#TMC18 Intimacy is Confidence

(This is not a typical TMC recap but I blogged every session I went to and I've blogged the typical recap before...if you have any logistical questions, please ask!)

I read this sentence in a book and weirdly enough, it made me think about TMC and Twitter.

It took a few years for me to find my confidence and my place at TMC, even though I kinda felt like I belonged on Twitter. My main reason for feeling that belonging was just by proximity and quantity...I was on Twitter every night asking for people to share their lessons with me for every prep I had the next day. People knew who I was because I asked anyone and everyone questions on a regular basis.

But I didn't feel like I was offering anything...didn't feel like I had anything to offer...didn't feel safe enough to be that vulnerable yet.

Here's where I want to be clear: I didn't feel like I had a space...because I wasn't DOING anything at TMC. I was quiet in my sessions, afraid if I talked to other people they wouldn't know who I was, I went to lunch by myself and dinner by myself.

How could I expect anyone to know me when I did NOTHING to make myself known?

Over time, I became more vulnerable on Twitter. Being the only math teacher at a small school, I had nowhere else to ask questions and share my successes and more often, failures.

Here's the second sentence from my book: True intimacy feels no shame.

Sharing your failures is hard for anyone at anytime. But then for others to hear your failures and respond with encouragement, empathy, and their own failures? To say you're not good enough and no one makes you feel worse?

That creates a safe place.

I had to take a risk to create a safe place so I could take even more risks.

After that, I share my '2 Nice Things' strategy and became known for that.

I started sharing pictures of my organization and my room covered in chevron and became known for being obsessed with chevron.

I posted card sorts and interactive notebook pages and became known for that.

I became known.

And so TMC is a gathering of teachers who feel known by others there but are also constantly seeking to know more people and make them feel known.

By presenting something you feel proud of: you make yourself known.

By going out to eat with others: you make yourself known.

By sharing a My Favorite: you make yourself known.

By tweeting and retweeting quotes from other sessions: you make yourself known.

By asking questions: you make yourself known.

By sharing your classroom: you make yourself known.

By sharing YOU: you make yourself known.

I am confident in myself and my place in TMC because of the intimacy I have built up with them over time.

So if you aren't feeling like you're totally a part of TMC yet....start sharing.

We want to learn from you. We want to know you.

And we want to make you feel known.

#TMC18 Liked Tweets

I've never done this before but I thought I would make a post sharing the tweets that I liked from other sessions while at #TMC18.

Enjoy!

Reasons to be transparent about #VRG and #VNPS, according to Paul #PCMIsummer pic.twitter.com/hrQvHVHVvP

— Deb (@dbarnum11) July 18, 2018

“Every student has a voice, and it’s not noisy.” Getting #tmc18 started with a chalk talk in morning session with @stoodle & @cluzniak . Talk less,smile more.

— Chrissy Newell (@MrsNewell22) July 19, 2018

I like what @jomalleyiv does instead of a “name” space on a paper! #TMC18 pic.twitter.com/6G2B3lCzW6

— Danielle Reycer (@daniellereycer) July 19, 2018

Nice! I will add this to my list here: https://t.co/6VRBLktWUW  This is a 3 page list of different ways to ask for names on papers / tests. #TMC18

— Glenn Waddell, Jr. (@gwaddellnvhs) July 19, 2018

"Turn and talk about which explanation you can improve." @allison_krasnow #tmc18

— Elissa Miller 🦄 (@misscalcul8) July 19, 2018

“If I have the title of leader, I think it it my job to find the influencers and give them voice.” @heather_kohn #TMC18

— Nicole Bridge (@NicoleBridge1) July 19, 2018

Suggestions for community building from the room:
-start dept meetings with a Toast
- start dept meetings with a math warm-up
- handwritten notes
- Get Mugged! (Mugs filled with treats and instructions to mug the next person)
- Secret Math Pals ❤️@heather_kohn  #TMC18

— Mrs. Allison George (@BlizzardofMath) July 19, 2018

Ask about ideas, not answers & the focus will switch away from answer-getting. #tmc18 @MFAnnie @JSchwartz10a pic.twitter.com/adIz7TxSZO

— Chrissy Newell (@MrsNewell22) July 19, 2018

Love this. pic.twitter.com/7n8Ev3PB7Q

— Mary Bourassa (@MaryBourassa) July 20, 2018

Another phrase I heard and loved today from @nhoskee was, "Come to a stopping point.  Maybe you just learned some things about the problem.  That's fine." #TMC18

— Greta (@g_brgmn) July 20, 2018

Our #TMC18 fraction morning session homework was to play this game: https://t.co/3O9ExZxxtd Check it out!

