Deck.Toys

I was fortunate enough to be awarded grant funding to stock my classroom with a full set of kid tablets. My intention is to be a 1:1 classroom this year and put this technology to good use. I wasn’t entirely sure what I was going to do with these tablets, other than maybe allow students time to play on educational apps when they’d finished their work, but then I found an incredible online tool in the form of Deck.Toys. For those of you who read my Smoothboard post, Deck.Toys has the same creator, BoonJin. This platform allows teachers to create maps for students to work their way through – a bit like a treasure map with stopping points along the way. These decks can be as minimal or as thorough as you’d like. I put together an entire unit on one of mine. You can upload PowerPoints, videos, graphics, and even link to outside sites. There are also cool interactive “apps” you can put into your decks to give students practice on things like vocabulary, problem solving, etc. Some of these apps are even interactive, so students work together instead of being tied to the device for the whole time.

Sounds cool, right? It is. And I haven’t even told you about what I think is the best part: the data. The platform saves the student data so you can analyze it. Every slide the students go through records their responses and/or scores. You can build in quizzes or even have an app serve as a quiz. The deck scores it and then keeps that data for you to use and analyze. So. Cool.

The platform is free, but the free version is somewhat limited. The upgraded version isn’t too pricey, and it’s totally worth it (especially since many teachers may find that their department budget will cover the annual fee, or even the PTA, if you’re a member, will sometimes grant teachers small grants to do things like this).

BoonJin is still working on developing different aspects of the platform. He’s very receptive to ideas and suggestions, and answers questions promptly. There is a learning curve, though, but investing the time is worth it, to give your students an interactive, engaging experience.

Oh, and one more thing…once you’ve created your deck, you can sell them. Yep, that’s right. You can charge other teachers to use your deck. Or you can make your deck public and free. There are many free decks you can access without even having to make your own! Could this tool get any cooler?!

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Smoothboard Air

As I embarked on my search to free myself from the front of the classroom, I stumbled upon (thanks to my brother, who teaches English in Japan – shout out to Eric) an interface called Smoothboard. Developed by BoonJin, it’s a way to use the wifi connection between two devices with wifi capability to remotely control the master device. That doesn’t make much sense, so let me explain. In my classroom, I have a laptop set up on my AV table with my ELMO and projector. As great as all that technology is, writing on the board, working with the ELMO, or working from my laptop tethers me to the front of the room. Students are very difficult to manage from that far away. Any teacher worth his/her weight in salt knows that proximity control is the first line of defense against misbehavior. Kids do what they think they can get away with, right? I mean, most of them, anyway. So, there’s this seemingly dichotomous issue where I have to be near my students but also up in the front of the room teaching. Sure, not 100% of the time. There are circulation points built into the lesson when students do partner or independent work. I don’t want any of my readers to think that I just park my behind up in a chair at the table and talk, a la Peanuts teacher, for a whole period. But it is limiting to have to go back up to the front to work out an example, give a visual to answer a question, etc.

Enter the Smoothboard interface. First, I download the Smoothboard software (free, though you can pay to remove “ads”) onto my laptop. Then, I can take my tablet, smartphone, Surface, etc. and activate the Smoothboard interface so that my personal device (the tablet, etc.) controls my laptop. The interface also has the cool capability to use drawing tools, has graph paper, and other awesome features that let me teach from anywhere in the room. I can go over bell work, do examples, write whole essays, even, from my tablet right next to Johnny in the back of the room, who now is deterred from being his usually obnoxious self.

Look! I made a video!

 

How to Gain an Extra Set of Hands in Your Classroom

As a teacher, if I could give myself a superpower, it would probably be the ability to be in two places at the same time. That, or just never need sleep. Or be able to stop time. But definitely, being able to be in two places at once would be an amazing ability – especially in my own classroom as I teach.

I also wish I could re-teach every lesson for students who were absent. There’s no time for that, but it would make life so much easier if I could take the student aside when s/he returned and give the lesson from the day before.

