Category Archives: Research & Strategies
In my math classes, I integrate the television show Numb3rs into my instruction to motivate and connect the students to real world mathematical concepts. Numb3rs, a TV series that was on the CBS network for six seasons, is about an FBI agent and his mathematical brother who use math to solve crimes. I have several activities that I have created for the various math courses that I have taught (I also included Simpsons and Goonies activities):
*Geometry is the Regents level New York State course that most 10th graders are expected to take. Algebra/Geometry Connections is a course preparing students to be successful in Geometry.
A typical Numb3rs Activity follows the following format:
20 minutes: students watch the first half of episode
5-10 minutes: class discussion of the mathematical ideas in show
30 minutes: activity worksheet completed in cooperative groups
20 minutes: students watch the second half of episode
10 minutes: class discussion of activity
Not only are students watching an attention-grabbing crime show, they are actively engaged in mathematical thought for 40 minutes. During the show, they are expected to write down mathematical ideas discussed in the show to share out later in class using this template. The activity worksheet is completed in cooperative groups; students work together to discuss the math involved in the episode and connect it to the Regents topics that are currently being studied.
The integration of these activities has greatly impacted student engagement and learning in my classroom. Students are more excited about coming to math class than they have in the past and their attendance has increased as a result. In addition, my Algebra/Geometry Connections classes went from a 56% passing rate on the Algebra Regents Exam to a 91% passing rate. I contribute this increase in part from the Numb3rs Activities. My students have stated that this motivational lesson helps them to pay attention and learn topics that they may not have shown any interest about in the past.
Feel free to use any of these activities in your classrooms. Please send me any questions or comments.
I have had the opportunity to attend two conferences that focused on the implementation of the Professional Learning Community process. The first conference took place in California in July and the second location was a November event in Ontario, Canada. Both events strengthened my belief in the PLC process and prepared me to help shape this process at Athena. Before I attended the conference in July, I’m not sure that I would have answered “yes” to my principal’s question. I think its easy to view the PLC process as just another initiative that your district is making you do. Make no mistake, this process could definitively be a waste of time if not truly endorsed and supported by teachers and administrators. This is the difference between “doing” PLCs and “being” a PLC.
The PLC process is “an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve” (DuFour, DuFour, Eaker, & Many, 2010, p. 11). My PLC meets bimonthly to discuss best practice, analyze common formative assessment (CFA) data, and focus on student learning. The CFA data is analyzed to determine which students need additional time and instruction on a certain topic and to identify the teaching strategies that proved to be effective.
Two (of many) reasons why I endorse the PLC process are that I believe in the 3 big ideas that drive the work of a PLC and the 4 critical PLC questions. These essential pieces of the PLC framework are clear and powerful ways that serve as the foundation to my educational practice.
The 3 Big Ideas that Drive the Work of a PLC:
- The purpose of our school is to ensure all students learn at high levels.
- Helping all students learn requires a collaborative and collective effort.
- To assess our effectiveness in helping all students learn we must focus on results–evidence of student learning–and use results to inform and improve our professional practice and respond to students who need intervention or enrichment.
- What do we expect students to learn?
- How will we know when they have learned it?
- How will we respond when they don’t learn?
- How will we respond when they already know it?
Please comment below! I would enjoy hearing your thoughts.
After reading Response to Intervention: The future for Secondary Schools by Canter, Klotz, and Cowan, (2008) the Athena High School Math Department’s professional learning community (PLC) discussed and reflected on the RtI process and the current reality of our school.
A couple most valuable points (MVPs) were important to the group. First, parent support and involvement is critical. So often parents are not engaged in the learning of their children for different reasons. Parents should be invited to information sessions and included on advisory councils to provide input into the design of the RtI program.
A second MVP is that Athena should build our RtI model in a realistic time line. Often times educators jump into something without addressing specifics. If something sounds good, we try it for a year and abandon it the year after. For the RtI process to have a successful start next year, we need to be talking about specifics as soon as possible. Going forward as Athena High sets up the RtI process, the decision makers must encourage and seek out parent involvement, and begin planning soon. Decision makers must also not rush something that is not ready.
