Introduce a Girl to Engineering Day: Inchworm Challenge (Newton's Laws of Motion and Calculating Percents)

As you may know this week is National Engineers' Week.  Since all of our girls have been introduced to engineering through our STEM for ALL initiative, we celebrated the last few year by reaching our to our parent community.  Today, our team had approximately 40 female family members join us during their child's Math/Science block to compete against their children in an Inchworm STEM Challenge.

It is one of my personal favorites not only because of the rich math and science conversations our students have with each other while working in groups, but also because this challenge is just so stinking adorable!

For this challenge, students are tasked with creating a device carrying a load of 5 jumbo paperclips to be carried by a wind up toy inchworm.  This week, the students researched and shared information about Newton's 3 Laws of Motion and designed a device to pull the paperclips following several constraints.  We recently finished our unit on percents so it we had the students wind their inchworms up as far as it would go and test the distance they would travel with no load.  Then the students attached their loads and let the worms go again.  The winning team was the one with the greatest percent of their initial distance traveled after attaching the load.

Here is the challenge for your reference:

The students and parents had a fantastic time!  It is always nice to get parents in to see what their children do.  School looks so different that when we were in school.  This gives them a little bit of a peek into the daily life of their students, and allows teachers time to build relationships with their students parents.  One parent commented that it was nice to be invited in for something that did not involve sorting or repetitive cutting and pasting.  All of the ladies that joins us this morning had a great time.

Here are a few of my favorite pictures from today's event:

Team WOW (MOM upside down) Tests one of their Prototypes

Reflecting on their prototypes before rebuilding.

Our moms/grandmas/aunt team works discusses the pros and cons of their prototype.

This one did not win the challenge, but it sure has style!

Grandma helps her granddaughter's team.

This mom team gets a motion lesson from one of our science teachers.

Testing Prototypes

Building is fun!

Possibilities for extensions:

I have used this challenge with more advanced students and had them write proportions and calculate their inchworm's percent of change.

What are your favorite STEM Challenges?  How do you involve parents in your classroom?

12 Ways to Empower Gifted (or any) Students in the Math Classroom

Gifted students are some of my most favorite people in the world.  I absolutely love the challenges they present.  For years, I struggled with the quick working student.  I really had no idea what to do with them and always felt that those buffer activities, while interesting, were really just busy work to keep them from distracting the students that were still working.  Inevitably, there was always that one student who blew through every activity and still found time to irritate peers.

I know what you are thinking, how can you empower a student while teaching the standard algorithm for division with decimals (yes, that is a 6th grade math standard).  Stay with me, it can happen!

Since creating my self-pace math quadrant system, I have found that not only do my students get the time they need with me and the opportunity to keep engaging with the mathematics, there have been many ways that the same students who would have used their creative powers to distract are now empowered to become better members of our learning community.  

I recently read the book Empower: What Happens When Students Own Their Learning by John Spencer and A.J. Juliani and there were many parts that I have completely connected with.  One of my favorites, however, is the way they call teachers to the most important role they can play in the classroom, the guide on the side.  Often times, we feel that we need to be the hero, but what this book points out is that while everyone is looking at the hero, the guide on the side is really the person who makes that possible.  The guide calls the hero to his or her journey and provides the knowledge, guidance, and courage to ultimately be successful.  Think Gandalf, Yoda, and Ms. Frizzle, they may not be the hero, but would there be one without their guidance?  Empowering students often requires you to take a step back, let your students fail, but also watch them exceed all of your expectations. Here is what I have done to help empower my students.

Taken from this Buzz Feed Article

1. Know What You Need to Know

On the first day of a new unit, I give my students a Unit Guide with everything they will need for the whole unit.  That includes any videos they may need to watch, practice problems, performance based assessments, points during the unit that they will need to stop and have a mini lesson with me, assessment dates, extension opportunities, and study guides.  

Gone are the days when students were forced to wait for the rest of the class to catch up.  Now, once my students have mastered one topic, they can move directly on to the next.

2. What Makes You a Master?

When I started my quadrant system three years ago, I assigned specific problems I wanted my students to complete and then checked each students off before allowing them to move on.  It worked well for awhile, but eventually I began to see that the students were completing the tasks, not out of compliance, but because they genuinely wanted to ensure they knew how to do the math.