Well, two years ago, I got myself one step closer to achieving both those dreams. How, you ask? I’ll let you in on my secret: I videotaped myself teaching the lesson. Sometimes I did this before the lesson, and sometimes I did it during first period so I had it for the rest of the day. Then, I played the video and I was able to teach the lesson and walk around the room and troubleshoot (and manage behavior) without affecting pacing. I also put the videos up online for students who were absent, so they could watch the lesson and get the same instruction as their peers who had been in class. It was, I suppose, a variation of the flipped classroom.

I’ve not perfected the art of the video. I’m still learning new things. Just the other week, in fact, I learned that you can record your computer screen while talking as a function in PowerPoint (cool, I know, right?!). And, I figured out how to use a graphic tablet (very affordable on Amazon) to do real-time notes and handwritten lessons through PowerPoint’s “Mix” function. So, I’m still learning. But it’s made an AMAZING difference in my teaching and my students’ learning. It takes some prep work and time in the beginning, but it is SO worth it in the end. Have you ever done something like this? If so, what are some tips and tricks you can share to make it more successful? Thanks!

Why I allow open-notes quizzes and tests

Every teacher has his or her own educational philosophies and teaching style. One of the things I’ve learned throughout my teaching career is that while good teachers learn from others and take bits and pieces from others to incorporate into their own classes, you can’t be another teacher. No two teachers are exactly alike, and trying to be a carbon copy of another teacher, no matter how incredible that teacher may be, isn’t going to be as effective as developing your own personal teaching style.

That being said, I learned a long time ago that I espouse some unique philosophies on education and teaching, and I run my classroom differently from most teachers I know. Which is fine. I would NEVER try to tell another teacher how to teach. I do not like it when others do that to me, so I don’t do it to them. Suggestions and tips are fine, but I shy away from saying things like, “You have to…,” or “You should…” Instead, if I notice a teacher is struggling or having a certain issue, I share with them, “What works for me is…” and let them adapt it for their own classroom.

If you read my blog regularly, you’re probably already aware of this: I assign seats in secondary classrooms. I don’t allow backpacks at desks. I grade through growth and gains. I accept late work. I rarely assign homework. I allow corrections. Many teachers disagree with my teaching style because that’s not what works for them. And that’s okay, as long as they don’t try to force me to do what works them.

In this vein, I offer another perspective that I have found to be quite rare in my educational experience: open-notes assessments. I’m not talking about a few here or there, I’m talking about every single classroom assessment being open book and open notes.

I can hear it now: “You must be joking!” But I’m not. Much like my philosophy on assigning homework, my perspective on assessments has evolved over the years. Here are the top five reasons why I now only give open-notes assessments:

  • It encourages consistent and high-quality note-taking skills. If my students know they will be able to use their notes on an assessment, they work harder in class to pay attention and write neatly so they can use them effectively later. Yes, they should be using them to study, but allowing them to use notes on an assessment provides another incentive to be on task and pay attention to detail.
  • It provides support for me when parents or administration questions a student’s grades. Much like my reasons for accepting late work, I find many arguments silenced when I tell a parent or an administrator that students are welcome to use their notes, and if they aren’t passing my assessments, it’s likely because they’re goofing off in class rather than writing down the key information.
  • Assessments should be authentic. Again, much like my decisions behind the assigning homework issue, I’ve really come to think critically about what purpose my assessments serve. I used to give assessments that were focused on rote memory skills. Could a student memorize a definition? Could a student memorize a formula? They didn’t focus very much on actual problem-solving skills or application. I realized I wanted to be more interested in whether or not my students understood the material. Had they internalized it? Could they render it useful in a given circumstance? I thought about how in the real world, if a student needed to find the circumference of a circle or develop a subplot in a story they wrote, it wouldn’t be in isolation. They would have access to and use various resources to find what they needed, and then use their knowledge of the concept to apply it. So I allow open-notes assessments because memorizing rote facts isn’t authentic.
  • Piggybacking on this idea is that both my teaching and my assessments are of higher quality because I allow students to use their notes. I have to carefully design my assessments so they don’t have problems that are too similar to what was given in the notes. I have to make sure that they present opportunities for students to apply what they’ve learned and not just copy from what was shown in class. I have to be more creative and have more depth in my instruction and my assessments.
  • Because of this, I’ve found that allowing students to use their notes on assessments honestly doesn’t make that big of a difference in their grades. Aside from a few formulas that they have access to, being able to use their notes doesn’t change the outcome by much for students. If a student truly understands the concept, takes conscientious notes, and studies, s/he’s going to succeed on the assessment, whether s/he has access to the notes or not. If a student doesn’t understand the concept, or didn’t take good notes, or didn’t study, s/he’s not going to succeed on the assessment – and having access to notes isn’t going to change that. The previous 4 benefits still make it worthwhile, though, so I continue to allow open-notes assessments.

