Tip Jar

Vimeo has a feature where their users can add a "Tip Jar" option to a video. Yes, viewers and users on Vimeo can monetarily tip other users to show their appreciation for a video. Today, I activated that on most of my videos.

I started typing this blog giving some examples in life where I gladly tip, reluctantly tip, and refuse to tip specific services in life. I changed my mind as I'm not here to cause waves, offend people, or get into an argument about tipping when the decision to tip a service is completely subjective.  Bottom line: I gladly tip others for their services when the service was completed in an efficient, professional, and satisfactory way, the service was something I can't do on my own, or they're sharing some passionate artistic talent that touched my heart in a compelling way.

I'm not putting my lessons, videos, or pictures on Teachers Pay Teachers. I don't work for a textbook publisher who pays me to do this stuff. I'm not selling this stuff to teachers, schools, or curriculum writers for profit. I've simply put it out there (on that wild internet) for others (teachers) to use, enjoy, and most importantly use with their students for learning math. Please don't think of this as a tip jar at a restaurant or specialty food service. Think of my Tip Jar as that open guitar case in front of the person pouring their heart out on the street giving you a few seconds of raw talent to brighten your day. I might sing out of key a few times, forget the right chord, or might have a string out of tune, but I'm sharing this stuff because I'm passionate about it, love doing it, and enjoy seeing other students learn math. If you feel obliged to tip, my gratitude will be eternal. If you don't tip, I still love you for taking the time to check out my stuff and possibly use with your students. That's the best tip you could give me!

TJ,
540

Rock, Paper, Scissors

A few weeks ago I was out with my family and caught a glimpse of two kids playing Rock, Paper, Scissors. I immediately made a note of it on my phone for a 3 Act lesson. Here's what I came up with for Act 1:

Rock Paper Scissors - Act 1 [Scoreboard] from Mr.Stadel on Vimeo.

In my mind, Rock, Paper, Scissors (RPS from here on out), is such a powerful way to decide something between two people. I think of all the times it decided who got to ride shotgun, who got the last piece of pizza, who got to go first, etc. We're talking a huge playground staple (at least I think it still is). I have no idea if the two kids were deciding something or just playing RPS for fun. It doesn't matter! I wanted to know who would win? Were they playing straight up to one? Were they playing the best 2 out of three? Who has the advantage: rock, paper, or scissors? What are the chances of a tie? A lesson was born... I have to get it down on paper or make a digital note of it somewhere. Imagine the class activity that could result from this... that will be a future post.
I'll admit, I was proud of this Act 1. I thought I had a slam dunk. Feedback from some tweeps said they preferred the scoreboard (thank you twitter and online colleagues). As you can see only 7 people have viewed it on 101qs.com so far and 3 of them skipped it. Usually those first 7 people are the regular 101qs users who post first. I admire them. I dig their attentiveness. I could list them, but I won't. They're awesome!

I'm over the initial bewilderment that it barely passes 50% perplexity. There's a bigger, more important element here besides my state of mind: comments. That said, I'm excited with Dan Meyer's most recent update to 101qs.com, specifically the option to leave Comments. I would love to hear from those 3 people and what prompted them to skip it? How could I improve it? What about RPS did not perplex them? Bottom lime: I look forward to receiving constructive feedback on 101qs.com just as much as giving it. Our students, classrooms, and craft of teaching all benefit from it. I think Vimeo sums it up nicely when leaving comments, "Be cool and play nice."
What do you think?

RPS,
756

Quick note: re-focus and fun

I've think I have finally come down from the natural high of finding and incorporating Dan Meyer's 3 Act lesson format. I'm addicted and plan on using parts of my summer to compose more valuable lessons for my students. I love it! However, I love many other things in life and I feel like I might have lost focus on a few of those elements that make my life so grand. It's time to re-focus. Allocate my time better. Watch this video:

Benga-I Will Never Change, although it might appear random, sums up where I currently am. Yes, it could be edited to use as a 3Act lesson. Yes, it could be used as an estimation question for my students... yes it could be used for something mathematical. Lately, my brain has been so heavily trained and geared toward finding that math moment, math media, and math invitation that I've lost focus of some other things.

This video is just fun!

It emulates a Soundcloud wave form. It's great to see the peaks and valleys. It's great to just sit back and enjoy. I appreciate it from an artist's standpoint: the staging, the filming, the editing, the overall production time. It's just fun to watch.

As the end of the school year approaches, this is a great opportunity to allocate my time more efficiently so that I can better contribute to my family, friends, students, community, online colleagues, and world. I have met many resourceful people such as @fawnpnguyen, @nathankraft1, @wahedahbug, and many others on Twitter and have the pleasure to call you online colleagues and friends. I even look forward to meeting many of you one day. I was fortunate enough to meet Karim from Mathalicious.com while I was in DC last week with my 8th graders. He talked about his week off and shared some amazing experiences. He hadn't had a break in close to two years since starting up Mathalicious. That's incredible! He needed an opportunity to recharge his battery. I hear ya brotha!

