The Infection Spreads!

Last week an infection got introduced to my classroom. How to what it was, how to catch it, how it spreads - none of that was known. Throughout the week students completed problems to receive clues as to the nature of the infection. 

This past week it was revealed: the infection is a virus which affects the midichlorians. When infected, the virus turns the midichlorians to favor the dark side. By the time this was known, half of the class was on the light side and half was on the dark side. There is also a ‘secret agent’ on the light side: someone that is infected, but that does not show any signs. There is also one student in the class that is immune to the infection. 

Both of those came out randomly based on the cards students drew from a deck last week.

 For the past week students have continued to push their cause's side by earning points to win mini-challenges. Students had probability challenges, number challenges, and other games. Light side students got a chance to retry, while dark side students were ‘tossed’ into the Pit of Sarlak. The most recent one was a kahoot battle. Students signed into kahoot as normal, but labeled their side: 

Sides have been set. 

Many of them wanted to name themselves “Darth”, but I told them there are only two sith lords, and they are currently held by the two teachers in the classroom. I also told them they were welcome to challenge us in a math competition to take the title. None have done so yet. 

During the game, students saw the top 5 but also knew EVERY point mattered so they focused on getting answers right.  They reminded each other that getting answers right is better than answering fast and incorrectly. 

Light side leads, but the force is strong with the dark forces. 

When the game was over I totaled the dark and light sides and averaged their scores. That became their points for “final” kahoot (just like final jeopardy.) The leader from each team (the one with most points) got to decide how many points to risk. Other students could help, ask, and beg, but ultimately that student decided the wager. 

From there, students were told one random person from each team would represent their answer. Collaboration during that question could not have been higher as teammates checked in with each other about both the process and the final answer. 

In the end, the light side won this battle, but the war is not over yet.

How will episode II end?

Explore Like A Pirate: Pandemic Based Game!

Last week a dangerous infection was let loose in math. Nobody knows the source or the cure (well except the teachers, of course), but class has been on edge trying to solve the mystery.

Students walked in on Monday and saw they had a 1 in 5 chance of being infected. They had no idea what this meant, but they were told that by completing problems in class they could start to find clues as to who is infected and how to cure it.

One of my favorites. Why not put it into class?

It was interesting to watch because even though they figured out the theoretical number of students currently infected (four), most chose to work alone because they didn’t want to risk sitting by someone that was infected. This led to a great social studies connection about how fear creates walls.

Students worked on problems related to simple and compound probability and were told that they could draw 2 cards for every 5 problems they got correct (which allowed them to connect ratios from a previous unit.)  If the student draws a heart card, they would get some information about the game.  This allowed students to complete work at their own pace while still being engaged.  Work could be done at home optionally for draws the next morning.  I have never had more students do optional homework than that night.

The right column is very filled with names now.

On Friday I conferenced with students one-on-one while they took a formative assessment. The meeting gave me an opportunity to do many things. I asked them how they felt about the learning targets, how comfortable they were, where they needed to improve. I also informed them whether they were infected or not.  Students that were infected had two choices: They could work for the light side and try to discover a cure to help the class, or they can play the role of antagonist and join the dark side to spread the infection.

Tomorrow they will come into class with a list of actions on the board, some for the light side and some for the dark side.  Actions include trying to cure the disease, spread the disease, mutate the disease to make it stronger, or protect someone from becoming infected.

The Game ends when one of these things occur:

• Everyone is cured (light side wins) 
• 80% of the class is infected (dark side wins) 
• Mr. Taylor or Mrs. Menker says “the game is over”

(that last option allows us to end the game should students lose sight of the objectives or forget rules about physical and emotional safety.)

Students will complete problems (this will be a general review of the term so far) and after each problem they will fill out a google form to choose one action. From there teachers will discern the outcome and let them know the result.

We’re right in the heart of the game and I have no idea how it will turn out. Will students unite to destroy the infection, or will darkness win? I’m excited to see what happens!

The Importance of Routine

Many of you know I’m in the middle of marathon training. Last week I almost missed a speed run. It wasn’t because of injury or family reasons. It was because I couldn’t find my Garmin watch. Instead of following my routine of putting it back on the charging station, I put it… well somewhere else. I searched for that thing for nearly 40 minutes, even enlisting my daughters to help, but no luck.