Some members of our PLC are also reading Pyramid Response to Intervention by Buffum, Mattos, and Weber (2009). This book continues to be a great resource to be used in our work on ensuring that all students learn at high levels. This book describes the RtI model, PLCs, and how to respond when kids don’t learn.
The Athena High School Math Department (an amazing professional learning community) focused this year on engaging students in their own learning and ensuring that all students learn relevant mathematics. Using Dr. Vermette’s ENGAGING Framework, teachers (math and special ed) and an administrator (Mrs. Goodwine rocks!) collaborated and reflected on the various factors that produce high level learning experiences for students. The eight factors are: Entice effort through positive relationships, Negotiate meaning, Group collaboratively, Active learning, Graphic organizers, Intelligence interventions, Note making, and Grade wisely. More information on these factors can be found HERE.
Many Athena math teachers participated in a book study of Vermette’s (2009) book ENGAGING Teens in Their Own Learning. The teachers met seven times throughout the year to discuss their thoughts and reflections on the book. The book challenged many assumptions and beliefs that we had about education. The book promoted lively discussion around what is actually practical in education versus the utopia of education, specifically in math classrooms. Some ENGAGING activities that we discussed are listed here:
- Geo Partner Review on Locus – Val Derleth
- Proportions Lesson – Karrie & Jennifer Jones
- Three-Act Math Tasks – Dan Meyer
- Modeling Linear Relationships – Andy Maillet
- Differentiation Toolkit – Jason Gianotti
Earlier in the year, Dr. Vermette came to Athena to present to the Athena High School math and special education departments on the “ENGAGING Framework in Secondary Mathematics.” The workshop was filled with collaboration, reflection, activity, and discussion about the aspects of his “ENGAGING Framework.” Vermette also shared his thoughts on the age of standards, technology, 21st century skills, Common Core Curriculum, teacher accountability, standardized tests, and increased innumeracy.
In March, a group of Athena educators took a field trip to Niagara University to participate in a custom designed professional development by Paul Vermette, Karrie Jones, and Jennifer Jones. A general theme was to build with the knowledge in their heads, not yours. Vermette said that teaching is not telling; teaching is “sparking thinking.” One of the activities that we participated in was self-assessing a current lesson by answering the following questions:
- How do you build productive relationships with every student? How do their individual (and group) differences affect these efforts?
- How do you allow students to develop their own individualized understanding of the important content you teach them?
- Under what conditions would you use teams, peer interactions, cooperative learning and/or paired tasks? How do you do it?
- How do you use active learning strategies? How do you embed assessment into the instructional process?
- How do you use graphic organizers and reading strategies?
- How do you use multiple intelligences and other differentiation strategies?
- Note-making is one “writing to learn” strategy: what are some of the ones you use regularly?
- What are some of the factors that you consider in designing your grading system and determining individual grades?
It has been a great year of engaging professional development for the Athena High School Math Department. It is our hope that our work this year will help us to implement the Common Core Standards.
In my Geometry classes, I use the movie “The Goonies” as a fun and engaging activity to review topics toward the end of the school year. This is an example of using math AND the movies. There is not necessarily direct mathematics explained in the movie, but the movie can be used for its interesting scenarios, challenging students to think about math in different ways.
In “The Goonies,” a group of kids embark on a wild adventure after finding a pirate treasure map. Using their your knowledge of the movie and mathematics, they need to answer specific math questions.
The format of the lesson (and worksheet) can be found by clicking the following link: Geometry: GOONIES ACTIVITY – Logic, Locus, Solids, and Coordinate Geo
In this lesson, students watch a series of clips from the movie (a few minutes each) to hook them into the problems and answer related state test questions. The actual DVD start and stop times are written on the worksheet.
I hope you enjoy the lesson. Please comment below.
A few months ago, I explored a website called wordle.net. As the website describes, Wordle is a toy for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. The images you create with Wordle are yours to use however you like. You can print them out, or save them to the Wordle gallery to share with your friends.
I love using Wordle.net for math vocabulary activities!