This got me thinking.  Why am I wasting all of my class time checking students off when I could dedicate more time to working with students and building relationships?  Once I had this thought, it seemed only natural to post the answer keys to practice problems around the room to allow students to self- check.  An average student typically needs 12-20 repetitions on a skill in order to achieve master.  Gifted learners, however, can often master a skill in about 5 repetitions.  So, I ask my students to choose the 5 problems on the page that they think will challenge them.  Those are the problems they need to complete.  Often times, I suggest my favorite problems which they can choose to complete or not.

If they get one wrong, it is their responsibility to figure out why it is wrong, which might require them to spend some time with me or one of our experts of the day, and try as many additional problems they determine is necessary until they feel comfortable with the skill.  

3. Let's Make a Deal!

I have provided my students with what I believe is the best way to show mastery on a unit of study.  The quadrant system is predictable and requires students to show mastery in several ways.  However, some students still do not find that my way is the best way for them to learn.  In this event, I invite my students to pitch me a better idea.  If they have a better way of showing their learning on the standards, they can convince me that they will be able to achieve the same level of mastery as their peers that choose to follow my plan.  

In order to do this, they must understand what the standard is requiring of them and then explain to me through informal discussion how their proposal will achieve the same or better end.  In the past, students have requested to create videos, create mini projects, and found web resources that can demonstrate mastery.  The last option is one of my favorites and if I allow them to use the game or simulation they have found, I also share it with the class  at the bottom of the unit guide in the additional resources section.

4. Use Your Skills, Find Your Passion

Throughout the week, I give my students goals for where I would like them to be on their path.  In order to achieve these goals, students can choose to work on some of the tasks at home.  If they can complete their tasks before the end of the week, they have the choice to work ahead or create in our class makerspace.  It hasn't happened yet, but if a student completes his or her work by Tuesday, they can potentially have three days to work on a project.  If that ever happens, and I hope someday it does, I would try to find a way to guide them in the direction of larger and more involved projects of interest.

There is a Japanese word, Ikigai, that I have fallen in love with.  Your ikigai is your reason for living.  It is what you get when what you love, what you are good at, what the world needs, and what you can get paid for all meet.  I recently tweeted about this idea and was given the link to the Rethinking Learning post that discusses ikigai in more depth.

5. Explicitly Teach Growth Mindset

This year, I have made it a point to pause for no more than 10 minutes each Monday morning to engage my students with growth mindset opportunities.  We have watched videos, listened to music, set goals, reflected on goals, discussed mistakes, read picture books (this is one of their favorites), completed sorting activities, worked on challenging brain teasers, and even incorporated some art all focused on the importance and pathways towards a growth mindset.  I have even shared the time I begged my mom to let me be a third grade drop out because I could not master long division, and here I am teaching math and loving it!  

It is funny that little boost on Mondays where we set a goal or determine a phrase to focus on during times we become frustrated in class has really helped.  I have seen students take on the role of growth mindset coach with their peers reminding them not to get discouraged because "synapes are firing, your brain just grew!"   Other times, when a students states he or she can't do something, several other students yell out "yet!" and everyone gets back to work.  One student even dubbed me Mrs. Yet, it is one of my greatest honors.  

I think this is key to creating an empowering culture.  When students believe they can learn, they try harder, stay motivated, and seek out challenges.  I have also noticed that my students this year are more willing to seek out help from me or a peer instead of putting on the "I got this" face.

6. Choose Your Learning Environment

I have found that allowing students to make choices, even on small things, they are happier.  Giving my students Choice Flexible Seating options not only allows them to choose a learning environment that works best for them, it also lets them know that you trust their judgement and value them as learners.  I dedicate large amounts of class time to independent/small group work in my class.  Asking all students to sit in the same spot around the same people, in the same chairs just seems cruel to me.  

7. Choose Your Own Adventure

Since returning from winter break, I have given my students the opportunity to choose between two units of study. This means that I have students learning very different topics in my room at the same time.  I was very nervous to give my students this choice, and there was definitely a learning curve for the students with regards to procedures, but again, giving students this choice has changed the tone of my class for the better.  Our schedule allows for flexible grouping among classes and I am able to rearrange students to group them according to the unit they chose when needed.  Students that were almost impossible to motivate have stepped up and demonstrated huge amounts of growth in their engagement and willingness to show what they know.