— Heather Kohn (@heather_kohn) July 21, 2018

This document shared by @abel_jennifer has 100 questions you can ask to help promote math discourse https://t.co/7VlVZ81Pzh #TMC18

— Heather Kohn (@heather_kohn) July 20, 2018

@saravdwerf provides her Ss with a one page reference sheet with content they need to know from previous math courses in order to be successful in a new unit of study. #TMC18 #MathandELL

— Heather Kohn (@heather_kohn) July 21, 2018

“Toxic positivity can be as corrosive as toxic negativity.” #tmc18 #guilty

— Jami D Packer (@JamiDanielle) July 21, 2018

Darn you @saravdwerf for making me re-consider and make me think of how I view that h-word #TMC18 pic.twitter.com/sSeh8Nv3v5

— Cori Colby (@mrschz) July 21, 2018

#TalkLessAM Alg1 Debate cards on Systems of Linear Equations. Thanks for teaching us @clluzniak @stoodle Can't wait to start some debates! #tmc18 #mtbos #iteachmath https://t.co/Ubb3xVu4Z6

— Sarah Giek (@sgiekAHS) July 21, 2018

"If you want to give light to others you have to glow yourself."

-Thomas S. Monson

My new favorite quote. Thanks @misscalcul8 #TMC18

— Heather Kohn (@heather_kohn) July 22, 2018

^^ All of this. Please share, @misscalcul8 I do paper balloons on dowel rods. Ss love carrying them around like wands all day. Looking for more!

— Ashley Nesbit (@AGoTeach) July 22, 2018

“Here’s an idea that I made up a week ago and I have no idea if it will work” @misscalcul8 summarizes teaching in general #tmc18

— Jonathan (@rawrdimus) July 22, 2018

"Cultivating Conversation vs. optimizing output" Love this notion.  @MrsNewell22 #TMC18

— Allison Krasnow (@allison_krasnow) July 20, 2018

"Thanks for saying, 'I don't know,' that's really brave." @stoodle #TMC18

— Allison Krasnow (@allison_krasnow) July 20, 2018

Here is the teacher link! @mathgeek76 @Desmos activity: My favorite: Estimation Station 1 (TMC)! https://t.co/r3k0UlL0fB

— Madison Sandig (@madisonsandig4) July 21, 2018

Okay, phew! I think I got all my #tmc18 thoughts out.  Here are 4 blog posts within one with a link to google doc of my Geometry memes as well: https://t.co/mEAuXJf7p4

— Jennifer Fairbanks (@HHSmath) July 24, 2018

#TMC18 My Favorites

Thursday

Casey- ABC book for everyone to sign

Tina and Co- TMC mission statement

Hedge- Seesaw for MP 3
Kids can ask questions in the moment; can add and share files, invite others, link. Use as a birds eye view for exit slip or formative assessments. Acknowledge students in the moment without taking away from small groups you're working with. Improve culture of collaboration by giving and receiving detailed feedback from peers as well as teacher.

Sam Shah- Virtual Conference
The Virtual Conference of Mathematical Flavors
How Our Everyday Teaching Affects Kids Conceptions of Math
How does your class move the needle on what kids think about math?
Submit through August 1-29

Friday
Dave Sabol- How I Teach
Blog posts submitted about the day to day hacks in teaching
bit.ly/TMC18howiteach @dave_sabol

Nicole Muth @nmuth- CUW Superhero Steam Camp
Grades 3-8, Christian Camp with devotionals aligned to content
Superhero bungee jump

Todd Feitelson @toddf9- My Experience with 3D Printing in my Classroom
Using Wolfram Mahematica
RegionPlot3D

How to problem solve: 

1. Do something

2. Do something else

3. Do a simpler problem (or maybe many simpler problems)

4. Learn from mistakes and dead ends

5. Don't stop just because the problem is solved. #myfavorites #TMC18 @nhoskee

Anna Scholl- Crazy 8s Math Club

High school students volunteer to coach elementary clubs

Don’t decorate the marshmallows first! 

Jonathan Claydon @rawrdimus-Thanks Glenn
Daily high fives at the end of class; helps pacing to end early

Mark Sanford @hfxmark- Music Friday’s
Play a song every Friday between periods. Choose based on your mood or the kids mood. Take special requests, school appropriate.

Saturday

Elizabeth Stratmore @cheesemonkey- (Pre-) Heart Advice & Self Care
You carry the energy of everyone in this room with you. Be gentle with yourself. You can't implement everything. Be present.

Anna Panova-Cicchino @harpgirl555- Tarsia Puzzle Maker
Free software to create custom jigsaw puzzles, matching, and domino activities. Self-checking, great for noticing patterns, easy for teachers to use, math friendly. Print little version to do in class and then give larger version to students. Print out solution on matching colored version. Store in ziploc bags. Mr. Barton Maths blog shares pre-made puzzles.

