside of STEM. All of the STEM students take an honors class even though they might not have been placed in an honors class outside of STEM. Although itâ€™s definitely a challenge and I spend more time planning than I did when the program didnâ€™t exist, I absolutely love being a part of it and I think my students really benefit from this school within a school.

This is just a brief overview, as I could go on forever about the program, so let me know if you have any questions! If your school has tried anything like this too, I would love to hear about it!

Pre-Flipping the Classroom

My school has started to hold â€śFlipping the Classroomâ€ť discussions after school to promote awareness about flipping and encourage us to try flipping with a supportive environment. I must say I am intrigued with the idea. I donâ€™t think completely flipping my classroom would ever work for me because I try to expose students to many concepts through hands-on, investigative group activitiesâ€¦ so my students are not just taking notes on a daily basis anyways. However, I do believe that it could work great for certain topics. Technology shouldnâ€™t be too big of an issue since all of my STEM students have laptops and Internet access at home.

My current plan is to flip one lesson in one of my two algebra 1 classes. I am going to make a video on how to calculate x- and y- intercepts given an equation in standard form. I will give students an accompanying notes page to complete while they watch the video (this will hopefully keep them focused and allow me to see who watched it). Iâ€™m going to assign this the first week in December and give students two nights to watch and record notes. Then, in class, weâ€™ll do one more example together and Iâ€™ll have some group activity for students to complete. At the end of class, Iâ€™ll give students an exit slip to assess their ability to calculate the intercepts.

Why am I only doing this with one of my classes? For comparison. If flipping didnâ€™t exist, I would introduce the topic at the beginning of our 48-minute class, give notes, do examples, let students practice, and then assign the exit slip. So Iâ€™m still going to do this with my second class, and then compare the results of the exit slips. I canâ€™t wait to see how the classes compare.

Since Iâ€™m a newbie at this I would definitely appreciate any advice other flippers have!

Day in the Life of Ms. Kohn

Here’s my #DITLife Challenge from Tina C. and Sam Shah

5:21 am Alarm goes off. Hit snooze.

5:30 am Alarm goes off again. Get out of bed and get ready for the day.

6:03 amÂ Drive to school.

6:12 am Arrive at school (7th car in parking lot). Walk in with a teacher I’ve never met before, we introduce ourselves and chat about tonight’s parent/teacher conferences. Check mail in office and walk to my classroom. Pick up 2 pencils on the hallway floor on my way…. I brake for pencils… does anyone else do that?!

6:16 amÂ Log onto computer. Put lunch in math department fridge. Make copies for Algebra 1 lesson and place a copy order for next day’s lesson. Finish writing guidelines sheet for Geometry Buried Treasure project and place a copy order. Chat with a STEM team colleague about our Term 2 project and make/copy the group selection sheets we are going to distribute during homeroom.

7:00 am Students enter the building and some of my homeroom students are in my room within a minute. They chat and play on their laptops while I finish setting up for my A period class. One student asks for help on last night’s homework and a student from last year brings me her Mythbusters video that I asked her for the day before. Math colleague swings by to say hi.

7:20 amÂ Homeroom starts. Listen to pledge and daily announcements. Pass out and explain Mythbusters project group selection.

7:25 am Homeroom ends. Students leave for Period A. Chat with world language colleagues about conferences while supervising hallways.

7:29 am Period A begins (Algebra 1). I check off last night’s Piecewise Functions homework and students get ready to play “Writing Equations MATHO” by setting up their grids (I let them choose where to place all the numbers). They write 14 equations (from standard form, slope and y-int, slope and one point, two points) throughout the class period and there are 7 MATHO winners awarded a homework pass. When I try to wrap up class with 5 min remaining to assign homework, half the class begs me to “Please please please put up one more equation!” Love this. So I do.

8:21 am Period B begins (Algebra 1). Same lesson as last period but we only get through 13 equations and there are only 4 MATHO winners. Two students from last year come in and ask if they can come for extra help during Period D, OK.