8. Expert of the Day

The intervention specialist I work with, Amy Smart, gave me this fantastic idea at the beginning of the year.  She suggested I name an Expert of the Day.  This person would be the student others turn to when they need help and I am not available.  The expert would be willing to explain a problem or work through a few problems with a peer while I am working with another individual or small group.

Instead of naming an expert, I allow them to nominate themselves.  Often times, teachers give the gifted kids the role of peer tutor.  This does not sit well with me.  What if the students does not have the calling to be a teacher as I do?  What if they are working on their own problem and do not want to be disturbed?  I do not want to turn them off to my class, so I let them make the choice, and I do not feel bad is someone who would do a great job, never offers.  

If we are working on a skill that a student feels very confident with, they can put their name on the board.  This lets the rest of the class know that they understand the content enough to teach it.  I have found that some students prefer to work with the expert instead of me at times.  That is OK, the object is to learn, right?  

9. Know When to Get Help (and who to get it from)

When students are given the opportunity to truly own their learning, they also learn when to get help.  There are times when we can spend a little more time on a problem and work it out ourselves, but there are also times when we need to learn to ask for help.  The procedures I have in place in my class gives students the opportunity to determine when to ask for help.  They have become very good at judging the level of help they need as well.  

Students learn that sometimes they just need to work out an incorrect problem with a friend and they can move on.  Others seek out the expert of the day.  Still, I have students who come straight for me the minute we break for independent work time.  Those students know they need more intense support and we sit together sometimes one on one and sometimes in a small group.  Occasionally, I have called the entire class back together to clarify and discuss misconceptions.  The key for the teacher is to be flexible with this time and gauge the students needs. 

10.  Let Them Make Corrections

If we want our students to feel comfortable making mistakes, and we know how great that is for brain growth, then we need to give them the opportunity to make corrections.  I know this is a hot topic, but for me, I strongly believe, and share this with my students, that it is not when you learn, it is that you learn.  

My students are allowed to correct everything they do in my class.  However, there are some guidelines.  They must show work or explain in writing how they made the correction.  They can work with a peer, parents, older sibling, or me to make corrections, but they must demonstrate in some way they they do understand the problem and be able to apply what they learned to other problem solving situations.  

If you have worked with gifted students, you know that many of them are perfectionists.  I find it impossible to ask them to take a risk without giving them a way to fail in a safe environment.  Unfortunately, the grade is what many of my students view as their measure of mastery.  Giving them the opportunity to work on corrections gives them a sense of calm when they are struggling through a topic. 

11. Time, Time, Time!!

Empowerment does not happen in the first day or week of school.  It takes time.  Teachers and students need to build mutual trust in order for this to work.  

The need for time shifts as the students begin to feel empowered.  At that point, the students need more time in class to play with the concepts.  This means I need to be mindful of the time I spend in front of the class.  Of course there is still whole group learning that happens in my class, but based on the skills and concepts we are working on, I set time goals for myself in order to provide the independent free work time for my students. This is where the guide on the side mentality becomes most crucial.   Students need time to learn and practice making good choices in order to feel free to be empowered.  

Teachers need to keep this in mind as well.  Students will not automatically become independent learners.  Some students will need more guidance for longer periods of time in order to reach this point.  In all honestly, some of my students are not there... yet.  I have a board where students can put their names in the spot they are working on.  I begin each work session by pulling the group that is farthest behind and make sure they all understand and are engaging with the content.  

Some students, when given the freedom rush through the tasks in order to complete, not learn, the skills.  While I try to check in with each student everyday, the fact remains that sometimes one or two will fall through the cracks.  These students often become very apparent when tickets out the door or quiz scores are calculated.  those students often learn quickly that they need to put in the effort and change their habits for the next quiz.  Those are also the students that get more frequent check ins from me.  They are also the students that I require to sit with me and work out a few problems while explaining what they are doing before moving on.

Students indicate where they are in a unit on these coordinate planes.  

It helps me group them and determine who to pull for intervention.

12.  Be the Hero of the Story

While the guide on the side is an important role in the hero's journey, don't forget to take the opportunities to be a hero yourself.  Seek out colleagues that will call you to action to improve your practice.  Find that person to share your ideas with, even the crazy ones, especially the crazy ones.  Step out of your comfort zone and try something new.  If it doesn't work, go back to the drawing board and make it better.  