I still went on my run, using my cell phone and a couple of apps to help time my splits, but knew that this mistake could cost me serious money. Luckily my wife ended up finding it… in the pocket of a sweater that was lying on my bed. Not following my routine ended up costing me time and raised my anxiety.

#MyLife

Routines are important for students as well. Well run classrooms thrive on routine. They build muscle memory, allow students to feel comfortable and confident in the classroom, lower anxiety, and uncertainty, and give teachers the full allotment of classroom learning time.

That isn’t to say teachers can’t be spontaneous, but basic routines as far as what to do when entering the classroom, sharpening pencils, or handing in homework are essential.

Over winter break our school moved into a brand new building. We went from a one-floor, two hallway school to a 64,000 square foot, 2-floor, multi-hallway building. Despite it being January, my teaching partner and I treated Monday and Tuesday as if it were the first day of school – no academics, no tests, all routines and procedures.

My new home away from home

Students came in the first day and we talked about their winter break, what they did, and gave students some time just to be middle school chatter boxes. We went over schedules, took a tour of the building as a class, and gave them a classroom scavenger hunt. They had to sharpen pencils, hand in assignments written on index cards, sign out to use the water fountain, and even staple papers together.

Our classroom also has two standing desks and six wiggle stools which students can use instead of standard chairs. We reviewed procedures and expectations of how to move to standing tables or how to get a wiggle stool. Students then practiced doing this.

These are amazing! I use them in staff meeting now.

By taking time and actively teaching the expectations in the new space we let students reflect on their anxieties in the new building and determine how to best adjust to the new space. On Wednesday students handed in assignments quickly and efficiently, moved furniture around the classroom without disturbing other students, and felt they had ownership of a classroom. By Friday students were fully confident in coming into classrooms and following procedures, leaving plenty of time for education to happen.

Even with a full mooned Friday the 13th.

(yes I know the full moon was the 12th and it was technically waining gibbous the 13th. I also know the century started in 2001 not 2000.  But sometimes pretending is fun.)

My 2017 Word: Risk

Risk is a scary word. It implies injuries. It implies danger. Risk implies failure. I have worked at Camp Mary Orton for a number of years and when I run groups there we always talk about risk. There is risk in everything you do. When groups are doing the ropes course I remind them while the course looks dangerous, they have done the most dangerous thing already that day - they drove to camp. Statistically there are more injuries on the road then there are on ropes courses.

My summer playground :) 

Risk is more though. Risk is about exploring, if not conquering the unknown. Risk is aiming for greatness, but not always succeeding.

There are a number of places I have not taken risks. I have a fiction novel that I wrote a number of years back. One copy sits printed on a shelf while the original sits in a cloud. I have a teaching book that I’ve been writing for years. It’s sitting safely in my mind. The risk of writing it and the steps beyond that are too great for me to comprehend.

Quoting one of your favorite authors after that paragraph? Ironic...

This is only one area of my life I have not taken a risk. I plan on taking risks on a number of fronts this year - physically, emotionally, mentally, and professionally. We are about to take off on this great adventure called 2017. I’m hoping to have a number of stops along the way:

• Risk taking time for myself 
• Risk being selfish 
• Risk talking to authors and publishers 
• Risk running more and further than I ever have before 
• Risk implementing lessons that may not work 

Every great story starts with risk.  One of my favorite quotes is, “If you don’t risk anything, then you risk everything.” In fact it is the quote by my senior picture. My 2017 will be full of risk. I hope to see you along the way!

This pic will end up in my next kahoot :) 

Reflections on 2016, Part II: Running

People kept telling me that I ran a lot this year. Like a lot a lot. Upon reflecting, it is probably an accurate statement. I completed 16 different events this year: Rocks and Roots 10k, Brokeman’s Winter Warm up half marathon, Rocks and Roots 20k, Possum 30k, The ORRRC Xenia ½ marathon, Glass City Toledo Marathon, ORRRC Tie Dye 32 miler, Columbus Zoo 5k, Brokemans Wild Things 4 miler, Not Your Momma’s 50 km, Running with Scissors double marathon, Hot Chocolate 15km, New Albany 4 miler, Run Santa Run 5k, Big Foot 10 miler, and the Yeti Run.