I encourage you to check it out for a creative activity, project, presentation, pre or post vocabulary lesson, or assessment. You can type in words into the wordle website or copy text from an article. A sample of a wordle that I created from my favorite education topics is below:
In my Geometry classes, I use the television show “The Simpsons” to teach volume and surface area. In the 10 minute episode titled 3D Homer, Homer goes into a world filled with Geometric solids. In the episode, Patty and Selma visit the Simpson family and Homer, desperate to avoid them, looks behind a bookcase and enters an eerie new world in which everything is in 3D.
The format of this lesson is as follows:
- Have the students watch the 10 minute episode. It is part of their annual Treehouse of Horror Halloween shows (e-mail me if you want the clip). You may want to have student write down math related things they see in the show.
- Discuss the episode and the math topics.
- Have students work in groups (or individually) on the SIMPSONS ACTIVITY WORKSHEET. The tasks of the activity include naming 3D solids in the episode, calculating the height of a pond in the 3D world, and finding the volume, lateral area, and surface area of various solids.
- Discuss and/or collect the activity.
I hope you enjoy the lesson. Please comment below.
More educators are using Twitter for education information, ideas, and strategies. Twitter allows educators to choose which educational “gurus” to follow and gives you “tweets” alerting you when they have a new post. These tweets give you up to date research and amazing strategies to try in class. Set up is about 5 minutes and then you don’t have to do anything but experience free professional development! I would be more that willing to help you set up an account. Also, follow me @AndyMaillet
Here is a sample from my Twitter:
Niagara University Education Professor Dr. Paul Vermette presented to the Athena High School math department on Monday, Dec. 12 on the “ENGAGING Framework in Secondary Mathematics.” He began his workshop acknowledging that we are in “an age of standards, technology, 21st century skills, social distancing, recession, Common Core Curriculum, teacher accountability, standardized tests, brain research, adolescent boredom, research availability and lack of social-emotional skill, increased innumeracy, change in parental supervision, and attacks on public schools…whew…” Dr. Vermette presented with NU graduate student Kristin Manguso.
In a workshop filled with collaboration, reflection, activity, and discussion, Vermette embedded the many aspects of his “ENGAGING Framework.” This framework highlights eight factors that teachers should keep in mind as they plan and carry out there daily work. These factors are:
- ENTICE EFFORT and BUILD COMMUNITY: Every opportunity to motivate, encourage and support students is taken.
- NEGOTIATE MEANING: Students must develop their own understanding of important ideas; they are never expected to memorize without meaning nor are they to claim understanding without their own examination.
- GROUP COLLABORATIVELY: Students work in and out of partnerships; consequently, they must be respectful of everyone else and accept the responsibility of honoring a community of diverse individuals.
- ACTIVE LEARNING and AUTHENTIC ASSESSMENT: Learning is seen as the result of thinking and is demonstrated by a performance of understanding. Learning is doing and is always visible and audible; “tests” mean providing evidence of understanding by skilled use of ideas in a new and realistic situation.
- GRAPHIC ORGANIZERS: A simplistic but powerful tool, these are used regularly to examine information, record thinking, and to document relationships. Students think visually on a regular basis and keep these as other people keep computer files.
- INTELLIGENCE INTERVENTIONS: Diversity is the norm, so differentiated intervention (many based on Multiple Intelligence Theory) has also become the norm. Teachers and students utilize a myriad set of strategies, ideas, and practices to find ones that work for specific individuals.
- NOTE MAKING: Unlike most secondary classrooms in which every student is expected to develop a set of “notes” that are identical to the teacher’s, note making expects each student to record his or her own ideas as they happen and as questions are being answered. Like a “captain’s log,” those notes explicate the musings, the analogies, the partial answers, and the insights gathered as students navigate the realities of their investigations.
- GRADE WISELY: The least-well-examined phenomena in education, grading practices stand as the real belief system of a teacher. In every case, the teacher should give the benefit of the doubt to the thinker-learner and uses the grades as motivators for continued work. The approach to grading a project, an assignment, a homework or an interaction becomes the vehicle by which a teacher defines his or her philosophy and sends messages to teens about their own expectations for success in that class.
The Athena math department purchased a copy of Dr. Vermette’s (2009) “ENGAGING Teens in Their Own Learning” book and will begin a book study next month. In addition, Dr. Vermette will be doing follow up workshops to dig deeper into what makes math instruction engaging for all students. See photos of the workshop including Vermette’s famous GRONK activity.