“But wait!” Some may shout, “What about the state tests? Students can’t use notes on those!”

I’m aware of that, and I remind students of that at every turn. Most states, however, give formula sheets on the math assessments, which reinforces the idea of authenticity. I have found, though, that on state assessments, my students consistently perform at or above the level of my colleagues who do not give open-notes assessments, which negates this argument.

Is there a right or wrong philosophy here? No. As is true with nearly all aspects of teaching, it’s about finding what works for you and your students and running with it.

Portfolios: How Those Plastic Milk Crates Became My Friend (and Helped Me Tackle Paperwork)

Portfolio grading is all the rage in elementary school. And I get it. I do. It’s the most accurate way to monitor student growth throughout the year. But elementary teachers only have one roster of students. In secondary education, portfolio grading is nearly impossible. With at least six different rosters of students at about 25 students each (if you’re lucky…), portfolio grading simply requires time that teachers do not have.

It is possible, though, to incorporate some aspects of portfolio grading in secondary classrooms. One way teachers do this is periodic, though perhaps infrequent, student conferences to go over writing, assessments, and general progress. That, too, consumes a lot of time, and depending on the makeup of your classes, may not be feasible, as it requires the teacher to be focused on one (or a small group) of students while the remainder work independently (alone or in small groups). I know I’ve had many classes that – despite my best efforts – would become a three-ring circus if I tried student conferences.

Several years ago, my district adopted a curriculum that strongly encouraged the use of portfolios in the secondary classroom. I’d been teaching long enough by that time to know I would not be able to implement it in the way it was intended, but I was determined to try something and see how much I could do. I fully intended to do some type of student conference at some point in the year, so I had to make sure I kept the record of student work in my possession. Because, let’s face it: if we gave our students their work and told them to hold onto it until later, we’d never see it again. Instead of handing graded work back to students, I began filing them in folders. I had to get creative with this because I didn’t have access to any filing cabinets that I could use hanging files with (and, looking back, wouldn’t have wanted to use it anyway), so I used the next best thing: milk crates.

Did you know that milk crates are the exact size to fit hanging file folders? Well, they are. I bought a bajillion hanging file and manila folders and made portfolios for each class. I let students decorate their manila folders (which they loved – even the high schoolers), and all their work went in there.

I never got around to student conferences that year (or any subsequent year #teacherfail), but the use of these milk crate files had an unexpected benefit: It lessened lost work. Both students and I had access to the work from throughout the year. This meant that they could use old assignments to study. It meant they could find and correct assignments for additional credit. It meant I had a student’s (mostly complete) work record at my fingertips, and I had ammunition for parent conferences. I brought the files with me and set them in front of parents who were demanding an explanation for a student’s grades. It shut people up pretty quickly when they saw the quality of work (and, in some cases, lack of work altogether) their child was producing. This was true for my administration as well, if they had questions about a student’s work or grades.

