Walk around with a Voice

This year my students are using iPads, and I am really trying to find great ways to use them in different ways.  One of the most recent activities I have used is called Walk Around with a Voice and it can be used for multiple activities.  I have used it three times this year already, and they students really love it.  

The first time I used it was for translating equations and expressions from words to numbers and symbols.  I posted sheets of paper around the room-each with a problem that needed to be rewritten mathematically.  Students had to move around the room to each station or problem at their own pace. They then took a picture of the problem, underlined and circled any key words that helped them translate, and then actually rewrote the equation or inequality.  

They were able to use notability with this activity as it allows them to write and record.  Each picture or problem was a page in their notability note. They then needed to choose 2 problems where they recorded themselves explaining and showing how they translated the problem.   On notability, students can record themselves talking while they are also recording themselves writing.  It is AWESOME!  

The first time I used this activity, students were a little shy with recording themselves explaining how to solve the problem.  The next time I used this activity, students had to explain how to solve five different problems, and they started to become more and more comfortable.  Speaking in math is huge, and this is such a great activity where students can practice explaining their thinking in words.  

I now use this activity at least once within a unit.  It really can be used for any objective.  I set it up as stations around the room for students to either work in pairs or just at their own pace.  It's amazing how determined they are to get through all the stations.  I love the fact that the students are walking around solving the problems also.  I post the answers for students to check once they complete the problem just for students to self monitor their learning.  This also helps me with seeing student reactions when they undo the answers.  That way, I can then support those students who seem to be struggling.

Vocabulary Wall (Technology-Popplet, and Concrete-Sticky Note Poster)

I usually have students at the start of each chapter make a google doc that includes vocabulary words, definition, example, and image.  This year my students actually stopped me in the middle of the lesson and claimed they wanted to try to do the same idea using the app Popplet.  I am all about student discovery and student voice, so I was up for the challenge.  It turned out great!

Students needed to first research the vocabulary terms using three different sources, and then they needed to write their own definitions.  These don't need to be perfect since it is beginning of chapter, and we always go back and edit as we learn the words.  After writing definitions, they then can either draw an example on their ipads or find an image to help them make a connection with the word.  Some of my students were unable to use a Popplet and needed a more organized google document that my coteacher created.  This was great because it was an example for them to start the year.

Students were able to do exactly the same type of activity, but it actually looked better and allowed my students to enjoy it more using Popplet.  I then have students keep this Poplet out on their iPads during class for them to refer to and edit.  They also update it as we go through the chapter with more words.  They will sometimes change the definitions of words, or they will add words that we may not have included in the beginning that we feel are important.  For instance the word substitution was not a word in our first chapter, but we found ourselves using it repeatedly, so we decided it was a word that needed to make the list.

I have a class that works better with the vocabulary words in smaller chunks within chapters and in a more organized google document format.  Therefore, my co-teacher came up with a great way to organize the vocab lists in my room.  She decided to create multiple lists to keep in the room on one of my cabinet doors.

 FYI, we started to use sticky note poster paper so that we can move the
lists around the room when we are done with the chapter.  In the picture you can see when we didn't use the paper, and it was annoying moving each strip around the room.  It was so much easier when we decided the best way was to use sticky paper on the cabinet.  :)

 We try to keep the most current words on the cabinet so that it is easy to refer to.  Here is the example that I have currently in my room.


During math talks, I am always referring to our vocabulary list so that students can use the words when they are speaking and explaining their thinking.

Mathlish(MATH & English) Days using Mathalicious

I am so happy to say, I have finally found a great website, mathalicious, where incorporating literacy and math has never been easier.  The subscription for the website is a little pricey for a teacher's liking, but so far I am so excited that I purchased it for my students.  The website is full of great lessons that incorporate real life scenarios and situations with common core standards.  It is so easy to search for the skill and find tons of great interactive lessons.  Most the lessons I have used with my students always start with some type of news clip or video that draws in the students' interest.  It then has students analyze and gather data in order to then apply what they know.



One of my favorite lessons that I've used deals with lunch trays in cafeterias.  Students investigate how lunch trays play a huge role in making sure that students receive a well balanced diet by designing certain compartments  with specific volumes.  For example the veggie and fruit compartments have similar volumes., while the dessert needs to have a smaller volume.  Students look at how schools have changed the look of their trays in order to "trick" students to eat healthier.  Students realize that some trays look like they are getting more dessert and less fruits and veggies, because the designer of the tray has increased or decreased the depth of these compartments.  They read about researchers and nutritionists who have experimented with trays to see if it changes students eating habits.  Students were able to compute and compare volumes in this activity, and then create their own lunch tray that they felt students would like by changing the depths of the compartments.  This meant that students not only needed to compute volume, but they also had to solve for a dimension when knowing the volume.



