4. Art matters: Looking at mathematics through personalized projects

Art matters: Looking at mathematics through personalized projects

This we believe (NMSA, 2010).

* Educators use multiple learning and teaching approaches. Multiple Learning Approaches

My professional development plan includes integrating mathematics into the classroom using projects that are associated with academic content. This week my students have been taking finals for the third nine weeks. In the math class, every topic is tested on a different page. I coded the number of students who scored higher than 70 on each test and calculated the percent within each class for each of the topics. In addition, I found the overall average of the averages. Data are shared in the table below.

8^th grade topics n = 95

	Volume	Scatter Plots	Scale Factor	Composite Drawings	Transformations
Standard	77.3	86	82	78.2	82.3
Inclusion	58.2	69.6	62.1	63.6	77.5
Math I	84.1	92.6	87.1	81.7	N/A
Standard	75.7	79.1	55.8	70	86.4
Mean for All Classes	73.8	81.8	71.8	73.4	82.1

While we did projects associated with each of the topics listed, scatterplot and transformation projects had the highest personal connection and the highest amount of choice.

For volume, we examined how the volume of a cone and the volume of a cylinder with the same size base were related. This project involved water cups in the shape of cones, paper cylinders, and popcorn. In groups of three, students estimated how much popcorn cones could fill a cylinder. This activity also reinforces that relationship between the circumference of the base and the surface area of the cylinder. It allowed students to work collaboratively and I found them working quite well on the project.

For scatter plots, my students selected ten favorite foods they believed were healthy and ten favorite foods they believed were unhealthy. They researched the number of calories and grams of salt in each, created a spreadsheet using Google Sheets, sorted the data, created a graph of the data, then moved the data to Google Drawing to insert an estimated line of best fit. They saved the Google Drawing as a jpeg and inserted the image into a Google Doc. Finally, they reflected on their findings. This was an individual project.

For scale factor, students watched a great cartoon called “ScaleElla” from MathSnacks.com and completed interactive worksheets associated with the film. Based on the projects associated with these topics, scale factor involved the least amount of engagement. While it was entertaining, I was surprised the students did not retain more information.

Using Google Drawing, students created their own composite drawing and calculated the area. They also used graph paper to illustrate “nets” of the various polyhedrons. A guest speaker provided them with the training of how to use the Google Drawing tool.

For transformations, students had the choice to either create a dance that illustrated their knowledge of reflections, rotations, and translations or they created visual art of each of the transformations using colored pencils and markers. If they created a dance, they were able to work in small groups. The art products were all individual.

In algebra, we launched cannons (pom poms from straws) to illustrate quadratic equations and M&M rolls to illustrate exponential decay as a pre-activity to teaching them details about these types of functions. Illustrating quadratic equations was conducted in groups of four. The M&M activity was conducted in pairs. In both activities, students had to analyze their findings. Both were used to introduce students to quadratic and exponential functions. After the activity, one of my students said, “I really like that we actually do things other than just taking notes and practicing problems in math.” I tell you, art and engagement are wonderful tools for learning.

Advice

1.     I have had students create projects at home and on their own. What I find is that there are quite a few students who are not encouraged to complete work at home. For this reason, I include class time to work on parts of the projects so they can receive a passing grade for this part of the class.

2.     Student interaction and participation are tools that allow students to create information. The project does not have to be as detailed as the scatterplot experience, but it is important that the project relates to standards and their interests. I find that students love working in groups, but they do not always produce good work in that setting. (:

3.     Only one of the projects required students to use technology, but these skills will also help them when they get into high school. I have a teammate who allows them to compose writing using Google Docs and am thinking I will have my students create projects together.

4.     Be sure and monitor how students perform on assessments related to interventions. Even if you give a “unit test,” you can separate out how many students successfully completed that portion of the teaching.

5.     It is also possible to use projects to assess students’ 21st-century skills. Collaboration, technology integration, problem solving can all be assessed easily through projects.

8. A time to celebrate

8. A time to celebrate

This we believe (NMSA, 2010).