Chase Orton @mathgeek76 Madiosn Sandig @madisonsandig4- Estimation Station
Ten minute instructional routine for low-floor discussions on estimation and statistics

Jennifer Fairbanks @hhsmath- Goosechase and Memes
Free scavenger hunt
One game at a time
Use 5 times
Set length of time and point values
Students upload pictures and videos

Posting memes, sometimes math related and sometimes not, makes kids want to come to math class and starts class with a smile

Ellen's heads up, you can pay $1 to create your own and play in class

Allison Krasnow @allison_krasnow- Making Relationships STICK
Sitckers given discretely and sparingly for

• individual recognition 
• group work
• growth mindset
• silent reminders for behavior

Walk over and stick it on their hand, no talking or change in facial expressions

Work on redirecting behaviors without saying their name out loud in class.

Kent Haines- Games for Young Minds
What is the 'read for 20 minutes' help that parents can do with their kids for math?
Play games. Ask questions.
Newsletter with game recommendations and questions.
Playing games means structures and structures are mathematical. #playmath

Matthew Kennedy @LS4GDrK- My Most Favorite Vertical Surface
60 cm x 83 cm $2.50 Whiteboard
Can be put on blocks on a desk, hung from hooks, velcro to the wall, lean against a wall, take it outside


Sunday
Michelle Naidu @park_star- Come to Saskatchewan
When there isn't a thing, you create a thing. PD for PD conference called the Facilitator Forum in December

Mattie Baker @stoodle- Community Support
Include more people without losing the thing that gives us identity
Check the hashtag once a month to signal boost and encourage new followers

Brian Cerullo @bcerullo12- Origami in Geometry
Students fold step by step based on teachers guidance and fill out a chart based on what polygon they've created and the angles created by each fold.

Megan Schmidt @veganmathbeagle- An Ode to the Elementary Math Classroom
Go observe an elementary classroom and appreciate the richness and how they manage kids who never stop moving.

Chris Luzniak @cluzniak- Math Salons
A buffet of ideas and bagels; local gatherings for brunch and doing math

David Petro @davidpetro314- How to Make a Viral Video
Double domino effect with bricks

Philip Taylor @phitau- Quizlet Live
For memory facts, need 12 consecutive right answers, every student has three answers but not necessarily the correct answer, forces collaboration and communication. Don't ruin a good thing by trying to grade it. Little prizes increase engagement.

Amie Albrecht @nomad_penguin- Valuing the Back of Math(s)
The front of math is neat, polished, orderly. The back of math is something we forget to tell students about. Focus on draft thinking, oral over written, self evaluated, no stakes. Mini-talks 9 times per year, 1 if you show up and try, 0 if you don't. Bit.ly/BackOfMath

Daniel Carlson @pythagitup- Lou Whitaker belongs in the Hall of Fame

Taylor Grant @teachbarefoot-
How to Write a Blog Post Every Day
Blog a post about the day as soon as the school day ends, creates an organized reflection of teaching skills.
Don't let your dreams just be dreams.

Zachary Korzyck @MrDeltaMath- What Is Delta Math?
Practice problems for over 1000 different topics, students will have different problems so they can't cheat, combine multiple due dates, can add more attempts

Justin Aion @MrATeachesMath- Philosophy and Mathematical Discourse
An important question isn't always about important topics but it promotes discourse and causes you to interact with the world in a different way.

Annie Perkins @anniek_p Positive Phone Calls Home
Students can request it, I can suggest, only call when it's genuine, call early in the year. Hang clipboard in high traffic area, use highlighter when done, make calls when it's rejuvenating for you. Changes their affect in your classroom from 2 days to 2 months.

Glenn Wadell-
Turning negatalk to positalk bit.ly/ReframingTalk

#TMC18 Introduction to Delta Math {Zach Korzyk}

Introduction to Delta Math
Saturday 2:45-3:45
Zach Korzyk (@MrDeltaMath)

Started in 2009 out of frustrations with Algebra II messing up on basic calculations.

No app but does work on the phone.

Geometry is currently being developed.

Some problems are interactive; can't submit until all questions are answered.

Teacher accounts can generate more simulations when needed.

Students prefer practice on Delta Math over a worksheet, feel like they are earning credit.

Students that miss days in class can still earn a 100% with the 'forgive lateness' button.

#TMC18 Mathematics isn't everywhere. It is more awesome than that. {Edmund Harris, John Golden, and Glenn Waddell}

Mathematics isn't everywhere. It is more awesome than that.
Saturday Keyote
Edmund Harris, John Golden, and Glenn Waddell

Math isn't everywhere...it's more amazing than that.

Math is play.

Math is perception.

Why do we take the humanity out of teaching lines?

Why are we robbing learners of seeing themselves in the math? We are stealing intuition.

Redeeming Mathematics
General Ed, 3 credits
This Is Not a Math Class book
Anna Weltman

Mathematicians characterize and look at attributes.

 Students need to see their world through mathematics.

Finding the world through math and math through the world.

Finding aspects of math through other math.