They were all my favorite. Especially Yeti. 

Looking at that list I’m pretty much in awe - It was about 3 years ago that I ran my second half marathon and swore I would never run that distance again. It was just over a year ago I finished my first marathon. I found a picture of my 2014 bibs (EDIT: it was actually my bibs from 2013 AND 2014) on facebook and in the comments section I was ecstatic that it had four 5k bibs, a 10k bib and 2 half marathon bibs. Now I have run a marathon distance or more six different times (four of those times in 2016.)

Not Yo Momma's 50k - the most difficult 50k I've run to date.

Oddly enough I became friends with Erika in 2014. Pure coincidence I’m sure. Sidenote, Erika is running the Pistol Ultra 100 miler on New Years eve/day - so proud of her! You can read about her adventure here.

Still, the year was not ‘perfect.’ I had two did not finish results (DNF) this year: The first was at the January Rocks and Roots which was supposed to be a 20k but due to the fact I could not feel my feet (literally) after the first 10k, I chose to stop. The second was the Scissors double marathon where I “only” ran moved forward 41.1 (66km) of the 52.4 miles. You can read more about that here. 

I still gave myself a present.

However, I also fell in love with pacing this year, leading the 11 minute pace group during the Columbus Hot Chocolate 15k. It was great helping people achieve their goals since so many people had helped me achieve mine over the past year. Case in point, I ended the year with my fastest 5k ever thanks to my great friends Becky and Erika. It would have been an even faster time if I could have kept up with them past mile 2.5.

All in all I have logged over 1360 miles (about 2200 km) of running this year. For some perspective, that is about the distance from Cleveland to Denver. Looking forward, I have a number of activities and events in 2017. So far I have at least three half marathons, one full marathon, and two 50 kilometer runs on my calendar by the first week of June. Yes I said at least.

Here we go again.

A big thank you to all of my friends and family that supported me with encouragement, candy, a sarcastic comment, or all of the above. My wife and two daughters are just brilliant.  They push me, encourage me, cheer me on, and fully support me in all of this.  I truly would not be able to do this without them.

I love all of my running buddies and I'm proud of every mile we logged together! I will need all of your support, encouragement, and more in the coming weeks!

I’m looking to share many more miles and stories with all of you in 2017!

Happy Running :)

Reflections on 2016, Part I: Teaching

Sorry I have been gone - about a month ago I decided to take a break from blogging. There were so many things coming up - our school was moving, holidays were coming up, and then when I was going to get back into it we had a death in my family. Blogging became the item that fell off my plate as I just didn’t feel up to the task.

Since then I’ve done quite a bit of reflecting. I have a two-part blog coming up: one for teaching and one on my running. Today we focus on the teaching!

I had two goals for the first half of my 2016-17 school year: Integrate cross-curricular lessons into as many of my own lessons as I could and gamify my seventh grade math classroom.

I’m really happy how well I’ve done with that first goal. Working with my co-teacher I have managed to put both language arts and social studies into my science lessons. During math we have talked about how math has evolved through time, how Romans used math, and how Rome fell because they didn’t have the number zero in their system. More directly, I tied my rates and ratios unit to maps for scaling and we were able to integrate lots of the social studies standards into the math curriculum.

Riots erupt when plebeians use exact change and see a balance due.

I also got to focus on argumentative writing in math to help language arts. Shelby introduced me to Which One Doesn't Belong at AMLE 2016. This became a focus in my class as it hit MANY of the Standards of Mathematical Practices. Students had to choose an item and write to defend why their answer was correct. From there they had to write counter-arguments as well.

Of course we also went to the math art gallery!

My second goal took on a life of its own. Students fell in love with the gamification process. They were in guilds which competed to help save Mathemagicland. Classes had individual and group awards, followed the leader board, and were rewarded with spells and items which gave advantages to their group. What I really loved is that some students found pretty wicked combinations with the game cards - ones that I didn’t see until they put them into play!

You never know if you are light or dark side until you play a game.

My gamification took a break the same time my blogging did, but the students are excited to return to Mathemagicland in January.