* Leaders demonstrate courage and collaboration. Courageous & Collaborative Leaders

Teacher of the Year (TOY) is an opportunity for teachers to recognize the good work of their colleagues. The TOY is voted on by the entire staff and the teacher represents the school throughout the following year at quarterly district meetings. This week we, the faculty, selected a member who is on our team. He teaches social studies next to me. His students engage in primary source documents and compare and contrast different accounts of events. They analyze and synthesize information. They create cartoons, and projects, and illustrations of content. He lectures, they take notes, they view films, and have discussions. Children are actively engaged in multi-media/multi-modal experiences throughout the week in his classroom. He is also a wrestling coach at the high school in the fall and coaches track at the middle school in the spring.

We have had many conversations about teaching and about students throughout the year. His desire is to give his students a big picture of what history is. He is a story- teller and engages his students in lectures and provides them with multiple views of events in history so students can see and question their own views of events. His students are engaged in collaborative projects and work on comprehension strategies to develop their vocabulary and knowledge. He is passionate about his subject and committed to these students. Students open up to him and he is able to encourage and inspire them.

On Friday, eighth grade teachers had a breakfast celebration in honor of him. We have common planning. It was the first time we had “played” together as an eighth grade team of teachers. He was humbled by the experience. It was a wonderful way to take a moment to value our colleague. All of the teachers have been together for at least eight years and their camaraderie was delightful to witness.

Advice

1)   When your colleagues are recognized or honored, find a way to use it as a way to celebrate!

2)   When you get to a school, find the Teacher of the Year. Ask them for advice and ask them to share with you what they value as a teacher.

3)   Find a way to advocate for those around you and find someone who will advocate for you.

16. For a moment, the cocoon was shredded!

16. For a moment, the cocoon was shredded.

This we believe (NMSA, 2010).

*The school includes community and business partners. Community & Business

Our Parent Teacher Association (PTA) is led by a team of dedicated parents. In our first year of having a PTA as a middle school, parents planned and carried out two events: One for the entire community (see Haunted Hallways) and one just for students. Last night was just for students. It was called “The Spring Fling.”

Our cafeteria was transformed into an island café. Cost: $10.00 and included dinner. Time: 5:00 – 8:00. A king and queen, prince and princess, and duke and duchess were crowned for each grade level. Tablecloths were draped, table decorations as centerpieces, paper lanterns hung from the ceiling, paper flowers on a make-shift picket fence, a waterfall made of fabric, and little white lights gave us the feeling we were in a garden of peace and tranquility. All decorations were donated by members of the community! Teachers were asked to sign up as ticket takers, chaperones, dinner servers, and concession sellers.

I volunteered to work the concession stand.  Sodas, or pop, and candy sold for a dollar. My line, “What can I get for you?” And, “You look amazing!” I almost wept when four of my boys, looking more like models for a magazine, came to the concession to buy Pepsi, Mountain Dew, Sierra Mist, and a Dr. Pepper.  (When did they grow taller than me?) Another boy came up and bought sodas for his friends, and I watched as a student asked his date what she would like and then ordered it for her.

Earlier in the day, one of my students told me his mom made him attend. I took his picture with three of my amazing girls. I asked if he was glad he came to the dance? He assured me he was. I said, “Your mom was right!” He smiled. (Sometimes we need to remind our students that their mom’s are right.)

I heard a student joyfully share, “You are wearing a dress!!” They were all beautiful; boys and girls alike, they were beautiful and happy. Formal dress was not required or encouraged, but dressing up was fun to see. I was talking to one of my girls who shared, “My aunt fixed my hair.” (I truly believe her aunt will always be remembered for the time she took to fix her niece’s hair.) For just a minute they were totally grown up. They ate, they danced, they enjoyed one another’s company. (I did tell one boy who was sitting texting, to put his phone away and go socialize.)

And if, for a moment… maybe when they were in sixth grade, or in eighth, we thought they would never grow up, right before our eyes, there they were, grown up. It was as if the cocoon of childhood was lifted… just for a moment.