Great math teachers have a high degree of competence in three types of knowledge:

• math
• pedagogy
• learners

#TMC18 Discovering Geometry through Drawing and Discussion {Jennifer Fairbanks, Kathy Campbell}

Discovering Geometry through Drawing and Discussion from Verbal Cues at Whiteboards
Jennifer Fairbanks
Kathy Campbell
Morning Session 9:30-11:30

Thursday
Use flippity.net to split students into groups of three; one marker per group. Rotate markers for new problems. Alternatively, have the groups rotate and add to the previous work or check for errors.

Use a script to have students discover instead of a lecture.

Attending to precision in geometry is like learning a new language.

Explain how three points define a plane by throwing out three ping pong balls and having students hold them up and visualize the plan.

Correcting units, labels, and capitalization on a daily basis in a "fishbowl" effect reinforces why precision is important.

You need mistakes to have good discussions.

{I'm thinking I would whiteboard for instruction and then use a graphic organizer answer key and have students sort and glue as a way to process. Also take a picture of  the board work and post in Google Classroom.}

Friday

If you are short on time, try starting with the hardest problem first.

Give verbal directions so that the words on a worksheet aren't a barrier.

The student writing is not the one doing the problem- the partner is telling them what to write. All people use the calculators when needed.

Have students write in black first, then shift groups and look for errors and comment in colored markers.

When writing scripts, things to think about:

• when to switch markers
• do only some parts need to be erased
• what is the point of the lesson
• how can you start with what they know
• scaffold up

If one group is really strong and finishes early send each to a different group to assist.

Variation 1: each group has a different problem. After starting their problem, have groups switch and pick up where the original group left off. (trig identities, proofs, etc)

Variation 2: Write an equation in vertex form. Next group graphs it. Third group writes it in standard form, etc

Variation 3: Same diagram but three different proofs. Rotate groups so students have to really think about the givens.

VRG Variation: hand out a deck of cards but don't tell students how you are sorting; have them hold up the cards. Scan the cards and if you see people who shouldn't be together, pick suits or pairs or whatever you need. Students won't switch cards because they don't know if that will be beneficial.

Saturday

When you are trying something new, start with the lesson you hate.

For large classes, it may be hard for everyone to look at others' work. Instead of a Stand and Talk, for students who approached the problem in different ways, maybe a Sit and Talk would work better.

Consider

• when to switch markers 
• to make sure everyone look at every group's work
• when calculators are needed
• to make an answer key
• the misconceptions students will have
• possible mistakes
• using as much vocabulary as possible

#TMC18 Living Proof: Enjoy Teaching 2-Column Proofs {me}

Living Proof: Enjoy Teaching 2-Column Proofs
Friday 2:45-3:45
Elissa Miller (@misscalcul8)


Here is the folder with my presentation and resources. This is mostly about the activities I use to build up to proofs rather than a focus on the proofs themselves.

   
Here is a 24 minute clip of my hour long presentation (I ran out of storage) but skip the first minute.

#TMC18 Portfolios to Enhance Metacognition in Students {Megan Dubee}

Portfolios to Enhance Metacognition in Students
Friday 4:00-5:00
Megan Dubee (@megandubee)

Create a Google Classroom exclusively for the portfolio.

Weekly/frequent due dates.

Compiled into a final slideshow in May

Final project- design something in desmos, sketch it in Sketchup, 3d printed a keychain

Before Test

• Best Work- picture and description
• Most Challenging- picture and description
• Unit Summary

Immediately After Test

• Test Reflection
• Test Analysis

Post Test

• Action Plan
• Follow Through

Pros

• Continuous Reflection
• Student Voice
• Honest Communication
• Demonstrates mastery and continual growth
• Lots of Feedback
• Summative component

Cons

• Time management
• No community piece
• Struggled for depth
• More portfolio feedback rather than math feedback

In the future

• Ask better reflection questions
• Look into other platforms
• Consider a four year math portfolio
• Include a presentation component

Give questions on directions to see if students actually read them!

Brainstorm

• Try Flipgrid or short videos inserted into Google slides.
• Record in soundproof rooms in the music department
• Use Seesaw 

What are you proud of in this class?

#TMC18 Being a Teacher Leader, Let’s Build Up {Julie Reulbach}

Being a Teacher Leader, Let’s Build Up
Friday Keynote 1:30-2:30
{Julie Reulbach}

If you are following 500 people and they post 3 great ideas a year, that’s 1500 ideas that you can’t possibly do in one year.

You can’t do everything!

No teacher is “choosing” to do a bad job.

There is no ONE way to be a great teacher.

The change we seek in education must come from inside the school building. -Jose Vilson

There is no ONE way to be a teacher leader.

Teacher leadership is not a ladder to climb- it’s wanting to support other teachers.

Make the time to talk and share.

#TMC18 Demos-ifying My Favorite No {Allison Krasnow}

Demos-ifying My Favorite No
Thursday 4:00-4:30
Allison Krasnow (@Allison_krasnow)

bit.ly/DesmosFavoriteNo

Always start with the math that they do understand. Then correct.

The Desmos dashboard can help you with equity issues by raising the mathematical status of those who might not be talking at any other point in class.

