Using Coding in the Algebra 2 Classroom

Making connections between Algebra and the real world is important. Coding is one way to both show students mathematical thinking, since it needs to be fairly explicit when writing code, and show how what they do daily is actually Algebraic thinking and modeling.

I started using bootstrapworld.org to get my students practice in setting up code for evaluating numeric expressions.  This practice reinforced the use of function notation.  After students were comfortable with numeric expressions, we moved on to using function calls to generate shapes that were either outlined or solid in multiple colors.  The next phase is to have students write contracts (function declarations) for functions that are or will be defined.  While working on these contracts, student will being to understand the format of arguments coming into the function as well as coming out of the function.  We can tie these contracts with the actual functions we use in Algebra.

Once students have this general understanding, they will start using their knowledge of transformations and coding and create code that will move a shape around the screen and change it's characteristics.  This will be the transition to coding from the Algebraic background.  Students will have the opportunity to import an image of their choosing and then create a game that will move the image based on a known function.

The opportunity to make the Algebra come to life, so to speak, will hopefully make students more engaged in their learning and increase their understanding.

Making a Game of It

A traditional Algebra 2 classroom is composed of a Warm Up, Review of the Warm Up, Review of the Homework from the previous night, a Lecture and a possibility of starting homework problems before the end of the class.  The next day is much the same. My goal this year is to empower students.  That is why I am going to start gamifying my classroom with my next Unit.

Students have already chosen their teams of 3 that they will work with through January Mid-Terms.  Students will be expected to work on Missions, Quests and Challenges together.  Each team will work to ensure that each team member is successful in their learning.  Tracking of the teams points will be done in ClassCraft.com.  Students will choose their team names next week.  I have a week and a half to set up the missions in ClassCraft and adjust the Missions, Quests and Challenges in Schoology.

I will need to talk with some gamifiers to find out how to set up the scenario that will drive the Missions, Quests and Challenges.  Somehow I need to learn how to weave a story throughout each Unit, so that the flow of the class is seamless.  Making it easy for students to follow the flow of their assignments, while learning and engaging in the Algebraic concepts.

It is important for me to set the stage for students, so there isn't confusion on what is expected from each student and each team.  I hope that making the math more engaging and allow for learning.

Give them an Authentic Audience

I remember when I would have to write a paper or research project and I didn't truly understand the purpose and audience for whom I was writing.  So every paper probably sounded the same and was written for my teacher to read.  Then I got a job and had to write different types of materials for different groups of people.  It was an adjustment to think about my audience and write accordingly.  If I had learned that earlier in school, it would have been easier.  It wasn't that no one had tried to teach me.  I just didn't get it at the time.  It definitely wasn't for lack of trying on others part.   I remember late nights at the typewriter with my Mom trying to revise a paper that my Mom had taken the time to comment on and I didn't want to listen.  Yes,  I did say typewriter.

I want my student to experience what I did in my first job, now.  Not have to wait until their livelihood is at stake to learn what speaking to an appropriate audience looks and feels like.  I want them to know that citing a reference is important because it is an actual person or group of people that came up with that idea or research and they should get credit for it.  Just as my students want to receive credit for what they do, others want the same respect.

Writing and presenting appropriately to a group is important so that students don't talk over their audiences heads or be seen as condescending to their audience.  If someone has taken the time to listen to my students then they need to be aware of how to engage them and deliver the information at the correctly level and depth.

That is why I am in contact with Tricia Shelton.  Tricia has a class of AP Anatomy and Physiology students that will be commenting on our blog posts with our research about bacteria and viruses.  This will give my students a chance to create research that other students want to view and at a level that would be easy to write for, since they are peers.  It, also, gives them a chance to practice citing their sources and looking at the claims in the Next Generation Science Standards.

I will, also, be working with Adam Taylor.  Adam is very involved in bringing scientists into classrooms.  I am going to use this opportunity to let my students wonder about what scientists do and how they do it.  Then they will get a chance to ask them and gain an understanding of what science really is and how it has changed the world in the last 20 years.