At the end of the evening, 300 children, like a wave of butterflies, passed through the halls, chatting, twirling, floating, to where car riders are picked up, to wait for mom, dad, aunt, neighbor, grandma, or grandpa to Take them home. It took over an hour to dismiss the children. Our administrators, staff, and coaches moved parents along a line that wove from the street, to the bus loading zone, around the office, and to where their tired, but happy children stood. Fortunately, it was a mild evening and the atmosphere remained peaceful. In the cafeteria/café, parents and their children and friends helped the custodians sweep, take down decorations, and return the room to rows of tables for Monday.

I must say, that watching the last child step gingerly into her family’s “chariot,” when all children were safely returned to their families, we returned to the cafeteria with warm hearts of love and appreciation for our PTA. It would not have happened without their courage and spirit! That our PTA took the time to put this event together speaks to their commitment to helping us grow tomorrow’s leaders. Our administration, faculty and staff members contributed time, food, and manpower, to this event, illustrating the value and importance of working together to meet the needs of our children.

Advice

1)   The PTA is designed to support the social and emotional needs of young adolescents. The more we support our parent organizations and advocate for them, the better.

2)   When you are asked to help, help! There are many ways to support the efforts of your PTA.

3)   Let the PTA team know they are appreciated!

4)   Events outside of school give us much insight into our students’ lives. Sporting events, band events, music events, Science Olympiad, etc.  give credence to “being there.” The more we know about our students, the more they know we support them. And the stronger the relationship, the better the academic experience!

5)   Hooray for parents and community!!!

11. We felt like rock stars!

8. Presenting together is awesome

This we believe (NMSA, 2010).

Leaders demonstrate courage and collaboration. Courageous & Collaborative Leaders

In the fall, my colleagues and I decided to submit proposals to the North Carolina Association of Middle Level Education. We are in a middle school that is in their second year as a middle school. We are part of a school system that learned how to use Paideia Seminars. It is our first year as a one-to-one school. And while some teachers may not think their experiences are enough to share, we are here to say, 'Get out there and share your ideas!'

We gave two types of presentations, and both were well received. The first was a demonstration presentation on Paideia Seminar. We talked about it, then ran one. We interjected ideas throughout the session. All components were shared. We were pleased. At dinner, a teacher came up to us and said, 'Your session was so helpful. Thank you for sharing it with us!'

Our second session referenced our experience as first year one-to-one teachers. We prefaced the session by saying, 'We are not experts. We welcome your insight, and we are sharing what has worked for us.' We broke the session into parts: what works, what our challenges are, and what resources we have had success with. We were open and honest that we don't have all the answers but we are working together to figure it out. At the end of the session, we were pleased. A teacher came up to us and said, 'I wanted to jump for joy! Thank you for sharing this.'

I must say we felt like rock stars! Okay, maybe not rock stars, but we realized how valuable teachers sharing with teachers is. We want to encourage others to share their ideas. Part of our experience is that we are now closer as colleagues. We are not afraid to try something and we believe we can support one another in the future! (Look for us! 😊)
Advice

1. Choose something you do well and are interested in.
2. When creating a presentation, keep in mind that teachers and administrators want something they can use tomorrow.
3. Throughout your presentation or before the presentation allow people to share their experiences or what they are doing.
4. Once you present a topic, consider presenting it again the following year, or at a different conference (We are thinking we will present at the North Carolina Council of Teachers of Mathematics.)
5. Include teachers' views. Include evidence of student work.

10. I love my team

10. I love my team. Teaming is at the heart of middle schools.

This we believe (NMSA, 2010).

* Organizational structures foster purposeful learning and meaningful relationships. Organizational Structures

“I love my team.”

“I appreciate you all.”

“Thank you for supporting our kids in this past event.”

“Thank you for helping.”

I have heard these statements and seen them in emails throughout the year. I have said them on many occasions. (I said it today.) The faculty on my team and within the school support one another and reach out to help one another. I was talking to a colleague who shared how supportive her team mates are to her and to one another. They have established a community of support for their children. Within the last few weeks they surprised their students and had a celebration to “knight” those who were making great gains in behavior and academics. Those children who were “knighted” now have a shield on their locker with their name.

