TMC14 Speaker Proposals
We are starting our gear up for TMC14, which will be at Jenks High School in Jenks, OK (outside of Tulsa – map is here) from Thursday, July 24 through Sunday, July 27, 2014. We are looking forward to a great event. Part of what makes TMC special is the wonderful presentations we have from math teachers who are facing the same challenges that we all are.
To get an idea of what the community is interested in hearing about and/or learning about we set up a Google Doc (http://bit.ly/TMC14-1). It’s an open GDoc for people to list their interests and someone who might be good to present that topic. If multiple people were interested in a session idea, he/she added a “+1” after it. The doc is still open for editing, so if you have an idea of what you’d like to see someone else present as you’re writing your own proposal, feel free to add it!
This conference is by teachers, for teachers. That means we need you to present. Yes, you! What can you share that you do in your classroom that others can learn from? Presentations can be anything from a strategy you use to how you organize your entire curriculum. Anything someone has ever asked you about is something worth sharing. And that thing that no one has asked about but you wish they would? That’s worth sharing too. Once you’ve decided on a topic, come up with a title and description and submit the form.If you have an idea for something short (between 5 and 15 minutes) to share, plan on doing a My Favorite. Those will be submitted at a later date.
The deadline for submitting your TMC Speaker Proposal is January 20, 2014. This is a firm deadline since we will reserve spots for all presenters before we begin to open registration on February 1, 2014.
Thank you for your interest!
Team TMC – Lisa Henry, Lead Organizer, Shelli Temple, Justin Aion, Mary Bourassa, Tina Cardone, James Cleveland, Cortni Kemlage, Jami Packer, Anthony Rossetti, and Glenn Waddell
Peg had a very busy Friday at NCTM Las Vegas, giving 3 different presentations in 1 day. The first was for newbies to the NCTM conference, the second was the resource presentation I already posted about, and then there was this presentation entitled: Pedagogical Judgment & Instructional Choices for Building Mathematics Classrooms.
I thought this presentation was the best one of the two I attended, mainly because it allowed the audience to get inside of her head and see what she thinks about. Short answer, she thinks about helping kids succeed. A lot.
That also means she is not thinking about BS like micromanaging homework, parents, etc. She thinks about how to support learners, how to know what they know, and how to demonstrate what they know.
This is going to turn into another “link fest” post because she cited some resources that I need to link to as I go. With good reason. She also could have used another 4 or 5 hours instead of the 1 she had. I would love to sit down with her and spend some time one on one just talking and learning from her.
Point 1: Management of Homework.
She started with a simple question, “Why are you assigning the homework?”
Are you assigning it for practice? Why? Are you assigning it as pre-learning? Why? Are you assigning it for some other reason? Why?
Are you THINKING about the homework you assign? Do you care more about the homework then your learners do? If so, you really need to stop and think about what you are doing.
This conversation immediately put me in the “Rethinking Homework” by Cathy Vatterott discussion that has occurred in my school and department. Other people mentioned Alfie Kohn’s “Rethinking Homework” article and discussion. I am embarrassed to admit I had not read that article, but I have rectified that deficiency.
Here are some quotes / statements on homework by Peg that I captured because they really struck home:
Distributed Practice not focused practice & one topic practice. Focused practice does not show the long term results in research. [I would love to see and read the research, I am a research junkie.]
Assigning something the learners have never seen before is a way to get them to persevere.
Instead of reviewing, have the learners write the test questions. You will be surprised at how difficult they make the questions.
Turn homework into a way to take possession of their own learning. 1. Teach someone else how to do it. 2. Exeter type presentations
Teach parents to Ask, Don’t Tell. Teach the parents to ask questions instead of trying to help do the math and tell the learners answers.
Point 2: Putting work on your walls
Are you putting the perfect work on your walls? If so, think about what message that says to the rest of the class who are not there yet. If you only celebrate the perfect work, you are devaluing the work of the F, D and C learners. Their work is not important, so it does not count. Is that really the message you want to send?
Public displays of work should create an “Institutional Memory for the reminders of what happened in class.” That is a very different use of displays of work than most teachers do.
Point 3: Assessment
How do the learners inform what you do in the classroom?
At this point, Peg was running out of time and she listed off some resources that are impactful on this discussion.
Dylan Wiliam and Paul Black wrote an important article entitled, “Inside the Black Box”. (another source is http://weaeducation.typepad.co.uk/files/blackbox-1.pdf). Peg strongly recommends reading the thinking about the impacts of the article. A follow up article that should be read as well I think. “Working Inside the Black Box”
And then Peg slipped in some gems on assessment, grades and feedback that where pure gold. Seriously, pure 24 caret gold. These are things she has done in her classroom to encourage learners to take ownership of their learning.
Give the homework back to a group, with comments only, no grades, and the comments written for the group on a separate page. The learners have to then go through everyone’s homework and correctly matchup the comments to the correct problem on each person’s homework.
On EVERY CHAPTER Test, Peg required (as in not optional) a correction and reflection. The grade was such, that if a perfect test taker failed to turned the reflection (because there was nothing to correct) they ended up with a 89% on the test.
Yes, that is correct. The reflection & correction was worth 10% of the test grade, and not doing it took you down an entire letter grade.
Again, no grades on the actual test handed back, only comments. They can look online for the grade or speak to you one on one if they want to know the score.
These are ideas I will be implementing.
Finally, somewhere along in the conversation, Peg plugged the PCMI, the Park City Math Institute as one of the absolutely best Professional Development she has ever done.
http://pcmi.ias.edu/ I may have to look into it in a serious way. Especially since it is on my end of the country.
Two weeks ago, I attended the NCTM Regional in Las Vegas. I took copious notes, and lots of pictures, and have sat on them since. I am going to do some posting tonight and tomorrow of the notes from the impactful sessions I attended.
First off, Peg Cagle and Diane Briars session on Resources for Teaching CCSS Math was excellent. It was a simple presentation to give, they put up a scavenger hunt of different books and websites the NCTM either has published, or will publish or the NCTM recommends.
Simple, but very full of content. I was trying to simultaneously tweet out the content so I ended up taking a lot of pictures of the posters. Most of the posters had QR codes on them so you could get the link on your phone and see the site.
I will post the best pics and links below the break. This will be a very picture heavy post. You can click in embiggen, but I did scan the QR codes from the smaller versions.