There's value in using Desmos in short little bursts.

Give the exit slip and then after school, choose your favorite no and anonymously take a picture. Put it in Desmos. Screen 1- what math does the student understand, Screen 2- correct the error. Put the photo on a sketch screen with a student input box.

Use the same template, only changing the problem and the picture.

"I'm going to pause you in about 30 seconds....here comes the pause"

Whose work do you choose to showcase?

Snapshot student work in words or pictures anonymously.

Lower students who don't know how to correct the mistake might still have something correct to share.

Turn and talk about which explanation you can improve.

Hide/pace a question until the last minute to see if your discussion changed their thinking or I'm going to unpause you; can you improve your answer?

#TMC18 Formative Assessment Lessons – Where Do I Begin? {Pam Wilson}

Formative Assessment Lessons – Where Do I Begin?
Thursday 2:45-3:45
Pam Wilson (@pamjwilson)

Hide a Where's Waldo figurine ($5 a Five Below) and have students fin and hide.

1, 3, 5, 7 minute cube timer, turn the time you want facing up ($12 on Amazon)

Hole punch problems you've already checked; students feel like they've earned something.

Green pens! Shoutout to Amy.

Pre-assessment: teacher doesn't answer questions, no discussion, 10 minutes, receive feedback later

Sort by their approach instead of correct answers for common conversations. Jot down questions. FALs suggests feedback- a feedback rubric! Label the rubric 'Q3' and pass out rubric to each group. Ask students to give a better response.

FALs can be used as a true pre-assessment or looking for gaps in previous knowledge.

"Do you agree with that answer? Can you explain it in your own words?"

Record your sorted matches on post-its in case you run out of time. Sort matches next to each other, not on top, so that everyone can see your reasoning.

End of Day Reflection:

Something I've learned...
Something I realized...
Something I was reminded of...

Two types of lessons: concept development-  whiteboarding, card sort
problem solving- open ended, multiple ways of solving, analyzes student work

 Link: http://map.mathshell.org/lessons.php

#TMC18 Measures of Center {Marian Dingle}

Measures of Center
Marian Dingle
Thursday, July 19th 1:30 – 2:30 pm Keynote

"I wanted to learn how to do school better for kids who looked like my kids."

The center is often what or who is valued...others disappear.

Facing microaggressions as a team with your family makes a difference/

When you are the only one of your kind in a room, you're proud of your accomplishments but also sad that you're seen as the exception.

"We made a conscious decision to center our kids in their blackness. This was their normal."

Are you hiding your own students?

Even in mathematics, all are not equal.

Why can't we see the gift of sharing power?

Disrupt or at least interrogate.

Can we reach the figurative moon with all voices? Or do we only think 'some' are smart enough?

Decenter the lies. It seems new because it was hidden. Lean in to your discomfort.

Decentering self is a lifelong journey.

#MTBoS Magic

If you are a reader of my blog and you have ever found anything helpful, I would like to say this is just the tip of the iceberg and there is a whole family of people just like me who share rants, lessons, documents, tips, pictures, hacks, and more.

We are the #MTBoS.

I am officially declaring myself as a #MTBoS Rockstar because I am always trying to improve so I just decided I can be a Rockstar. See how easy that was? Now you can be part of us too, just by deciding you are.

You don't have to have a blog and you don't have to tweet- although we HIGHLY recommend it.

• We want to hear your thoughts and perspective- even if you don't have an awesome project or curriculum or resources to share, you have YOU- and that is worth sharing! 
• If you feel like everything you've used was taken from someone on the Internet, you still made decisions and introduced it and asked questions that came from your brain. 
• Even if you tried something new and failed, SO HAVE WE. And talking about it together is probably the quickest way to find out why it failed and how to make it better.
• If you're very traditional and all these thing seem weird/crazy/hard to you, ask us some questions because we felt scared to try things at some point too. Look for small teacher moves that you can try that don't freak you out so much.
• If the technology seems too hard to figure out, you can google things to figure them out or you can follow me here or even comment on this blog. My email is miss.calcul8 at gmail and I would love to answer any questions you have that you aren't ready for the whole world to see

Some benefits of being part of this community:

• Endless sharing of resources
• Endless answers to questions you have on any topics
• Endless insight in to other teacher's classrooms and teaching strategies
• Endless support and encouragement from people around the world who are very much like you and not like you at all and still support you
• Endless understanding of the job, the ups and the downs, the changes, etc
• Endless community, an extended family across the world whose heart is to share and rise by lifting others
• Endless energy to try something new, to learn, to change, to take that leap, hope that there is always more to come

The disadvantage of being part of this community:

• Losing sleep because there are so many tweets and blog posts and great ideas to read and think and talk about
• Losing the old you. Because now you know there is a whole world waiting out there who values your words....so it's time to start saying them.

