INBs with CC Algebra 1

Even though I've taught 9th grade algebra many times, this year is my first year teaching Common Core Algebra 1. I've decided I'm ready for some major changes, starting with using Interactive Notebooks (INBs) and seating my classes in groups as their regular seating arrangement.

So far I am loving both of these choices. The kids seem to be loving the INBs.

Pros: 

• Everyone can be successful in my algebra class. (Who can't master cutting and pasting?)
• Students are more organized than ever before. We're integrating adding to the Table of Contents (TOC) into our daily routine. (Will it continue? Will students be able to keep this up all year?)
• The physical demands of the INBs force me to slow down my teaching. Many of my students benefit from a slower pace in class. It also allows me extra time to do extra circulating and helping. 
• The seating arrangement silently implies that collaboration is encouraged. (And it is!)

Cons: 

• Glue stick abuse! Some students feel the need to cover every square inch with glue. I'm afraid I'll run out of glue by the end of October. 
• Perfectionist trap. Some students feel the need to perfectly trim every handout or meticulously decorate and color. At the expense of doing math. 
• The seating arrangement seems to be a distraction for some of my Algebra 2 students. Or maybe they would be talking all the time no matter how the desks were arranged. 

More updates to come soon....

Algebra 2 Mansplaining

Today in Algebra 2 and Trig, I was surprised to witness some mansplaining. A group consisting of 3 girls and 1 boy called me over to settle which student factored a quadratic expression correctly. Of course I wasn't going to say, 'You're right, and you're wrong.' Instead, I asked each person (1 of the girls, and the boy) to explain the work in the hopes that speaking aloud would allow the group to decide who was right and who was wrong.

What followed was a long explanation from the boy in a tone that made it sound like he was sure he was right. In fact, the longer he spoke, the more sure of himself he sounded. When he stopped speaking, the girl said nothing. She made no attempt to present or explain her own work. The group simply seemed ready to accept the boy's solution, though no one looked particularly excited by it or made any comment truly agreeing with it.

Did I mention that the boy was completely wrong, and the girl who shrank back and said nothing was the one who had it right?

I was really hoping that by letting the students speak, I wouldn't have to jump in and save them. Instead, I pointed out that the girls just let the boy speak and went along with his answer without questioning it at all. I reminded the girls that mathematical arguing is an important skill in this class!

It's only the beginning of the school year. But I can see already that I'm going to have to really encourage these girls to not let the boys steamroll them. And I need to encourage ALL of my students to have confidence in their own work!