It’s an easy thing to implement, and it saved me a lot of time and headaches with paperwork. Now, they’re a staple in my classroom every year, and I even “hire” a paper captain to do all the filing for me. I have more time and energy to devote to teaching, which is, of course, the entire point.

Poetry in the Classroom: CCSS Practice for RL.7.5

For those of you who read regularly, you’ll remember that I’m working on my 7th-grade line of Continuous Improvement Model mini-lesson resources. I’m making good progress and I have recently finished and posted the CCSS.ELA.RL.7.5 resource.

If you’ve never heard about or used my CIM resources, they use the research-based “model – teach – assess” technique. They are quick (10-15 min) mini-lessons that target specific standards. In this resource, there are 3 lessons. Lesson 1 is a teacher-modeled lesson. Lesson 2 is a collaborative lesson where the teacher leads the class. The students complete lesson 3 independently. This resource is, in and of itself, a scaffolding tool. It is designed to help students master standards in a gradual manner.

When I was working in my district’s assessment office on ELA exams, I searched high and low for standard-specific passages and questions after which to model our items. After copious and time-consuming searches, the only Common Core practice I was (and have since been) able to find is general and mixed-standards. Mine is the only one I know of that does individual standard, targeted instruction and practice. It’s low-prep and easy to implement.

I use literature in the public domain from reputable authors (like Kipling, Twain, and Hawthorne – this resource uses poems by Dickinson, R.L. Stevenson, and Poe), so you’re exposing your students to quality literature with targeted standards practice. It takes out all the prep and guesswork!

If you’re looking for a quick, targeted, and easy resource for this standard, come check it out!

My Newest CIM: RL.7.3

For those of you who read regularly, you’ll remember that I’m working on my 7th grade line of Continuous Improvement Model mini-lesson resources. I’m making good progress and I have recently finished and posted the CCSS.ELA.RL.7.3 resource. With this, I’ve also made a bundle with RL.7.1, RL.7.2, and RL.7.3, so you can save over 15% if you are interested in all 3.

What is a CIM? The acronym “CIM” stands for “Continuous Improvement Model.” It is one name for the research-based strategy that follows the “I do,” “we do,” “you do,” teaching model. In this resource, there are 3 lessons. Lesson 1 is a teacher-modeled lesson. Lesson 2 is a collaborative lesson where the teacher leads the class. The students complete lesson 3 independently. This resource is, in and of itself, a scaffolding tool. It is designed to help students master standards in a gradual manner.

This product is a 3-5 day tool for teachers to instruct, assess, and reteach skills and concepts associated with the RL.7.3 standard: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). It also aligns with Florida’s standard: LAFS.7.RL.1.3, because of how Florida adapted their standards. It may also align with your state’s standards if your state doesn’t use CCSS.

The only Common Core practice I’ve been able to find is general and mixed-standards. Mine is the only one I know of that does individual standard, targeted instruction and practice. It’s low-prep and easy to implement. I use literature in the public domain from reputable authors (like Kipling, Twain, and Poe – this resource uses works by Hawthorne and Maupassant), so you’re exposing your students to quality literature with targeted standards practice. It takes out all the prep and guesswork!

If you’re looking for a quick, targeted, and easy resource for this standard, come check it out!

Why I Scale (and Curve) My Grades

I was fortunate enough to work in my district’s assessment office for over two years. I worked with teachers and other district administrators to create all of the district-wide exams for English, their electives, and some CTE (Career and Technical Education) courses. As I work for one of the ten largest districts in the country, this was a major undertaking.

In this position, I was privy to some unique perspective on how the scaling process works not only at a district level, but also for large testing companies like College Board and ACT. It changed my perspective regarding curves and scales for individual assessments and overall course grades as a whole.