9:12 am Period C begins (Prep). Input attendance from first two periods. Eat granola bar. Refill water. Empty recycling. Waste 10 minutes trying to hide Roy (fisherman statue the math department plays a “hot potato” style game with) but fail because all of them are alert in their classrooms. Chat with math colleague in her classroom about Algebra 1. Attempt to respond to emails and plan for next day’s lessons but computer decides it doesn’t want to work right then. Give up and go bother another math teacher on her prep.

10:03 am Period D begins (Senior Topics). Meet students in library computer lab to create tables and scatter plots of “Texting Olympics” and “Pass the Books” collected data. Students follow printed directions and I run around and help. Students from last year show up and I also help them on a geometry assignment. Last 5 minutes are semi chaos as we attempt to save and/or print everyone’s work.

10:51 am Lunch! I eat with the math department (plus one health teacher) and we have a great time. Sometimes we chat about students and curriculum. Most days we don’t. Today’s conversation ranged from Movember to The Bacon Underground to the upcoming school rally to book clubs to shingles….

11:21 am Period E begins (STEM Common Planning Time). We compare conference schedules and assign each other specific parents to discuss the Term 1 rubrics with. We finalize our plan to introduce the Term 2 Mythbusters Science Project the next day and start choosing groups to have in our homebases.

12:17 pm Period F begins (Geometry). We review last night’s Geometer’s Sketchpad assignment on Triangle Congruency Shortcuts and take some notes on flowchart proofs. I give students an exit slip at the end of class and correct some before they leave.

1:04 pm Brief meeting with 2 other STEM teachers regarding the selection of the Term 2 groups…. one student has expressed great concern over selecting a team and we brainstorm a few other student names we could partner him with. Crisis averted.

1:08 pm Period G begins (Geometry). Same lesson as before but it takes us longer. This class is chatty today.

1:55 pm End of school day. Math colleague comes to chat about Geometry curriculum and Â since I’m ahead I give her my most recent activities. Also chat about conferences and catch up on our lives.

2:10 pm NEASC Committee Meeting. We discuss the brainstormed student academic, social, and civic expectations and attempt to combine all ideas into one document. Also discuss recommendations for our 2 year report.

3:00 pm Back in classroom. Create a NEASC survey monkey survey (in English and Spanish) about the student expectations. Link will be distributed to parents at conferences.

3:45 pm Meet with STEM team to finish dividing students into Term 2 groups. Disagree a few times but finish placing all students in teams and homebases we think will work well.

4:05 pm Student appears in classroom to tell me she missed the late bus and doesn’t know how she can get home. We call an uncle who comes to pick her up. 2nd crisis averted.

4:15 pm Run out to grab some baked potato soup and bread from Panera! Pick up two more pencils on my way back into the building.

4:45 pm Eat at desk. Respond to emails. Receive 39 throughout the day and send 14. Write sub plans for next morning (math department is being given time to write curriculum) and set up W-R-I-T-I-N-G Equations Stations Lab.

5:50 pm Parent/Teacher Conferences begin! I have 16 appointments scheduled and they last 10 minutes each. Time actually flies by.

8:35 pm Last parent leaves. Shut off computer. Pack belongings. Another impromptu STEM teacher meeting in the hallway. We all walk out together.

9:00 pm Drive to bar. There is usually a very large teacher turnout after conference night at our favorite local establishment but tonight only 9 teachers show up. We chat about so many things I can’t even keep track. But we do eat nachos and ice cream.

10:37 pm Drive home.

11:00 pm Asleep.

Dream Jobs

The ninth graders I teach are a cohort in my district’s STEM Early College High School. It’s the second year of our program and our students complete four term-long interdisciplinary projects each year. One of the questions we asked students to answer on their beginning of school survey was, “What is your dream job?”

I created this wordle comparing the student responses from this year, with the student responses from last year, and this is the result. There are many similarities between the years, but we have many more students this year wishing to become engineers and doctors. Since that’s the focus of our program, I’m very happy to see this.

I do this because it inspires me to be a better teacher. My students have such big dreams and I will do anything to help them succeed.