This online community of math brains has been a blessing. I plan to contribute, share, take, and participate in a meaningful way that is both beneficial and fun. Does this sound reasonable? Am I on to something here? Am I on point?

Want another fun video... check this guy out! Diego Stocco is the man with sounds. Is there math involved? Absolutely. Is it fun? I think so.

I'm out,
1047

Rolling Tires

It started a little over a month ago when I had to get my car tires aligned. As my car was being worked on, I killed 30 minutes worth of time walking around the industrial park with my son and came across this goldmine:

a dumpster full of used and abandoned tires 

Mentally, I started mapping out some math application(s) for the tires and figured Spring Break would be a prime opportunity to record a 3Act lesson for my geometry class. I'm proudly addicted to Dan Meyer's 3 Act lesson format. I can only hope I'm doing it justice. After trial and error, self reflection, and feedback from both students and online colleagues I'm starting to see the strength in 3 Act lessons, if done correctly. It requires planning, objectives, patience, and of course... time.

Have an objective, a lesson in mind, a real-world example, (maybe use a word problem from a textbook to jumpstart your direction), start training your eye to always look for lessons you can bring to your students...

Make sure it's measurable: Yes, it's fun to throw a picture at students and ask them, "What's the first question that comes to mind?" Both you and your students might agree on the same perplexing question, but if there isn't measurable data or a realistic solution, your media might simply reduce to a fun picture you both were perplexed by, predicted an answer to, and discussed a path to the solution. That fact alone might be valuable enough without the actual construction and implementation of a class activity/lesson.
This Lego pic I snapped is a great example of something difficult to measure: it might open up a discussion, students might make a prediction, but measuring it would be very difficult because of the numerous variables. However, something like my JUMBO and mini stop sign staging is very measurable and a lesson can be constructed beyond the discussion and prediction arena. Therefore, with Rolling Tires, I made sure everything was measurable before pressing record.

Act 1: A video of me rolling a tire (a friend was disappointed it wasn't a supermodel in a bikini). What's the first question that comes to mind? Hitting the initial mark during Act 1 is imperative to the overall success of the lesson.


Act 2: A keynote and/or video to reveal information my students might find necessary to solve the question agreed upon.

Act 3: The video payoff to see how the calculated (theoretical) answers compare to the actual (practical) results.

Please feel free to download and use all three videos. Give me some feedback. Ask me some questions. The necessary information is included in Act 2. I thought, great an actual way to apply circumference. I will try to post any handouts or graphic organizers used. Lastly, if time permits I might make a sequel to include a couple different scenarios.

Possible Sequel: I heard a long time ago that some taxi drivers put smaller wheels on their cabs so the car tires would produce more revolutions, yielding a higher cab fare. Check the tires of that cab before you get in it.

Best,
930

A Week off to rethink!

My school had a week off... 'ski week.' No, I didn't spend it snowboarding. However, it was one of the best weeks of my life since I got to spend the entire week with my 21-month old son. Another reason it was so great was because it gave me a chance to rethink some of the things I'm doing in my middle school math classes. I plan on keeping this post short by briefly explaining my blog title, my week of rethinking, and a link I would love some feedback on.

Blog Title:
My favorite divisibility rule is that of three. Although common in the math community, take any number, add its digits and if the sum of its digits is divisible by 3, then the number itself is divisible by 3. For example, 582 is divisible by three since the sum of its digits equals 15. The same rule applies to nine, but I am simply drawn to the rule of 3.

Week of rethinking:
An overwhelming majority my week off was spent rethinking my approach to my math classroom, inspired by Dan Meyer. If you haven't checked out his website, blog, or popular TED video, I highly recommend it. He has given new life to the timeless relevance of learning math in the classroom and how it applies to the world. I am not the most eloquent writer and would not be able to accurately describe his contributions to the math community. Simply, check out his downloadable lessons on his website, subscribe to his blog, or find some videos of him on YouTube and you'll quickly see why he such an inspiring educator. He has willingly shared ideas and resources that both teachers and students need. It has given me a whole new set of glasses for looking at life around me and constantly thinking how I can better incorporate media into my lessons.
I will be attempting to apply some of his philosophies and techniques in my classroom, one being the 3 Acts process. Act 1: present media to grab the attention of your audience in a way that allows room for discussion, asking questions, and making predictions. Keep the presented information limited so you can lead to Act 2: encouraging your students to discuss what relevant information is necessary to solve the question(s). Solve. Act 3: Finish the media and compare the actual/practical results to the theoretical results.
*Of course this is my interpretation and have still yet to test the process out... leading to my next part.

Video Feedback:
Using Vimeo, I posted two videos about linear inequalities. I am starting this section with my Algebra classes next week and I am excited to attempt my own version of 3 Acts. I am looking for some feedback. I am open to all constructive feedback and want to see if you think the videos will help open the floor for discussion of linear inequalities, shading, and possible outcomes given the necessary information.

Best,
78,021 (also divisible by 9)
**Would it be cheesy to sign off leaving a number divisible by three? Ha!