As a STEM teacher, I approach everything I do with the Engineering Design Process.  So here is your call to action:  Find a problem you'd like to solve, read about it, talk about it, explore possibilities.  Once you've done that, design a solution and try it out.  It will fail, maybe not all of it, but some part will fail, possibly miserably and that's OK.  Go home, feel sorry for yourself if you must, but then dust yourself off, make it better and try again tomorrow.  Don't stop, don't ever stop.  Even when it's "perfect", please don't stop.

This is the design process we have modified and use with our students.

Everyday is not a dream, although there are far more good days than bad.  This system is not perfect, but that is why you are here.  You have the opportunity to be my guide on the side.  What do you think?  Ideas for improvement?  What do you have in place in your class that empowers your students?  

10 Simple (and affordable) Ways to Add Choice Flexible Seating to Your Classroom

Two years ago, I read this post by Literacy Loves Company and decided to give it a try.  I try very hard, and often fail, to find inexpensive ways to make my classroom look "Pinterest Worthy".  Here is my best shot.  I began by rummaging through my classroom to find items the students might enjoy sitting on, keeping comfort in mind.

In order to make choice seating manageable for me, I began by giving my students the option to sitting in the flexible seating area if they were done with their work.  However, I have since given them the choice during free work time.  I generally do not assign seats or groups to the students during free work time.  (Although they do have assigned seats for the beginning of class, attendance, whole group instruction, and when there is a substitute.)  I have found that when the students are comfortable and happy, they tend to work harder and ask more questions (perhaps because they do not need to ask in front of the entire class).  I've also found that when my students are working collaboratively in their choice seating, they also tend to keep their conversations at a reasonable volume.  In short, I love giving students the choice.  When I have kids sitting all over the place working on  math, it just makes my heart smile.  I honestly can imagine them as ancient Greeks discovering math for the first time.

Here is how I have provided affordable and easy choice flexible seating in my classroom.

1. If you can't buy it, make it! 

For the past few years, my STEM students have created cardboard chairs during the first week of school, focusing on durability and comfort.  Their chairs remain in my room all year and are used daily.  They are hands down class favorites.  I'm sure it has something to do with the fact that it is their very own contribution to the classroom environment.  The couch and chair below have actually lasted almost 2 years!!  It is fun to see which chairs survive the year and which ones become class favorites.  I can honestly say, I will be so sad when these break down.

6th graders can be so creative when they are given minimal constraints.  This year, we had a few groups sew pillows in our makerspace to add comfort to their designs (they did not survive).

Not only do these chairs provide an awesome learning experience, it is their first encounter with the engineering design process, but they are very inexpensive.  I am that teacher who is always sending emails to the faculty, students, and parents begging for their garbage.  On the top of my list... cardboard!  We have a storage room half filled with broken down boxes.  The students use them to build everything!

WARNING:  You will need to provide large amounts of tape for this project.  We always budget for mass quantities of masking and Duct tape every year.

Couch with Ottoman

  

I've used this one on a few occasions, it really is quite comfy.

2. Crates and Seat Cushions 

As I looked around my room for anything my students can sit on, I noticed that I had tons of extra crates.  I moved classrooms a few years ago and the previous tenant left a large and awesome file cabinet.  This left my crates lonely and unused, and the hoarding STEM teacher in me refused to let them go.  I really am glad that I kept these crates, they have become another class favorite.

I turned the crates up-side down and added these easy to make cushions.  My husband and I purchased a fixer-upper a few years ago, he is so fantastically handy, and we have lots of scrap wood laying around the house.  I had him cut squares of  scrap plywood while I found some fun remnants in my fabric drawer to decorate.  Several years ago, I purchased some seat cushion filler for a project, I can't even remember what it was, that I never ended up attempting.  Fortunately for me, my 10pm idea was able to take shape as a result.  I wrapped the boards and cushions with the fabric and stapled it snugly to the bottom of the board.  Two years latter, they are still in great shape.  I also brought in an old Ikea T.V. stand that completes the set.

3. Anything that adds a "Coffee Shop" feel

Because I can't help myself at the beginning of the school year, I did spend some money on two butterfly chairs, a storage ottoman (where I keep clipboards), and a area rug.  I thought it would define a space for the students, but they do not always stick to the area when using the chairs.  I honestly don't mind, which I think makes it easier for me to allow my students to spread out.