My students didn't even realize they were still "doing math."  They were so engaged in this lesson, and they truly were little problem solvers.

This is really just one of my Mathlish days, which are days that my students say mix math with english.  It just so happens that many of my students crave these days, and they were the ones who came up with the name Mathlish.  I would totally recommend purchasing this site. It gives you step by step interactive pages with videos  for you to use while students are using the handout.  I have my students save the handout in notability so there is no copying.  This way students can work on their iPads as I have the screen up. It is awesome!

QR (Quick Response) Codes in Math

One of my students' most favorite activities with the iPads uses a QR (Quick Response) app.  I have tables in my room, and on each table I place 2-4 math problems numbered.  Students then have a document that allows space for work for each problem.  Students move around either independently or in pairs at their own pace solving the problems on the sheets of paper. 

 In order for them to move to another table, they have to search around the room for their matching number.  The matching number has a QR barcode for students to scan with their iPads that gives them the correct answer for each problem. Once they scan the matching problem they just worked on and have the correct answer, they then can search for an empty seat at another table and continue working through the problems.  If they are incorrect, they then have to go back to their original table and make corrections.  

I usually have some type of competition where students earn some type of award if they are the first couple groups to finish.  



There are tons of sites where you can create these QR Code readers.  I often use QRstuff to generate QR codes for the answers of  the problems.  One of the lessons I recently used is about exponents and is free here.  

ILA 30 under 30 List

I can finally tell people!  The International Literacy Association has chosen me in their first ever 30 under 30 List.  You can read the article here.


  I am so excited and honored to be on this list with some truly amazing literacy innovators.  It's always so nice when people notice things you are trying in your classroom.


Wanting to be responsible for teaching literacy in mathematics isn't always easy, but I am truly lucky to have some really great supporters.  It definitely is still a road I am learning more and more about, but I am thankful that people have been so kind in sharing their own stories with me.   I am also really happy that I have students who have taken a liking to the way that I teach math with literacy.



 The ILA is such a great organization, and I am so gracious for them taking the time to share my story.

Problem of the Day

This year I have decided to take a twist on my problem of the day activity.  Every period I give students their own problem of the day for when they walk into my classroom.  Student answer the problem that is either related to a prerequisite skill needed for the day's lesson, or it has to do with reviewing the problem from yesterday.  As students are turning them in, I am slowly making small groups based on right, wrong, or other (small mistakes).  I then can reteach in small groups as other students are working on iPads (ixl or khan).

Last year I noticed most students would be intrinsically motivated to get the problem of the day correct.  However, I noticed there were a few students in one period who didn't care so much about putting their best effort towards solving this problem.  I was able to talk with a few teachers about ways to help those students find a purpose for the problem each day, and we decided to start using the correct slips as a raffle ticket.  Every month I have decided to pull a ticket from my raffle bin for some type of reward.  One of the teachers I worked with made these little blue sheets of paper for our students to use for the problem, and I thought it added a nice tough for our raffle.  

So far students seem to be excited about it, but I will let you know exactly how this works out once we have a raffle.

Using Educanon to Flip Your Clasroom

I have been semi-flipping my classroom for quite some time now.  I find great videos online and then send links to my students to watch as homework.  This allows the next day to serve as a workshop where I can both help and challenge students in my classroom.  One of my goals this year, is for myself to make the videos instead of finding them.  I do feel that many times the videos I find on Khan academy explain it better than I do, but there are other times where I feel there could be a better way to approach the content.  I also feel some of my students are more comfortable and prefer my own videos over Khan.  You should also know, most my students say they like that I switch the video sources every couple days, so that it's not the same person or voice teaching them that night in the video.  I will usually switch between Khan, myself, and other teacher made videos I find on educanon.  

If you haven't worked with educanon yet, it truly is something I'm starting to be a fan of.  They allow you to upload videos that you have created for your students.  You can then add questions in the middle of the videos for students to respond as they are watching the video.  This allows me to monitor their understanding as they are watching the video, and it also allows me to know if they actually watched the video at home.