This experience came after a more negative experience early in my teaching career, where I wound up losing a position because of, among other issues, my course grades. I find that the teachers I work with face a major obstacle with grades. A large number of students don’t do what they’re expected to do. They don’t do homework. They don’t do class work. They don’t turn in work they actually take the time to do. They don’t study for tests. Or, they study for tests but because they didn’t do the other important work, they fail anyway. If you take a look at many teachers’ raw grade book scores for any individual assignments, there are an alarming number of failing grades.

scales oops

Now, teachers can lament and rend their garments all they like about how lazy students (and/or parents, etc.) are and how, “If (insert name here) would just do what s/he’s supposed to, they would be passing!” But at some point, there is a reality game to play. The reality is that in any given class, there is a spectrum of students. There always has been, and there always will be. Even in honors or AP classes, there is a spectrum. Some of it has to do with student effort, but some of it is related to innate ability/talent/intellect, what-have-you. Let me tell you, I worked my behind off in my college computer programming class (why I had to take it to get certified for middle school math is beyond me, but that is neither here nor there). I did every assignment. I went to every class. I went to office hours. I asked questions. I worked HARD. And I barely – BARELY – made a “C.” There were assignments and assessments I failed. Not because I was lazy, but because my brain just did not work that way. It wasn’t something for which I had a natural affinity. Anyway, the point is that in any class, there is a spectrum of students. And I can’t (nor should I, in my opinion) make ten different ability versions of a quiz or test so that I can accurately assess every single student where they are in that moment. Every student takes the same test. Maybe I have 2 or 3 versions, but it’s of the same test – same level, rigor, etc. And I know – heck, I’ll even use the word “expect” – there to be failures. Because my tests are well-made. I follow a 30/40/30 or 25/50/25 rule for my tests in terms of easy/medium/difficult questions. I need to have enough questions to differentiate my “D” students from my “F” students. I need to have enough questions to differentiate my “B” students from my “A” students. I know student Q over there isn’t going to get an “A.” I know that because he’s on the lower end of my spectrum. But I’m not entirely sure if he’s a “D” or an “F” student, so that’s where my 25-30% of easy questions come in. I know student S is going to ace the easy and medium questions, but I’m not sure if student S is an “A” or a “B” student, so that’s where my 25-30% of hard questions come in.

scales question distribution

The problem is, when you have a class that has a really wide, and heavily skewed spectrum, you end up doing a lot of “D”/”F” differentiation and not a lot of “A”/”B” differentiation. Which makes your test scores look like crap. And if that’s the case for all of your assignments and assessments, then your class averages look like crap.

So instead of grading in a CRT (criterion-referenced test) system, which looks at raw scores as the basis for grades, I went to a more NRT (norm-referenced test) system, which scales – or in some cases curves – scores to assign grades. This is what large districts like my own do, as well as major national testing companies like the College Board and ACT. There’s a reason they convert raw scores to scale scores. There’s a reason their national averages work out to a bell curve. They recognize and base their scoring on the fact that there is a spectrum of students who take their tests.

scales bell curve

Now, I’m not suggesting that we don’t let students fail. I’m not suggesting what some schools or even entire districts mandate (not mine, thankfully…yet), which are things like having minimum grades of 50% or even 55% rather than zero’s in a gradebook. I see the argument behind that, but…frankly, that’s a topic for a different entry. I’m not suggesting that a student who answers 2 questions right out of 25 end up with an A or a B. However, I am saying that scaling scores is a reasonable way to norm assessment, assignment, and entire class grades so that a teacher doesn’t find him/herself at the end of the quarter with 15 F’s and 10 B’s and C’s and no A’s. I’ve been on the receiving end of that discussion with admin and believe me, it wasn’t pretty. Scaling grades isn’t grade inflation, when it’s done appropriately. Here is how a scaling process might work.

