Algebraic Thinking is Important: Can you solve?

I have learned that algebraic thinking is not something that just magically appears in the heads of middle schoolers. It is a concept that should be developed in the earlier grades. It wasn't until I was an adult that I realized that the reason why I initially struggled with algebra originated in elementary school.  My elementary math experiences consisted mostly of arithmetic and a few "word problems."  Therefore, I lacked basic foundational experiences that would have helped to develop my understanding of algebraic thinking later on. Algebraic thinking definitely has it's place in early grades...as a matter of fact, the earlier the better!  Kids see things like patterns, input/output tables, start unknown problems, change unknown problems, and mystery numbers as fun/challenging experiences...they'll thank you for it later!  Here's one for you (and your students) to try!

Cold Weather Brings COOL Math and Science Opportunities!

It's cold here in Georgia.  REALLY cold.  At the time I am typing this entry, it is 12 degrees Farenheit with a wind chill that makes it feel like 0 degrees.  I pitched the idea to some of the teachers here to use the frigid weather as an opportunity for scientific and mathematic inquiry.  So, they took it and ran with it!  This is only a fraction what I saw throughout the day:

1. Students solving elapsed time problems to see how long it took a cup of water to freeze.
2. Measurement investigations/comparisons about the height of the water in a cup both as a liquid and a solid.
3. Collectig, representing, and analyzing data about the change in temperature throughout the day.
4. Observations about gradual changes in states of matter. 
5. Experiments about the effects of colder temperature.

Maaaaaan, it was super cold outside, but all of this contextual problem solving had me feeling WARM on the inside.  Take the challenge and use the weather as an opportunity to "push beyond the book."  What types of standards-based learning experiences can you try with this weather? 

 Will it take water longer to freeze in a paper cup, or a plastic cup? 

 Tracking and graphing the change in temperature over time...

When will the next one be?

Caption This...

Common Core...It's Not a Bad Word!

In recent years months, there has been a lot of debate about Common Core, especially math.  People have referred to it as "new," confusing, or even evil.  I've heard sentiments such as these come from parents, teachers, policy makers, politicians and social media "experts" to name a few.  On a day to day basis, I find myself engaged in conversations about this "new" math and these "new" standards.

The thing is, Common Core is not new.  It is what's best for students.  If you take the name away and still implement the major components, you'll still see best practices at the heart of teaching and learning.  Common Core is not some terrible, alien curriculum shift that's out there to scare kids and frustrate teachers.  Personally, I don't see it as something that's soley in place to change the way we teach standards or the way we use learning materials.  I see Common Core as a movement with a bigger purpose...to change the way we think. 

As a parent, I want my children to be challenged, engaged in purposeful struggle, encouraged to think critically, immersed in experiences that matter to them, and pushed to think flexibly as well as freely.  I did not give birth to robots, but I sure want my children as well as all of America's children to have the knowledge, skills and abilities to be able to build one (if they wanted to).  If dittos, worksheets and practice books can be bought from a Dollar Store, then shouldn't kids be experiencing something different in their educational settings? Cars, homes, medicine, commerce, technology, and yes...EDUCATION has evolved.  Let's get going.  The rest of the world is not waiting for us.

Please take a quick minute to read this article from USA Today entitled, "Common Core Math is Not Fuzzy."  It's a quick, simple and to the point.  Enjoy!

*Special shout out to Thomas Gumes for sharing this article with me, as well as to Wenonah Wells for sharing the resource of the week (link on the right)!

High Kool-Aid Dosage...Breakfast, S'Mores, and Computers

The STEM teacher at my school is gulping the Kool-Aid.  Instead of relying on the faculty to solve problems at our school, she is allowing the students to grapple with the problems while she monitors and facilitates.  Read the stories below and think about how many practice standards were involved with each experience. 

Here's a recent problem.  Breakfast numbers had been going down since the first week of school.  We needed to get them back up in order to keep the breakfast program.  Mrs. Siembieda asked the 5th graders to figure out how they could save the breakfast program.  They decided to survey students from various grades to see what foods they liked to eat.  They collected, analyzed, represented, and presented the data to our cafeteria manager.  This gave her valuable feedback about changes she could make to the menu that would encourage more students to start eating breakfast at school again.  These kids were excited about solving a problem that mattered to them, and most importantly, making a difference.  So powerful.

Another problem...the younger students wanted to make S'mores.  But, they knew fires were not safe (or allowed at school).  They also knew they could not use the oven in the cafeteria.  But, they wanted S'mores!  So, Mrs. Siembieda told them to solve the problem on their own.  They decided to make solar ovens!  They completed all of the engineering themselves.  Some students even made adjustments to their design so their food could cook faster!  (pictures below)

Since this has happened, similar ideas are spreading.  Kids are identifying and taking appropriate actions to solve school problems (with appropriate adult help).  It's quite powerful to see.  Now, the teachers have come up with an idea for our IT Specialist Mrs. Preston to work with the "tech squad," a group of students who she mentors.  They work on computer lab set up, and mini trainings for students.  This allows the participants to be actively engaged in metacognition, reflection, and critical thought about the technology they use at school.  Ohhhhhh my.  It's starting to get REALLY good.  As I rub my hands together and smile, I wonder, "What if math was like this everyday?"  Hmmm.  To be continued...

A Chance to Serve More Kool-Aid...Change is Good!

For years, I have been talking to teachers about embracing change.  Now it's my turn.  I've been blessed with an amazing opportunity to work as an assistant principal in Fulton County (Metro Atlanta).  The coolest part of my new job is that I get to place emphasis on math instruction.  It's my dream job (one of them)!  I've been in my new position for about six weeks now, and it has been full throttle the whole way (which is why I haven't posted in a while).  My biggest challenge is learning how to strike the perfect balance between administrative duties and instructional work. 

My new teachers are great.  They are willing and eager to make a difference.  They are a stellar group of professionals who "go hard" for the students.  They are a true family, and they have invited me in with open arms.  Plus, technology and resources are plentiful here.  The perfect storm, right? 

So, I have been issuing out the "Kool-Aid" in small, palatable, but very regular doses.  Guess what?  They're sipping!  (For those of you who don't know, click this 30-second video.)  They are even giving me some juice to sip on myself because I just started work on a cohort with the teachers to earn my Reading Endorsement!  Yep, I am one tired, but happy lady.  I am so excited about this new chapter of my journey.  Let the new adventures begin! 




My new home...










On Fridays, I get to be the "Math Fairy"...











Conley Hills teachers engaging in performance task stations...