I am so appreciative of our support personnel and find much joy in conversing with those who have dedicated their lives to this community. When I email one of my colleagues for help and thank him for information, or insight, or assistance, he responds, ‘That’s what we do.’ The team is often looked at as those teachers who serve a common group of students. But I see "team" in that view and also in the view of the support personnel, our exploratory teachers, our Parent Teacher Association, and our administrators in our building. We operate in a community of care. It is one of the magical components of middle schools.

Paul George (2008) reviewed middle schools in Florida. He shared what structures exist in exemplary middle schools including: teaming, advisor-advisee, intramurals, curriculum

enrichment, exploratories, and heterogeneous. When he surveyed middle school principals he found that these structures are “disappearing” in middle schools. The American Educational Research Association Middle Level Specialty Interest Group has conducted several studies and proposes that teaming and common planning time are two of the most important structures within middle schools. Of all the structures associated with exemplary middle schools I believe the team is the most important. And of all the structures, this is one of the things we do best at our school.

As teams we have common planning, a structure in place for advisory, and our team has implemented “clubs” once a week to allow our students to explore curriculum differently, and to compliment our exploratories that exist for our students. Our school is in support of and is nurturing us to learn how to engage our students in more project-based learning, and most of our students are already heterogeneously grouped. What I love most about our school is that we value one another, look out for one another, and advocate for our students together.

Advice: Teaming: What Effective Middle School Teachers Do

Whenever I work with middle school teachers I ask the same question: “What makes an effective team?” The following data are based on feedback from middle school teachers and based on interviews with teams that principals have recommended as exemplary. Five characteristics are shared.

The most basic characteristic that appears to permeate effective teams is the notion of consistency. Teachers share that consistency relates to organization and a focus on common goals. Questions to consider: As a team, or as a school, do your teachers have common expectations for students? Do teams of teachers talk about daily structures, how work is collected, how children move from class to class? Do your teams have common planning time and how do they use it? What student behavior is expected across the school? Teachers share that the more consistent teachers are, the more likely students are able to follow rules and expectations. Exploratory teachers who serve children across teams share that consistencies with regard to rules and expectations provide them with much support in managing student behavior.

The next area teachers consistently reflect on is the notion of chemistry. When interviewing teams of teachers they often share that they compliment one another's strengths and enjoy one another's company. Teachers describe chemistry as: having compassion, humor, open to differences; they perceive themselves as nurturers, are enthusiastic, amiable, and positive.

Communication is a third characteristic of exemplary teams. Teachers believe that being able to share ideas and listen to one another is extremely important. Teachers share that communicating with children, with administrators, and parents defines effective teams. Teachers talk about their students all the time; they meet with parents as a team or at the least check in with other team mates prior to calling home. About a month ago, the administrative assistant shared that she witnessed one of our students being kind to another student. When we heard, we brought him out in the hall and said the administrative assistant shared with us his kindness and how much it meant to her to hear him supporting a fellow student. (He beamed.) We did too.

Fourth, teachers share that the commitment of team members appears to have a large impact on team success. By commitment, teachers describe team members knowledge of and ability to implement: a middle school philosophy, a strong work ethic, respect for one another, support for one another, a focus on teachers’ strengths; being open-minded, honest, professional; and a commitment to sharing ideas about programs and events that address knowledge of middle school children.

Finally, the most common characteristic teachers share is collaboration. The notion of working as a team to create experiences for children starts with a commitment to working together. Teachers who share ideas and who collaborate with one another ‘for the good of children’ make a difference.

I believe that teaming is at the heart of middle schools. It has been so much fun to work with a dynamic, supportive group of teachers.

3. Today was all about differentiation and student engagement!

3. Today was all about differentiation and student engagement.

This we believe (NMSA, 2010).

