One sentence for Why?
One sentence for How?
One sentence for What? about:
- Learning
- Teaching
- Estimating
- Exploring
- Discussing
- Assessing
- Improving
Survey
Results here.
Thanks in advance!
1110
*Gold star for @fawnpnguyen for first post!
Showing posts with label TED. Show all posts
Showing posts with label TED. Show all posts
Why? How? and What?
Inspired by Simon Sinek's TED talk (at least the first 6 minutes of it), The Teaching Gap (Stigler & Heibert), and you... I'm reevaluating some teaching ideas & restructuring some classroom details in preparation for next year. What are your thoughts, using
One sentence for Why?
One sentence for How?
One sentence for What? about:
Survey
Results here.
Thanks in advance!
1110
*Gold star for @fawnpnguyen for first post!
One sentence for Why?
One sentence for How?
One sentence for What? about:
Survey
Results here.
Thanks in advance!
1110
*Gold star for @fawnpnguyen for first post!
3 Act Presentation to K-8 staff
Last week I presented to the K-8 staff at my school about using Dan Meyer's 3 Act Lesson format with their students next year. My principal requested I do this about a week prior.
The initial sit-down with my principal went something like this:
Principal: I'd like for you to present to the staff about the 3 Act lesson format you've been using this year.
Me: Really?
Principal: I think our school can get a lot of mileage out of it.
Me: Sure, I'd be honored to. When? (please don't say tomorrow)
Principal: Next week at our staff meeting.
Me: Okay (gulp)
In between countless other responsibilities, I spent about a week putting the Keynote presentation together and practicing. The last thing I wanted to do was bore, scare, or upset anyone on staff. Especially if I plan to show something as lovely as this to them.
I really wanted to do the 3 Act lesson format justice. Besides the fact I said, "umm" a hundred times, I feel the presentation went rather well. I captured it on video so check out the video presentation.
With blogging, I've found it easier and more constructive (I think) to stick to 3 solid points/goals/objectives. For the presentation, my goals were to:
Justice. I hope from the video that my work does Dan's work justice. This can only be determined by the viewer or attendee. There were some strong points. The message was conveyed. I'm not a professional speaker (hence all the 'umms'), and I mainly recorded this to make improvements in the classroom or in case I ever find myself doing presentations in the future. I had to email Dan and ask for some feedback. It felt like the right thing to do. He was spot on! Dan recommended I place the basketball clips before the iPad answers during the Act 3 payoff segments. Great tip! This really did generate a sense of understanding and closure.
Interest. Generating interest can be tough, especially when presenting at the end of the year to both multiple-subject teachers and non-math single subject teachers. Furthermore, it's a staff meeting, enough said, right?
Many teachers left the meeting quickly, which is to be expected. I wasn't sure if I hit my mark, generated any interest, or bothered them. However, the next morning about eight teachers emailed me with interest. Furthermore, many of them noted how passionate I am about this and for some, even inspiring. That made my day! I also had some teachers in English and Social Sciences expressing interest. Cross-curriclar 3 Act lessons? Woah! This week I'm meeting with those teachers who are interested to see how we can possibly incorporate 3 Act lessons into their curriculum next year.
Lastly, the highlight of the presentation was from a kindergarten teacher. She showed her class File Cabinet - Act 3 and her student asked, "What about the bottom?" The kindergartner teacher continued to say that they actually tried to calculate (estimate) the stickies on the bottom. I find this amazing for two reasons: First, the level of abstract thinking by a kindergartner is astounding. Secondly, the teacher allowed her class to explore this question with her students, applying Geometry standards with her kindergarten class.
Interested,
1152
The initial sit-down with my principal went something like this:
Principal: I'd like for you to present to the staff about the 3 Act lesson format you've been using this year.
Me: Really?
Principal: I think our school can get a lot of mileage out of it.
Me: Sure, I'd be honored to. When? (please don't say tomorrow)
Principal: Next week at our staff meeting.
Me: Okay (gulp)
In between countless other responsibilities, I spent about a week putting the Keynote presentation together and practicing. The last thing I wanted to do was bore, scare, or upset anyone on staff. Especially if I plan to show something as lovely as this to them.
 |
| From McDougal Littell Algebra 2 (2007) |
With blogging, I've found it easier and more constructive (I think) to stick to 3 solid points/goals/objectives. For the presentation, my goals were to:
- Convey my enthusiasm, passion, and excitement for 3 Act lessons
- Do Dan Meyer's 3 Act lesson format justice via applicable examples
- Generate some interest
Justice. I hope from the video that my work does Dan's work justice. This can only be determined by the viewer or attendee. There were some strong points. The message was conveyed. I'm not a professional speaker (hence all the 'umms'), and I mainly recorded this to make improvements in the classroom or in case I ever find myself doing presentations in the future. I had to email Dan and ask for some feedback. It felt like the right thing to do. He was spot on! Dan recommended I place the basketball clips before the iPad answers during the Act 3 payoff segments. Great tip! This really did generate a sense of understanding and closure.
Interest. Generating interest can be tough, especially when presenting at the end of the year to both multiple-subject teachers and non-math single subject teachers. Furthermore, it's a staff meeting, enough said, right?
Many teachers left the meeting quickly, which is to be expected. I wasn't sure if I hit my mark, generated any interest, or bothered them. However, the next morning about eight teachers emailed me with interest. Furthermore, many of them noted how passionate I am about this and for some, even inspiring. That made my day! I also had some teachers in English and Social Sciences expressing interest. Cross-curriclar 3 Act lessons? Woah! This week I'm meeting with those teachers who are interested to see how we can possibly incorporate 3 Act lessons into their curriculum next year.
Lastly, the highlight of the presentation was from a kindergarten teacher. She showed her class File Cabinet - Act 3 and her student asked, "What about the bottom?" The kindergartner teacher continued to say that they actually tried to calculate (estimate) the stickies on the bottom. I find this amazing for two reasons: First, the level of abstract thinking by a kindergartner is astounding. Secondly, the teacher allowed her class to explore this question with her students, applying Geometry standards with her kindergarten class.
Interested,
1152
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!
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!
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