I had a number of other highlights throughout the first half of the school year, but my biggest was going to and presenting at the AMLE 2016 National conference in Austin, Texas. While there I met so many amazing educators. These people are not only passionate about education, but also about middle grades. It was wonderful putting a face and having a meal with people I have interacted with over twitter for the past year or more. I got to watch these people present their knowledge, and many of the ideas I saw I am using in my classrooms now! I’m proud to say that a number of them came to see me present as well (despite the fact I was in the same time slot as educational gurus such as Dru Tomlin, Dave Burgess, and Rick Wormeli.)

Apparently Rick was nervous about me. 

I’m excited to get back to school in January. For those that don’t know, we’re moving into a new building (as in newly built) in January. We have taken a few tours of the building, but have yet to see the space with amenities such as furniture, paint, or in some cases, walls.

I also promise to be back blogging and sharing some of my great and not-so-great ideas in 2017. I hope everyone is having a relaxing and recharging holiday break. Look for my running recap blog on Thursday!

Celebrating My Failure

As most of you know, I've become a pretty avid runner.  About four months ago I signed up for a double marathon (52.4 miles.)    When I first signed up for this event, pretty much everyone asked one question: Why???? (usually with expletives.) I joked about the rabbit hole of running, the peer pressure, or just because I was bored, but the real reason was a bit different. 

As a classroom teacher I ask my students to push themselves in so many ways - they have to do work they don't want to do, set short and long term goals, attempt subjects they don't enjoy and/or are not intrinsically good at learning... basically they are forced to get out of their comfort zone. I decided making them do this without being willing to do it myself was not the message I wanted to send them. I had signed up for marathons and 50 km runs (31 miles) and completed them before. These were definitely NOT in my comfort zone, but since I had successfully completed them I felt I needed to step it up further.  So on June 30th I registered for the Run With Scissors double marathon.

Yes, you get scissors 

I started the day with a 3 am wake up call. Ironically I actually woke up a bit before my alarm -not uncommon considering how excited I was about today. I left my airbnb with a great note from my hosts Kevin and Carolyn hanging on the front door wishing me luck. Arriving at Cuyahoga National Park at about 3:40 am, I got my gear ready, set up my drop bag, and at 4 in the morning I started off on my first of two 26 mile laps. I'll spare you the mile-by-mile play by play -  the first 15 miles were great, but I was definitely feeling the distance by mile 23.  I finished lap one in about six-and-a-half hours.  

At the start/finish aid station I changed my shirt, socks, and got some food.  I wasn't feeling optimal, but I still went off for lap two. Things didn't improve much from there. Physically I felt fine - my nutrition was where it needed to be, nothing was cramping, hydration was solid... but my body was just not responding well. Come mile 30 I was walking way more than I was running. I was having serious discussions with my body: 

"OK, this part is slightly down hill and seems like a beautiful time to run!"

"Nope!"

"But it ..."

"NOPE!"

I did feel better than this guy. 

I arrived at an aid station at mile 36 and had to sit down for nearly 5 minutes. The crew there was AMAZING - they asked me questions, gave me suggestions, provided aid, and really motivated me to keep going.

After leaving that station I had to follow a five mile loop before I returned back to that same aid station. It was during this loop I realized I was not going to finish this run. I needed to average about 18 minute miles during the last half marathon of the run and I was nowhere near that, coming in closer to 22 minutes per mile. My legs just did not want to go anymore. After some really tough reflection I decided I was going to drop when I returned to the aid station. This would give me about 41 total miles.  I slowed down and really started to enjoy the run - taking pictures and admiring the sights and sounds. It took nearly 2 hours for me to get those 5 miles done.

Gorgeous scenery! 

By the time I got back to the aid station it was 3 in the afternoon and I'd been moving for 11 hours. The crew there was once again amazing. They celebrated my success as did I. They took care of me wonderfully and gave me a ride back to the start/finish line. My run was over about 11 miles short of the finish. 

My goal was to get out of my comfort zone and really push to see what my body could do. I learned that my limit for today was about 41 miles. There are dozens and dozens of possible reasons that I topped out there today. Maybe it won't be my limit next time, but that's not for me to decide now.

It is also a great reminder to all of us to celebrate successes even when goals are not reached.  Celebrate the student that gets a 55% on a quiz, a student that gets one out of ten free throws, or just the student that came to school that day.  For them, this might be their own personal success.

We're still not really talking to each other...