Both Tricia and Adam are trying to get students involved in Social Media for academic use.  They have a twitter chat on Thursday nights for students to connect with scientists.  This will give my students a chance to engage in social media in a positive way and leave a digital footprint that they should be proud to share with colleges.

We, as educators, need to show students the value in things that they take for fun.  Keeping in mind that their voice and the audience they are speaking to can change the tone of whatever environment they are in.  Twitter is usually to communicate daily life, but what if the audience were someone other than friends and family.  Then could it be a tool for learning?  Blog posts usually talk about the daily life of someone who rides their bike and hangs with friends, but what if the audience were shifted to other learners that were interested in the same things you were interested.  We need to show students that it is not the took, whatever it may be, but how you frame it for your audience.

Grading Unit Tests Using a Rubric

In an attempt to give my students useful feedback on their Unit 2 Test, I decided to use a rubric for the main concepts. Given multiple problems to assess 8 concepts, students received scores of 1-4 on each concept and then the ratings were weighted based on their importance to the unit understanding. That way the score added up to the 100 point test of Unit 1.  I can't switch to Standards Based Grading in the middle of the semester so I am doing what I can. Students were given a copy of the rubric with their test along with a contract to retake the test if they wanted. In the contract students made a commitment to create and complete their own study guide. Students could use the rubric to study for the concepts they struggled with and not waste time studying concepts they scored well on the test.

Going forward, I am going to give students the rubric for the test with the review packet. That way they know how they will be graded and not worry so much about where they will lose points. It will give them a focused way to study. Students can use the rubric to drive the conversations we have in our one on one sessions in class or their help sessions during study hall. 

I would like to develop skills for my student's in how to study efficiently and effectively for their tests. Allowing them to know whether they will do well on the test because they understand the expectations. They will also understand where their weaknesses lie and set goals to improve in those areas. Instead of just completing the assignments and hoping for the best.

My goal is to try and help students be as informed about their own learning as possible.

Interactive Notebooks in Algebra 2

I started having my Algbebra 2 students keep an Interactive Notebook for our Unit 3. I know I started a bit late, but I am flipping my classroom and the note packet for Unit 1 had too much extra information. The videos for Unit 1 were too long for my liking. In Unit 2, I started going in a different direction from the traditional textbook. Units are now based in concept development instead of topic development. So, I grouped all solving in one unit. All factoring is in another unit. Transforming parent functions are another unit. In this way, I can show the connections to all forms of functions and not expect the connection to be made by students as we hit each topic (quadratics, polynomials, conics, etc. ). It, also allows me to focus on a concept for all function types and then tie in a previous concept and not have to reteach for a particular function type.  I can say, solve this equation regardless of parent function and have students graph the solutions (x-intercepts) and write The  equation as a function and then graph the related vertex/inflection point and 2 surrounding points based on vertical and horizontal stretch, y-intercept or other facets of the function. 

Since my teaching has gone off textbook and the way it is presented and developed through practice and application is quite different, I needed a way to group the notes so they were accessible and wouldn't be lost in students binders. The Interactive Notebook allows me to be concise and students have a place to go that is ordered and bound together. The concepts are on foldable and colorful sheets which allow students brains to associate a color with a concept and make it easier to visualize the information versus having all notes on white paper with black ink and writing in pencil or pen. That consistency doesn't allow one concept to look different from the others. The table of Contents and Unit sheets allow students to find the concepts in the INB (Interactive Notebook). The color of the page helps students to flip through the notebook and find that particular note sheet by color, as well. 

As we move forward in the year, we will be backfilling concepts in the INB, since we started on page 34 with Unit 3. My hope is that the INB will be helpful for students during their time in algebra 2 and be a valuable resource for them in PreCalc and Calculus, too.   Time will tell.