Every year we hold a four day math conference called Twitter Math Camp (TMC). We do math together, eat dinner together, go sightseeing together, play games together, etc. Everyone is worthy to present or talk but everyone is also eager to be in the audience. It is a great way to learn with people you are connected to and can continue learning with all year long. It costs $20 to register and then your travel. Next year we are meeting July 19-22 at St. Ignatius in Cleveland Ohio and YOU ARE INVITED! Here is the website for more information. http://www.tmathc.com/

If this sounds like *HEAVEN* to you, here are some next steps.

• Follow me on twitter @misscalcul8 and ask me anything. I would also like to introduce you to the community if you are okay with that. (follow means click follow by my name and picture and we are like Facebook friends now who can read each others posts)
• Check out this website https://exploremtbos.wordpress.com/ which explains more and has lots of activities
• If you are already on twitter, follow the hashtags #mtbos and #iteachmath (follow means you can click on that phrase and it will show you every time someone said those words and you can read it, like jumping to a specific chapter in a book)
• If you are scared to ask questions, start by giving compliments or likes of other teachers comments or posts
• Start reflecting. Whether its on a blog, whether its public or private, start thinking about yourself and you classroom in a way that helps you process.

This year at TMC was the first year that I didn't leave overwhelmed and feeling like I need to redo my whole everything. And this was my fifth time going. I finally changed my perspective and thought about how much I've learned. My morning session leader Chris said that we can add layers of (insert new strategy here) to the things we already love. So that's what I'm going to do. Isn't it exciting to know that my teaching and classroom will get better and better every single year and I DON'T HAVE TO FIGURE EVERYTHING OUT ON MY OWN?

This was the first time I never felt anxious. I made lunch plans with people. I talked to strangers. And guess what....it didn't feel like small talk. It felt like friends.

This was the time I commented and actively participated in each session I went to the most. I finally realized that I have insight into a classroom my twitter friends will never see- mine- and it's my duty to share it.

Because of this community I have tried, succeeded and failed, at so many different things and because of that, I have things to share.

So many people at TMC came up to me and told me things that they see in me and admire about me. WHO DOES THAT? I mean where in the world can you go and have people honor your gifts and speak life into you, personally, and professionally, who don't even live near you or work in your building?

Investors. Investors do that. And that's what we truly are. We are investing in ourselves by investing in others and then the payoff in the end is....WE ALL WIN. We all grow together.

So if you noticed my last 11 blog posts started with #TMC it's because I blog every session I go to. I've done this every year and you can find the past ones by clicking the TMC label --> on the right side of this page. See for yourself what kind of things we are learning about together.

Here is a YouTube playlist of 90 presenters who had something worth sharing.

Here is my sprinkle of #MTBoS Magic!

#TMC17 My Favorites

My Favorites

Thursday

Lisa Henry
Thursday Lunch- having lunch with different groups each week to build relationship

Sam Shah
1. Making math joy public- use a hotel bell to share a moment of joy during math class; debrief when a bunch of bells ring if anyone wants to share; not every day, kids want to ring it even when they're not out. Moments of joy become the norm!
2. Never forget exit slips again

Matt Baker
DeltaMath- online homework and review, create free account, 900 different modules, shows solutions, some with video, shows data on each problem students complete @mrdeltamath

John Stevens
Who is the mtbos anyway? MTBoS search engine and database Join and contribute!

Friday Morning

David Butler
Sqwigles- Guiding one-on-one tutoring

Speak your thinking
Questions are open-ended
Write
Information
Guide the student
Listen to students' thoughts and feelings
Explain concepts in a different way
Summarize

Jennifer Fairbanks
What Else Can Google Slides Do?
Class Scrapbook- get to know each other, make one slide per student including teacher
Class eBook for Midterm and Final Exam Review- one problem per student, one sheet of paper per problem with directions, create table of contents, graded handed in papers, used Adobe Spark to create and upload explanation of their problem, then link each problem slide to the video explanation

Karim Ai
Offer tasks that aren't just hard but where answers don't exist

Friday Afternoon

David Petro
Dynamic Web Sketches- engaging-math.blogspot.ca 5 to 10 minute activities practicing skills, can be used on any device, made from Geometer's Sketchpad

Joel Bezaire
Tinkerplots-pull in data from excel to create animated graphs for analysis
Codap.concord.org- sample data sets, bring in own data

Pam Wilson
Make a Difference Monday- book by Barbara Lewis "What Do You Stand For?" Give short articles about students who overcame obstacles, especially similar obstacles that they are facing
5 Focus- thumbs up for self-efficacy, pointer finger for being thoughtful, middle man for standing tall and taking pride in your work, ring finger for flexibility, pinky for interdependency as a promise that I'm here for you and support you while you work on the other four.