Having students watch videos at home is allowing me to use my 44 minute period in a better way than I had been.  Students are able to move around the room working on different application activities.  I can plan more application and challenging activities that allow them to work in groups and talk about their reasoning with their peers inside the classroom.  

Here is a great example of how you can take videos and add questions for student responses.
Let me know how you use educanon in your classroom!

Math Videos- Please Vote

Our real world math videos are finished!  I wrote about this real world math video project in the beginning of may.  My students have been working extremely hard creating storyboards, scripts, and recordings.  We then used WeVideo and iMovie to edit our videos.  Finally we would like to share them with our online and school community.  We have narrowed the list down to 12 top videos and would love for you to vote for your favorite. We are looking for the best video that shows how math is used in our every day lives.   THANKS so much for voting!

Math Videos to watch and vote!

Scale Drawing and Literacy

My main goal this year has been to incorporate more and more literacy within my mathematics instruction.  I have posted about how I use articles, info graphs, and vocabulary activities to support literacy in mathematics.  This year while I was teaching ratios and scale, I decided to tweak my cartoon scale drawing project a bit.  I usually have students pick a cartoon figure and then we use ratios to enlarge the figure on graph paper.  It always allows my creative students to shine a bit, and it still allows me to make sure they understand the concept of scale.  This year, I had students take comic strips that were related to mathematics and scale draw them larger.


Many of the cartoons incorporated figurative language with a mathematical concept, so I had students explain how the artist used figurative language in the comic and explain the mathematical concept.  It was awesome!  Some of the comic strips were so funny and cute, and the students seemed to really enjoy them.

Here are a few examples of the comic strips students enlarged. I will post the write ups where the students described the figurative language shortly.

  

WeVideo and iMovie in Math

Every year my students work in groups to create some pretty exceptional math videos.  Their mission is to choose one math problem from a list, solve the problem, and then create a video that shows how to solve the problem while connecting it with a real life situation.   I took the idea from Math Counts, which is a website that encourages students to think outside the box.  I use some of the materials from Math Counts, and have attached the links I use.  

Students explain in their videos their mathematical thinking, while also showing when you would actually need to solve a similar problem in the real world.  I am amazed every year with how great these videos turn out.  Since it is a huge project, I break apart the project into 9 steps with 9 different due dates.   This helps students keep track of their progress and work at a steady pace.  7th graders are the best procrastinators, so this has really helped with time management.

Here is the production schedule with details for each step.

Step 1 and 2: Establish team.  I allow groups to form on their own in most my classes.  I usually allow groups of 4-5 students.  Teams also choose a team name, so that it is easier for me to identify their work.  The teams also choose one group leader who is in charge of communicating with me during the production process.

Step 3:  Pick and Solve Problem.  Students choose a problem from Math Problem List

Step 4:  Students Brainstorm ideas for how to show the problem's real world application and solution.

Step 5:  Create a Story Board.  Students use the storyboard (pg 9) to map out each scene.   I usually first show them this video to discuss what to include.  They should make sure they include characters, actions taking place, and how they solve their math problem. I use Post It Easel paper for the storyboard process.  My room looks like a disaster with all the papers around the room, but they did a great job on making these.  Here are a few samples.

Step 6: Write your script.  The video script needs to describe the setting, the action of the characters, the dialogue and any superimposed words or images.

Step 7: Shoot the video.  I remind students that they need to make sure they are taping at a place that doesn't require permission.  I have had some awesome videos at restaurants and stores that gave my students permission.  These seem to be the favorite videos.  I'm lucky to be working in a such a supportive community that enjoys our school projects taking part within their stores.  We usually never have any issues with local stores saying yes.

Step 8: Edit your video.  Our students use google accounts, so I have my students use Wevideo to edit.  If your school pays for the upgrade, students can actually collaborate together making these videos. I unfortunately don't have this option, so students just work on one computer. Next year, our students will be switching to iPads, so I will be using iMovie.   WeVideo is just as great though if you haven't used it before!

Step 9:  Submit your video.  I am using google forms to have teams submit their videos.  Since students are using WeVideo, they can then easily just attach the URL link to a google form.  I am also using google forms to have the school vote for their favorite videos.  

Here are a few samples of videos that I usually show my students to get them excited!  I can also email you the rubric I use to grade if you are interested. :)  I will post more examples once they are completed.  We are currently working on the project during the month of May! :-)