I have found that the students who choose to sit in the "lounge area" feel like "college students".  They act sophisticated and begin to relax as they learn and practice.

4.  Anything that does not look like the rest of the tables/desks

I also inherited a huge/heavy brown table.  It is nothing too fancy, but the students, particularly my struggling students, love to sit at it.  There is a small lip at the front and I think they sometimes feel as though it hides them from the rest of the class on the particularly frustrating days.  Maybe they think the lip hides their work from the rest of the class so no one will see if they make a mistake.

5. Add seating for your wigglers.

I did spend a little bit of money this year on a wobble cushion and bouncy band.  I'd like to get a few more of the wobble cushions.  I only have one, but there are several students that can benefit from having one.

6. You know you're not using those exercise balls at home...

Some kids need to bounce.  When students use these during class, they have increased focus, improved posture, and demonstrate longer periods of class engagement.  There is a ton of research out there on the use of these exercise balls in the classroom.  

7. Don't limit student choice to the four walls of your classroom.

There is no need to get fancy, remember the point of choice flexible seating is that students get to choose where/in what they sit.   It is interesting to me that so many of my students choose to sit on the floor to do their work.  Because it can sometimes get loud during our work sessions, I also allow students to work in the hall outside of my classroom door. I've actually discussed this area with a our tech coordinator, who may have funds to allocate to our hallways, ways to make this large hallway space more inviting with rugs, chairs, a small table, etc...  How awesome would that be? 

8. Provide Pillows (and large stuffed animals)

If the students are going to choose the floor, there is no need to be uncomfortable.  When I noticed there were a lot of students choosing the floor, I began to bring in old pillows that no longer fit my personal style at home.  I also found some great deals at Ikea.  What I found was that the students who choose to sit at the tables also like to use the pillows to pad their seats.    I created a corner to throw them all in when not in use.  The students are great about putting them back, or lose the option of using them in the future.

As my own children are getting older, and acquiring more toys, some of their over-sized stuffed animals no longer fit in our house.  No worries!  They are also a huge hit in my classroom.

9. Be flexible!

I also allow students to rearrange the room to suit their needs and comfort.  Some students put the pillows on their chairs at the tables, others lose the chairs all together and pull up one of the butterfly chairs or wheelie chairs.  Remember, we are discussing CHOICE and FLEXIBILITY for our students, but it only works if teachers are willing to be flexible as well.   

10. Swap your Desks for Tables

Swapping out my desks for tables have greatly added to the collaborative atmosphere in my classroom while giving students that need a more structured work-space a good substitute.  Tables also give students the feel that they have more flexibility to choose their groups or turn and talk to a peer for help.  I would also like to add a few standing desks.

While our school is working hard to innovate and provide engaging and empowering lessons for our students, the fact remains that students do not always get much choice in their day.  They are working hard to learn prescribed standard, despite their readiness level. Little things like allowing students to select a seat makes a huge difference in the attitudes towards mathematics class.  I have found that comfortable seats can reduce anxiety and helps students to remain calm while learning. 

I hope this helps those of you out there that are looking for easy ways to incorporate more choice seating in your classroom without the expense.  Try a few out, keep what works, lose what doesn't.  What are your favorite choice flexible seating options?  Share your thoughts and let's continue the conversation in the comments below.

Thanks for reading!

Creating a Self-Paced Math Classroom through Innovation

It is impossible to be an educator today and not have heard of George Couros' Innovator's Mindset.  I first read it this summer and when I returned to school, our assistant superintendent announced that this book would be the first of two book studies we have the option of participating in this school year.  Although I already read the book, I wanted to be part of the conversation, so I read it again, and again, and again.  Yes, that is a total of 4 times.  Each time I read this book, I learn something new.  It's as if George hid little Easter eggs all over his book to be found each time you read. 

There are so many takeaways from this book, my favorite being "Change is the opportunity to do something amazing." ~ George Couros

As I have mentioned in my previous post, I never gave up that new teacher "want to save the world" desire when it came to the type of classroom I wanted to provide for my students.  Well, three years ago, I took the biggest risk of my career and made a huge change to the way I teach math.  I have to say it was truly amazing.  The method I hope to describe in today became so much more than a way to keep all kids learning and engaged in math class, it has transformed they way I think about teaching and learning.  In many ways, the changes I have made help students engage in the 8 Characteristics of the Innovator's Mindset.  