Let’s say, for time’s sake, that my class has 10 students. I know, right? Heaven. But again, this is for time’s purpose, not reality. I give a test to a low-performing class and this is my raw score data:

Student Raw % Score Raw letter grade
A 15 F
B 20 F
C 30 F
D 60 D
E 75 C
F 25 F
G 80 B
H 45 F
I 55 F
J 35 F

Something really important to remember in the scaling process is that I do NOT discard my raw data. This class needs a LOT of remediation and further instruction on this topic. I would NOT want to move on to the next concept before doing some serious re-teaching. The average for this assessment is only a 44%. That is TERRIBLE. Something went horribly wrong.

scales terribly wrong

Here is where I have a decision to make. I can choose to curve my scores OR I can choose to scale them. Curving is different from scaling. Curving is adding points to raw scores, which results in a change to the overall average score. This is probably more common than scaling because lots of teachers already do it. “Oh, man, everyone missed question 7. Gee, now that I look at it, I can see that question 7 really was kind of vague. It really wasn’t a great question. I’m going to throw it out.” When you throw out/don’t count a question, you’re simply adding the same number of points to everyone’s raw score. That’s a curve. Or, when you say, “Hey, this average was only a 44% I want the average to be 70%. That means I have to add 26 percentage points to everyone’s score.” Or, you look at the highest score and if it isn’t an A, you add however many points that person needs to move up to an A to everyone’s score. That’s a curve. That’s how we get the expression “blow the curve.” When everyone else does terribly but one person scores an A, it can negate the need for a curve. Using curves is pretty easy and accomplishes something similar to a scale, which is it saves your grade book and students’ overall averages.

Now, if I wanted to scale these scores, what I would do is decide what I wanted my normed curve to look like, do I want a bell curve? Do I want a skewed curve? If so, do I want to skew low or high? I am pretty anal about this and really love the beauty and symmetry of the bell curve, so I usually scale my scores to resemble a bell curve. You can also choose to scale the scores to some other norm. For example, in my district, the semester exam scales were created to match the norm curve of student course grades. If 15% of students earned an A, 20% earned a B, 45% earned a C, 5% of students earned a D, and 15% of students earned an F, then that is what the scale would reflect. Or try to come close to, anyway.

So let’s scale my quiz scores to match a bell curve. Without going into some higher-level statistics, the basic breakdown of the bell curve says the majority of scores fall in the middle (C), some of the scores fall on either side of that – an equal amount – as B’s and D’s, and the smallest amount of scores fall outside of those – again, an equal amount – as A’s and F’s.

With only 10 students, our bell curve might look something like this:

scales bell curve 2

This is what the scale scores look like from the original table:

Student Raw % Score Raw letter grade Scale score
A 15 F F
B 20 F D
C 30 F C
D 60 D B
E 75 C B
F 25 F D
G 80 B A
H 45 F C
I 55 F C
J 35 F C

Their scale score has nothing (or very little) to do with their raw score and everything to do with the normed curve and their performance compared to their peers. This preserves the spectrum of students in the class without inflating grades or hurting teachers’ grade books.

When scaling is used in conjunction with curving, it can be effective in maintaining a “normed” or “balanced” grade book. If teachers discount raw score information, though, or curve blindly just to get to a “nice average” for an assessment, this isn’t best practice. Without looking at the assessments, teachers aren’t able to become aware of flaws or bias in individual items or student weaknesses and areas in need of intervention. Again, I wouldn’t intend to just move on from this assessment. I would intend to reteach and reassess it until those raw “F” students were able to score raw “C’s”. Am I going to move Student A? Maybe from a raw “F” to a raw “D,” but probably not much more than that. Could I get my raw “C” to a raw “B” and/or my raw “B” to a raw “A”? Probably. I would hope so. But, I don’t want the original assessment to kill my grade book or students’ overall averages, so using a scale is helpful and appropriate. Am I going to achieve my goals every time? Nope. That’s not reality. But the point is that would be my intention, and that’s what matters. I could throw the whole assessment out, but what message am I sending to students then? Did it even matter in their eyes if the grade doesn’t count? Students struggle (often, at least in my experience) to see the value in an assignment that doesn’t get a grade, and then you run into motivation issues. But again, another topic for another entry.