Saturday Morning

Johnathon Claydon
Simulation of buying a house and car, build excel spreadsheet, present monthly payments

Kat Glass
A Different Approach to Student Intervetions- group goal-setting meeting with failing students, "mandatory" weekly after school session, my goals < their goals, giving them ownership of their own goals makes it easier to hold them accountable without it feeling like scolding, don't use code words for failing which can make it feel shameful, swap reviewing with previewing

Bob Lochel
Use how-old.net , find difference between perceived age and actual age, make scatter plot, dot plots, line of best fit

Saturday Afternoon

Joey Kelley
Play With Your Math


David Petro
Practicing math on a continuum- envelopes with strips of practice problems that get increasingly incrementally harder, do five on each card and move on after you get five right, if wrong get help on the remaining five, check answers with UV pen

Benjamin Walker
Peer-to-Peer Math Partnerships- Identify students, students shift from tutee to tutor over time, "mathematically powerful"

Sunday Morning

Deb Boden
Mixed Review HW- document of daily homework (one weeks worth) from past lessons

Anna Scholl
Learnzillion- guided collaborative tasks, free K-8 curriculum, two students per device

Connie Haugneland
Rwanda- share small moves like thumbs up, thumbs down, I notice, I wonder, which one doesn't belong and encouraging teachers to read the Internet for ideas, they are the experts in their classroom and they know what resources they have

Alli George
Study Break- draw at least 4 lines all across the paper, color each shape so that two touching shapes are different colors, then answer 7 questions for data collection, and turn into stats analysis

Anna Blinstein
Desmos Entrance Tickets- bit.ly/EntranceTicket Place a dot on a number line to rate how you feel about the math/hw

Sean Sweeney
Marbleslides Challenges- one slide challenges, create competition by posting scores to past week challenges, one point per star, more points for less functions or creativity, for early finishers, added benefit of learning more about graphing, gives students a chance to learn math on their own, can be mostly completed with linear equations, challenging to complete with fewer equations bit.ly/MarbleslidesTMC

Sandra Miller
Lesson planners- planbook.com $12 a year, color code, post online

Anna Vance- difference of squares rap

Candace Bell
Superheroes- project to measure and create prototypes on grid paper to copy on fabric for capes, interviewed their 'client', measure the clients, writing thank you notes,

Glenn Waddell
Change your language- change students to learners, don't say guys, change all to each

Bit.ly/TMC17Chorus

#TMC17 Going Vertical - How I Started Using #VNPS {Jennifer Fairbanks, Kathy Campbell}

Going Vertical - How I Started Using #VNPS
Jennifer Fairbanks
Kathy Campbell

(They handed out bookmarks with a QR Code to all their resources. 😍)







The person with the marker is recording others thoughts but should pass the marker off when they have a thought.

Hang vertical borders with magnets to divide large whiteboards into 4x4 spaces. (Love this 😍)

See slamdunkmath.blogspot.com and peterliljedahl.com

Start with groups of friends (to lower stakes) and after one problem, randomly choose one person to rotate to a different group, keep rotating so that groups are all different by the end of class.

Use flippity.net for visible random grouping.

Give problems students will get stuck on.

Students take risks, start writing, and start discussing sooner.

When standing, students cannot hide, must participate.

Allows for greater freedom to explore non-linearity.

Have groups rotate every two spots and check their work.

Students can erase their work but leave the problem and answer so that another group can rotate and work a new problem.





Number boards so groups always know where to go.





Giant magnet graphs!!!!!!

#TMC17 Hitting the Darn "Send" Button {Carl Oliver}

Saturday Keynote
Hitting the Darn "Send" Button
Carl Oliver

How did you overcome barriers to pushing send? What barriers do you still struggle with?

Do you feel not ____________ enough?

If #MTBoS is only for people that are _________ enough, how would we know for sure?

How many of "us" are there? How many people have ever tweeted #MTBoS?
How have we grown?
How much do we tweet?

It's important to push send so you can learn something or celebrate.

Twitter is a place of learning and a tweet is an opportunity to learn.

Pressing send opens a window to our classroom.

Opening yourself up to feedback and saying you want to get better is leadership.

#pushsend

#TMC17 Talk Less, Smile More {Matt Baker, Chris Luzniak}

9:30-11:30
Talk Less, Smile More
Matt Baker and Chris Luzniak

#talklessAM
@pispeak
@stoodle


Chalk Talk- writing answers to questions silently, +1 next to ideas you like

-What is thinking? How do you "see" student thinking?
-What are your concerns with facilitating discussions?
-What does your ideal classroom look like?

Use structure and routine to build safety and to lower defense mechanisms.

Talking Points- three rounds of agreeing or disagreeing, taking turns justifying answers without responding in time
See: http://cheesemonkeysf.blogspot.com/2014/07/tmc14-gwwg-talking-points-activity.html?m=1

-How does changing agree/degree/unsure to always/sometime/never change or enhance the conversation?
-Do you want to add the words always or never or leave statements ambiguous?
-Working to actively not respond while listening
-Tally whole class responses and call on people to explain the argument, even if it wasn't their argument

Soapbox Debate- stand up and share your opinion

Debate has two parts:
argument = claim + warrant

Saying 'my warrant' makes opinions sound more formal and less personal so it feels safer. 'Because' and 'I feel' makes it feel like your answers HAVE to be correct. Using fancy words like claim, warrant, concur, on the contrary etc makes students wants to say something.