Let's dive in!  The graphic below illustrating the 8 Characteristics will be guiding my discussion of the Quadrant System over my next few posts.  (This is not a one-post system.)

Empathetic Teacher

Would you want to be a learner in your own classroom? 

~ George Couros, Innovator's Mindset

I teach in a very unique district.  60% of our students are state identified as gifted.  We know that traditional schools are particularly challenging for these students as they do not typically learn best in this setting.  As a matter of fact, many gifted students do not finish high school. We see a lot of our gifted kiddos under performing.  Many teachers do not understand this is a form of perfectionism and needs to be addressed. 

Others become super students and refuse to think outside the box.  These students want to know how to find an answer then replicate that process over and over until they receive 100% on the unit test.  This type of student is over worked, over stressed, self critical, and under imaginative.  It is not that they have no imagination, rather, they are afraid to use it for fear they will be "wrong".  The important thing to remember is that students who are gifted in mathematics only need a few repetitions to master a skill.  When this happens, these students can often cause disruptions in class.  This brings up a whole new discussion on homework that I will not explore in this post.  There just isn't time.

Still, there is a third type of student in my school that is not gifted.  We have been focusing so much of our effort this year exploring ways to empower our gifted students, that this group seems to be overshadowed.  These students can sometimes be very good at doing math or they can struggle.  It may take longer for these students to learn math and it always bothered me that they didn't get the time in class to fully practice and explore concepts before moving on.  I saw how this was contributing to poor attitudes towards math.  It is also important to mention that Jo Boaler, author of my favorite book on teaching math, Mathematical Mindsets, reminds us that professional mathematicians are the slowest workers.  Think about it.  A mathematician can spend her entire career working on one problem, yet we expect our students to learn mathematical concepts in a prescribed amount of time.  This is not to say I let my students spend the entire school year learning how to divide fractions and nothing else, but it has helped me to be more mindful that students learn a different rates.  

I share this mantra with my students, It's not when you learned 6th grade math, it's that you learned 6th grade math.

The Innovator's Mindset encourages teachers to ask themselves the most difficult question: Would I like to be a learner in my own classroom?

I think it is easy to answer "yes" to this question because most teachers run their class in the way they learn best.  But what about the other students?  What about the creatively gifted that often remind us of everyone's favorite creative student from Hogwarts, Luna Lovegood?  What about the student that does not enter your class with the same love of your content as you?  What about the fast learners?  What about the slow learners?  Would they want to be learners in your classroom?

Three years ago, my answer was no.  I had students that finished their work quickly and accurately.  Nothing I gave them keep them "busy" so I could work with the students that really needed me.  

So, here's what I did:

I have created a Four Quadrant learning system.  I took all of the content I wanted to teach my students and broke it down into related topics, using "I Can" statements to break up the content.  I put all of the information and resources the students would need to be successful working with the content on a unit guide.  Please refer to the Decimals Unit Guide I use at the beginning of the year to introduce the quadrant system to my students.  The content in this guide is basically activities and materials I have used in a traditional setting.  Please note that some of the materials in the unit guide are taken from our textbook that our district has paid for us to use with our students only.  

The quadrants are set up to increase in complexity.  The first quadrant provides acquisition of the skill.  The second quadrant allows for further practice or problem solving.  Next, students enter the third quadrant which allows them to apply the skill through problem solving practice or performance assessment. (My favorite place to find my P.A. is on the Georgia DOE website.)  Finally, quadrant 4 is an extension of the skills.  Only a few students actually complete quadrant 4 as it is not required in order to move on.  This is particularly for my gifted students that need additional challenges.  I also use their work on this quadrant to collect data for their Written Education Plans.  However, I occasionally get students that are not mathematically gifted try these quadrants to extend their knowledge on particular content.  

While the students can work at their own pace, they are given deadlines for completing the quadrants, which is usually the day before a quiz.  On the flip side, students are not slowed down for working faster.  They can continue through the unit without having to wait for their peers to catch up.  Students that complete an entire unit of study, have the opportunity to complete a set of extension quadrants which introduce 7th grade skills.

This system allows the students to move through a unit at a pace that is appropriate for them.  I use a coordinate plane, yes, they are also learning math through the very set up of the system.   That was not an accident.  On my boards, I have several coordinate planes with a magnet for each student. 