·      Curriculum is challenging, exploratory, integrative, and relevant. Challenging Curriculum

We often hear that differentiation is difficult. Last summer I participated in one of AMLE Leadership conferences where we were reminded that differentiation has as much to do with multiple ways of presenting information as individualization. I believe that differentiation can happen when students have choices about how they illustrate their knowledge. This past week brought a spotlight on various experiences our students are participating in.

I was down at the seventh grade yesterday. Children, in groups of four, were hovering over a Chromebook, a data sheet, and a meter stick is taped to the floor. The activity was an interactive, application to work they had been conducting in science. Prior to students moving into the halls, they were crowded into a room listening to directions and their tasks. Students took turns setting up a “Fan Car” that rolled next to a meter stick and watched to see if their estimation of how long it would take was accurate. They recorded events and brought their data back to class. This evening I was talking to one of the science teachers and shared how engaged the students appeared. She said, “Oh yes, they were actually arguing over data and strategies. They were also asking us questions we had not anticipated. It was excellent!” She and I agreed that moments like this are when teaching is so much fun…. when kids take the concepts and ideas “to the next level.”

I had students outside in the hallway, on six Cartesian planes. Each student chose an ordered pair, stood on that point and together they practiced transformation based on group directions. They had to follow directions and discuss how the moves influenced their ordered pair. We had first used a two-by-two floor tile to individually translate left, right, up, and down. In addition, we viewed a short clip about reflections and rotations. Out in the hallway students were able to explore how ordered pairs are affected by translations and reflections. They put their fists into the middle of the plane, over the origin, and rotated 90, 180, 270, and 360 degrees observing their location. Students then came back in and worked on a drawing of reflections and rotations. Their next task is to practice more transformations by putting together a four-measure, eight count, line dance as an individual or as a team.

In another hallway, eighth and seventh graders were putting final touches on a Holocaust Museum the students and teacher created based on readings and research about literature, stories, and images of this time period. Students have been reading literature, watching movies, conducting research, reading primary source documents, and telling the stories of survivors of the Holocaust. Students who will be acting as docents, were studying the different sections and practicing their lines. The local newspaper has come out, students have been invited to the local high school, and next week the daughter of a survivor is coming as a guest to the class. Today the students asked their teacher, “What are we going to do next?”

            In the sixth grade hallway, I visited an inclusion math class. The regular classroom teacher had just reviewed substitution of variables and reminding students how to use the calculators. Students were practicing substituting numbers for variables by playing a game that was loosely based on the card game “war.” The Exceptional Children teacher was directing the game while the regular education teacher was monitoring and assisting the children during the activity. Earlier in the week students had been combining like terms and substituting numbers into expressions. The teacher shared how much fun it is to work with the inclusion teacher. They share ideas and strategies for meeting the needs of the children. I asked the kids if they were having fun. They smiled and nodded.

            I was captivated by the energy, the desire to participate and compete, the joy with which our students, our children were engaging in critical and creative thinking. I am so impressed with the collaborative spirit of our colleagues and the work they are doing to embrace learning at a deep level of thinking and creativity. In each of these scenarios, background knowledge preceded engagement. The activities ranged from a fifteen minute introduction to transformation, a thirty minute game, a two-day interactive lesson with wind-up toys, and a two week development of a Holocaust culminating project. In each of these settings, multiple ways to represent concepts and knowledge was used to allow students to participate in learning at a deeper level. Today was all about differentiation and student engagement.

Advice

1)   Differentiation has many definitions. One way to think about it is to consider presenting information in multiple formats: giving students opportunities to process information, and ultimately allowing them to use the information to develop their own illustrations of knowledge.

2)   Whenever you can, consider how you can work with either a colleague within your own content area or a colleague across content. Collaboration is one of the highlights of teaching. When you and a colleague spend time planning, implementing, and assessing instruction and learning, outcomes can be extremely powerful.

3)   Students love to “do.” If all they do is take notes and drill and practice, they may not gain a passion for your subject.

4)   Our school administrator has been encouraging us to do more projects. This week was an excellent representation of where she is wanting us to go.