All speakers stand up and all eyes and knees toward speaker.

Mistake Finding- use student work to ask students to debate the BEST mistake

Circle Debate- summarize what you heard, then make your claim + warrant

Point Counter-Point- you have to give the opposite claim of the person who went before you

Use 'would you rather' questions about different ways to solve problems.

In geometry, rename two-column proofs 'claim' and 'warrant'.

Debate and justification spill over into group work and other courses.

Use estimation180 in Desmos AB with median to split the class and cause debate.

There are so many nuances in our word choice, body language, and movement.
See Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools
See Intentional Talk: How to Structure and Lead Productive Mathematical Discussions

Help lower the stakes by making an effort to speak to each student in some way, every day.

Give kids a safety net with a 'life happens' pass to throw out an assignment or to not call on them that day.

To avoid cold calling:
-Have students debate in groups first, then give a 'group' claim.
-Tell quiet students the day before that you are going to cold call them so they can be prepare
-Give question stems for structure
-Have students write in different pen colors to ask questions if they don't want to speak out loud
-Share any positive contributions from quiet students to show they are valued
-Start with things students can't get working, opinions

See Quiet: The Power of Introverts in a World That Can't Stop Talking

Use Which One Doesn't Belong for debate.

Assessment question: current content answer is between what two integers.

Table Debates- a deck of cards about current content where Team A always debates one side and Team B always debates the opposite. Great for: systems of equations, sin/cos/tan, composite area, geometric/arithmetic sequence, classifying numbers, distance formula vs Pythagorean theorem





Add debate-y words to math problems to make it debateable:
Which number is most important or has the most influence?
What is the weirdest way to solve?
What's the easiest mistake to make?
How much information can be taken away before it can't be solved?
Hide a number.
Compare student work.

Some factual things within one answer can be debateable based on the misconceptions of the students.

Add layers of debate on things you already like and use! (I need this reminder for my whole life!!!!)

Rumors- answer questions on index card, find a partner and spend 90 seconds sharing and discuss, trade cards and find new partners, repeat, trade cards and find new partners (use for homework answers, characteristics/transformations of functions, WODB, estimation180,

See alled.org Rhonda Bondie

Ways to spice things up!
-visually random groupings
-vertical non-permanent surfaces
-clothesline math
-mistake game (good questions should lead them to the answer, don't just add ? to a statement)
-Socratic seminar

Great Debate Project- three day project, two days of prep, one day to present, groups are assigned, choose roles, use math as evidence

#TMC17 Rational Function Graphs For Dummies {Meg Craig, Sheri Walker}

Rational Function Graphs For Dummies
Meg Craig
Sheri Walker

Bit.ly/TMC17rationals

Use Desmos AB before unit starts before they have the language to create the headache. Spend 15 minutes or less.

Investigating Rational Functions handout printed on legal paper.

Numerical Division Investigation 

Technical term for point of continuity "stupid point" ;)

Don't need that pee in the ocean! 😂

#TMC17 Standards Based Grading in a Traditional Setting {Jennifer Brackney, Tony Riehl}

Standards Based Grading in a Traditional Setting
Jennifer Brackney Tony Riehl

Paring down standards based grading into objective based grading

Tinyurl.com/tmc17sbg

Change test names to objectives.

Multi color grading- grade each skill in a different marker, even if included in multi-skill problems 

Tony's methods: Label grade book with name of skill and Q1 and T1 etc in front to show progress over time.

After testing over skills, make the quiz grade not count toward their grade but still show in grade book.

Students who are absent on test day get their quiz scores as a test grade and don't take test unless they go through the retest process.

Process: show all completed assignments and class work even if it wasn't graded

Jennifer's methods: Email parents after grades are in letting them know grades are in and the retesting process and your availability.

Highest grade possible on retest is a 90% because there is something to be said for being prepared the first time.

A 100% is misleading to future teachers about their knowledge if they had endless retakes compared to first time. Retakes are informal problems on the board, graded on the spot.

#TMC17 All I Really Need To Know I Learned From The MTBoS {Graham Fletcher}

Friday Keynote
All I Really Need To Know I Learned From The MTBoS
Graham Fletcher

1. Surround myself with people smarter than me. (In your best Zoolander voice)
How do we invite people from outside of our circle?

2. Netflix adapted, Blockbuster was static. #mtbos doesn't allow us to be static.              
3. Be vulnerable.

65% of children entering primary school today will have jobs that don't exist today.

Asking for estimates gives everyone a chance to dive in. Instead of asking individually, ask for ranges of answer. Then when you're the 'loser' you have friends like you.

4. The less I talk, the smarter students sound. (I think this is a mantra for me this year as well.) How are we supposed to know what students are going to say?

5. All of us are smarter than one of us.