Most students begin in the first set of quadrants in quadrant 1.  However, based on pre-testing (or progress on our online assessment system), some students already have the basic skill and can skip this quadrant and possibly even the second quadrant.  Our district has purchased a subscription to ALEKS which delivers another layer of differentiation.  In a nutshell, students work to complete their "Pie" which includes all 6th grade standards.  Because the students are always working on this system and periodically take "Knowledge Checks", I know what skills they have mastered.  If I am not confident that the students have mastered a skill, I can assign assessments to gain information on their progress.  

As students complete one quadrant, they move directly on to the next.  Periodically, they are required to stop and get a mini-lesson or small group discussion before moving on.  Although they are moving at their own pace, they can not move their name until their work has been checked off by me.  I assign specific problems and allow the students to choose a set number of problems they think will challenge them in quadrants 1 and 2.  

What I love about this system is that I am forced to make individual time for each student.  I discuss the math with each child at least one time per class period, often more.  Students can work with each other, independently, or with me to master the content.  As a result, I have a very clear understanding of my students' strengths and struggles.  It has been very exciting to see a huge increase in my students' attitudes towards math.  Students that begin the year stating that math is their lease favorite subject, often leave at the end of the year sharing that math  is now their favorite class of the day.  Does this mean more students enjoy being learners in my classroom?  

Most importantly, I am building relationships with my students through this process. Because I am sitting down with my students everyday, they feel more comfortable sharing stories about themselves with me.  I am also finding that I truly love all of my students! 

There is so much to say about quadrants and this brief overview does not even begin to encompass all that can be achieved through this system.  Since I have started this, I have presented the quadrant system at several conferences.  Feel free to access the presentation my intervention specialist (and biggest cheerleader for quadrant work), Amy Smart, and I used this past summer at a conference.  At my school, science teachers and our ESOL teacher have modified this system to use in their content areas with much success.  Can you use this system in your class?

What do you think?  Please leave a comment below with suggestions or methods you have found successful in your class.  

Thanks for reading!  Have a fantastic day.

Note: You will notice on the unit guide that several of the quadrants have a video lesson aspect.  I utilize a flipped classroom in several ways.  Most students use the videos to preview a concept that we will discuss in class.  Others use it as their instruction for the content.  Some students never watch some of the videos and get their instruction directly from me.  In every case, the students are required to discuss the content with me individually or, more likely, in a small group.  Each video has a summary component, 3-4 questions to answer in their composition books, and a work session which allows them to practice the skills presented.  Most videos ask students to pause the video and complete a few problems then continue the video to go over the answers.  I also require all students to ask a question, even if they think they've go the concepts down.  This lets me know, to what extent do they understand the content.  Some students will ask a question that will extend their learning beyond the basic skills, those  are my favorites.

Where is my pensieve?

What inspires you to take risks?  Is there anyone in your life that gives you that little nudge or encouragement you need to try something new?  For some time now, I have been bogged down with so many, often conflicting, thoughts on my personal practice as a teacher that it feels as though my brain might be reaching its maximum capacity and is on the verge of exploding.  Unfortunately, I do not have a pensieve to place all of my excess thoughts, so this blog is the next best thing.  My hope is that though my reflections, I can not only share and get feedback on my own personal practice, but also help others find the courage to try something new and innovative in their classrooms.

From my very first methods course in my undergraduate program at Kent State University, I have had a vision of what I wanted my classroom to look like.  I dreamed of having students that were self-motivated and engaged in the learning.  I wanted every child that I called my student to walk out of my room feeling as awesome and accomplished as the ancient Greeks must have felt as they traced their work in the sand thousands of years ago.  I wanted them to love math and do math for themselves first.  I started my career as so many teachers do, to save the world.  While I still have ways to go, I feel that 15 years into my teaching career, I am finally approaching the classroom environment I imagined, but never thought I would achieve.

As I begin this journey, I have to give credit to a few very influential people in my life.  There are several people who I have found in the last few years that have become my Marigolds.  If you are not familiar with this term in an educational setting, I highly recommend that you take a moment and read Find Your Marigold: The Essential Rule for New Teachers by Jennifer Gonzales.  It doesn't matter if you have been teaching for 2 minutes or 20 years, we all need these people in our lives.  