Once I started using curves and scales responsibly, my grade book looked great. I don’t have tons of A’s and I don’t have kids who clearly either didn’t understand a concept or were ridiculously lazy getting A’s, both of which would indicate indiscriminate grade inflation. What I do have, however, is evidence for my administrators that I reflect thoroughly on my grading process and the assessments themselves.

Why I Use PowerPoint to Teach Middle School Math

Nowadays, one of the major components of many teacher evaluations – including mine – is student engagement. Especially as a new teacher, I struggled with what felt like a game of “Whack-A-Mole” – getting student A on task only to find student B across the room is flinging paper at the student in the next seat. It was a never-ending cycle that left me exhausted. No matter what I did, I couldn’t figure out a way to get every student on task, doing what I needed them (and what they needed) to be doing.

why teach PPT whackamole

It took me a while to figure out that there were two major reasons why my students weren’t always on task. And no, it wasn’t that my lessons themselves weren’t “engaging,” although, as a new teacher, that actually was part of it, but not the central part. I know this to be true because as I progressed in my teaching career, I learned how to make much more engaging lessons, but unless I employed the tactics I’m about to explain, I wound up with the same problems.

The two reasons my students weren’t always on task were

1) they didn’t know what to do/didn’t have something to do

and

2) they couldn’t do what they were supposed to be doing.

Many of my students were off task because they didn’t know what to or have something to do. I had way too much downtime in my lessons. The students who were mature were able to sit and wait until the next component – which, admittedly, wasn’t long. It wasn’t like I had 5 or 10 minutes of dead time, but any teacher can tell you that even just 10 seconds of space is enough to derail a student who is either immature or not self-directed.

Students goofing off in classroom

Students goofing off in classroom — Image by © Sean De Burca/Corbis

So, what’s a girl to do? I abhorred the idea of busy work – I still do. Whatever I had for my students to do, it had to be authentic and worthwhile. It was a long time ago, so I don’t remember the flash of lightning that hit me for the inspiration, but at some point, I decided to try PowerPoint lessons. I put together all the vocabulary, notes, examples, and practice problems for a concept into a slide show and required my students to take these notes for a grade.

why teach PPT projected slide

Do you know what it’s like to hear the angels of heaven sing?

why teach PPT angels sing

I suppose it sounds like different things to different people, but that day it was the sound of silence. It was my whole class on task. Seriously. Every single student. And I know that most teachers will confirm that novelty and/or gimmicks may solve a problem in the short term, but give it about two weeks and things often go back to the way they were.

why teach PPT wait_for_it

That didn’t happen. I used PowerPoints with the same success regarding engagement and on-task behavior throughout the rest of not that year, but subsequent years. This is because PowerPoints give students clear and consistent expectations of what they are supposed to be doing, and provides enough information on each slide to keep students engaged if they finish one definition or problem before other students.

The other reason my students were off task was because I was expecting them to do things they couldn’t. Many of my students – like so many in our country – were performing below grade level. When I was putting up one problem at a time and asking students to work on it, the ones who couldn’t do it were off task. Once I changed to PowerPoint lessons, though, this problem was eliminated. Instead of one or two problems at a time, I was able to have several – sometimes up to ten different problems on a slide! I was able to have different levels of problems so that everyone was able to do what I wanted them to do. Additionally, the other slides alleviated this problem because everyone can write down information from a slide. This may not seem worthwhile, but I made sure my students knew two important things about this: 1) this was building notetaking skills, where were vital for their future in education, and 2) these notes were graded, so even if they didn’t fully understand the lesson, just by writing down the information on the slides, they could earn a grade that would help them overall.

why teach PPT important

And guess what? This all had an unexpected side effect: because these low-performing students now knew what they had to do/had something to do AND could do it, they actually began to improve their understanding and comprehension.