My first marigold is the Gifted Intervention Specialist in our school, Dr. Kim Given.  I can go to her with any crazy idea and instead of shutting me down or giving the obligatory "wow! that's awesome!", she will give me support and encouragement to try my idea out while forcing me to consider all angles and possible roadblocks.  She has become more than just a colleague, she is truly a trusted friend and sounding block for all of my trying times, and the greatest cheerleader for innovation in our school. (Also, she probably wouldn't agree that she is the cheerleader types, but as a former cheerleader, I know that encouragement comes in many forms and her particular brand is so inspiring!)  As I am working through my own personal philosophical struggles, more to come as this blog progresses, Kim has encouraged me to take the leap and begin blogging in order to organize my thoughts.  She is also encouraging me to write a book, on what I have no idea yet, so this is my first step in the writing process.

Another marigold in my circle is our 6th grade Intervention Specialist, Amy Smart.  She is such a ray of sunshine in my classroom.  She completely understands the importance of building relationships with students and they flock to her like a mama duck, in a good way.  Amy loves and owns all kids, and I really mean ALL, particularly the ones that are difficult to appreciate.  She has pointed out characteristics of my more challenging students that has completely changed the way I think about and interact with them.  If there is a student giving me a hard time, I seek Amy out to gain a new perspective.  She is in the trenches with me everyday.  This can be quite challenging as I test out new ideas and methods for differentiation and delivery of content.  She rolls with the punches everyday with a smile on her face.  She is also one of my cheerleaders who recently encouraged me to begin writing.  I couldn't do what I do without her.

I feel so blessed.  A teacher is lucky to have one person who listens and gives advice, I have three in my building.  My third marigold is Melanie Carr.  She is a highly experienced and reflective teacher.  Four years ago, I was asked to coordinate a pilot program at our school, STEM.  In a huge leap of faith by our principal at the time, I was paired with Melanie, a science teacher, to teach a double blocked STEM class and virtually no restraints.  In this class, we would have one group of students for math, science, and STEM.  During this time, we would both be in the class co-teaching our content, compacting the curriculum where possible and engaging the students in an in-depth exploration of the Engineering Design Process.  She accepted this challenge with a resounding YES! and has not stopped since.  She is so flexible and open to new ideas and trying out my crazy plans.  I have learned so much from being in a classroom with her for two hours a day.  There is no greater PD in the world and if you ever have the opportunity to try this out, please do so with an open mind.  You will not regret it.  Melanie helps me to consider the pros and cons of an idea before putting it into actions.  She asks the important questions that I often overlook in my excitement to try something new.  What I love most about Melanie is that 30+ years in she is still evolving as a teacher.  I have not seen her teach the same lesson the same way twice.  Often, experienced teachers are not given the respect they deserve for their years of service and are dismissed as being "old school", but for the few teachers I have known to go the distance, I have found this to be completely untrue.  We need to tap into their knowledge and learn as much as we can from these veteran teachers.  Melanie is an invaluable resource. 

My final marigold on this list is my husband, Jason.  He encourages me daily to keep on doing what is best for kids.  With two young kids (ages 6 and 4), I would not be able to engage in the extra curricular activities I so love.  He rearranges his equally busy schedule to pick up the kids when I have to stay late for my Future City Club, Makerspace after school work sessions, Family STEM Nights, I-Team Meetings, and evening presentations to parents.  He has also encouraged me to turn my thoughts into text to share with the world through this blog and begin my next chapter as a doctoral student.   As I type, he is sitting next to me on the couch working silently in support of this blog.  He actually spent about an hour trying to get me to type the first word.  This is very terrifying for me.

It's often scary stepping out of your comfort zone to try something new, especially when you have state testing looming over your head all year, but I can promise you that it will be worth it, the good, the bad, and the ugly.  A few years ago, I completely blew up the way I taught math and have created a system that allows for differentiation, self-paced learning, student choice, and student voice in my classroom.  It has completely changed the way I think about teaching and learning.  My system has allowed me to build relationships with my students and truly allows me to know where each student is on his or her own math journey.  I took a risk and it payed off.  My students know that when they come in my room I will not accept anything less than their best.  We openly discuss the importance of a Growth Mindset and the benefits of making mistakes in math.  Just last week, I was lovingly referred to as "Mrs. Yet" by one of my students.  It was awesome!

I do hope you stay tuned as I embark on this new adventure.  I can't wait to hear your thoughts, ideas, and suggestions.  So without further delay, let the learning begin!