why teach PPT whaaat

If you’ve never tried using a PowerPoint in your middle school math classroom but you’d like to, I’d encourage you to check out some ready-made lessons that are Common Core-aligned. These are my most popular and best-selling lessons:

Independent vs. Dependent Variables

Ratios and Proportions

Integers and Absolute Value

Open House Tips & Tricks

I would love for open house to be a full day. There’s just never enough time to communicate everything I feel is necessary to everyone who attends. I don’t get to spend enough time with parents/guardians talking about expectations and how my class works. I wish I had more time.

open house need more time

Teachers who have been to this rodeo before do certain things ensure open house is successful. We print supply lists ahead of time. We have people sign in – we might even have them jot down their phone number or email for us. We hand out curriculum/course overviews. We have our rules posted and our rooms decorated. But over the past few weeks I’ve been thinking about how I can get even more out of this year’s open house.

Secondary teachers’ open house night/day is different from elementary. We’ve got multiple classes – so do the kids. So, there’s a lot of roaming around. And a lot of students and families are only there to map out their day; they aren’t attending with the intention of truly engaging in any meaningful discussions with the teacher. They’ve been to this rodeo, too (6th and 9th grades are, I find, the exception to this rule). Still, I found that I was run ragged after open house, even though I had things set up in a reasonably organized fashion.

open house exhausted

As the school year has inched ever closer with each passing day, I find myself wondering, “How can I get even more out of this event? How can I facilitate independence for those families who just come for the map and supply lists so I am free to answer questions from other families?”

One thing I tried last year that worked well and that I will be employing this year is to project a screen onto my board with class supplies for families (along with a printed handout). When employing this strategy, I had a lot of people walk in, read the screen, pick up the handout, sign my information sheet, and then walk out after making eye contact and giving me a smile.

This year, though, I’m determined to digitize my classroom experience even further, though. My PowerPoint slide this year is going to have a chart, and in that chart, will be QR codes and bitly links to the Google sheet into which parents will enter their contact information, the supply list document, the welcome letter document, and the Remind sign up instructions pages (never used Remind? Google it! Maybe I’ll even write a post about it later!). I’m also going to have the Google sheet for contact information up on my student desktop computer for parents who don’t have (or don’t feel comfortable using) a smart phone. Of course, I’ll have paper copies of the supply list, welcome letter, and Remind instructions for those families as well.

open house ppt slide new

I am hoping that this will streamline things even further because 1) I’ll save time and resources not having to print so much, 2) I won’t have to manually transfer each hand-written email and phone number (you know, just because someone is a grown up doesn’t mean handwriting is readable…and of course the information in the school database is often wrong…) but can simply import it from the electronic sheet, and 3) I won’t have to be as involved in the distribution of paperwork (I’m betting most families have a smart phone for at least one of the members!).

Something else I have done with great success is to list important class-level items needed (hand sanitizer, tissues, paper towels, etc.) on sticky notes with my name, classroom, and subject, and allow people to take the sticky notes with them as they exit. I’ve seen teachers simply list (creatively and beautifully) what is needed, and sometimes parents will even write it down, but often times they forget which teacher asked for what and the supplies never make it into the right room. The use of sticky notes helps tremendously with this (I’ve had parents give me direct feedback on this for many years).

open house post it supplies

I have also had several years (before having my child) where my husband has come to open house and set up “shop” in the back of the room giving families the opportunity to purchase supplies cheaply and conveniently rather than have to make another trip to the store after the tax-free days our state gives us. Because elementary schools (and pre-schools) are really good about sending home supply lists before the start of the year, but secondary teachers/schools find this more difficult because each student now has 7 teachers, and there are 1000+ students and all their schedules are different.

If you like these ideas and want an open house freebie, I’ve got something for you to check out!

Have a wonderful open house and a great start to the year!