MfA Summer Think Reflections

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For two and a half days this week, I took part in the Math for America’s Summer Think conference. The experience was unforgettable on many levels.

Last summer, after having returned from Twitter Math Camp (which MfA funded), MfA asked me about possibly helping plan a summer conference with them for this summer. My initial reaction was Heck, yeah, let’s do this! A MfA summer conference! Woohoo! 

Reality set in on October 28. I received an email from MfA about starting the planning process. I had forgotten all about my enthusiastic reply back in July about making the conference a reality.  It was at that moment when I realized that I had no idea how to plan a conference.

I started putting out blasts trying to recruit people to help me plan. With a community of teachers like we have at MfA, it didn’t take long get lots of replies from those looking to get involved. While the average teacher wants to their summer to have nothing to do with school, the community at MfA is not full of average teachers. I knew there would be lots of interest. But 20 teachers can’t plan a conference for 75 teachers. MfA provided tons(!) of guidance, but one of the biggest hurdles was finding a core group of teachers to do the work that comes with the actual planning. Once Courtney, Matt, Carl, Diana, and Sony stood out from the crowd, it was all downhill from there.

After much deliberation, we landed on a theme of Big Ideas In and Out of the Classroom. Then came the call for proposals and ordering swag. We then sifted through proposals. (We received so many!) Next, we finalized the workshops and confirmed with facilitators. We developed a conference website and wiki. The last meaningful order of business was opening registration and watching the seats fill up with eager teachers. More here.

I must say that throughout this process, without the trust and backing of MfA (Leah and Courtney specifically) and the team I mentioned above, the conference would have only been a lofty idea that was brought up last summer after TMC. I would have never learned how to lead in this new, exciting way. I would have never learned so much about so many people. I would have never written these reflections.

For that, I’m deeply grateful.

So although I was a conference organizer, before the conference started I had full intentions of being an in-depth participant. That was always a primary goal. I wanted to be part of the conference just like everyone else, to learn and connect with others. Luckily for me, that’s exactly what happened.

 

Day 1 – Tuesday, July 11


  • The day begins with the planning committee making final preparations before attendees start arriving at 9am. Surprisingly, it’s not as hectic as I thought it would be. That’s all MfA right there.
  • At 9:30 we went with an icebreaker that Matt and I experienced at TMC16. It was tight spacing, but Matt pulled it off marvelously.
  • After Courtney formally welcomed everyone to the conference, I thought I would try having the attendees pass a Token of Appreciation throughout the conference. I kicked the process off by giving it to Leah from MfA for the oodles and oodles of support she gave the planning committee over last several months. Here’s a secret: this was probably the largest group of adults I had ever spoken in front of, no matter how briefly. Being rather introverted, I was deathly nervous.
  • I introduced our first featured speaker, Patrick Honner. Being a personal role model of mine, without hesitation I invited him to speak several months back. His talk centers on how he thinks about big ideas in and out of the classroom and how it has impacted his teaching. He kills it and frames the entire conference beautifully. Notes.
  • My first session is also with Patrick. It’s a follow-up to his opening talk. He provides a more detailed outline for thinking about big ideas, a template of sorts that he himself uses. I can get fairly disorganized when I begin thinking massive shifts in my teaching, so his session was exactly what I needed. Notes and handouts.
  • While randomly speaking to someone during lunch, I learn about Costa Rica’s national uniform policy and how any teacher can discipline any student at any time anywhere in the country. Mind blown.
  • The afternoon was my extended length session, what we called the “Deep Dive” session. It was focused on Design Thinking and how it can be used as an alternative means of assessment. The facilitator is great. After a while, I remember that she gave an MT^2 talk on her work with Design Challenges. After some struggles, I realize at the end of the session the goal for me is to leverage these challenges to open the door to the content I will be teaching – not to teach content outright. If I can keep that in mind, it’ll help me plan. Notes.
  • Before mingling at happy hour in the MfA lounge, I touch base with Marvin and his Designing and Teaching Scaffolds Deep Dive.  I really wanted to attend this one, but couldn’t so I pick his brain for 10 minutes about his approach to scaffolding. (The other session I loved was Winning Hearts and Minds.) Small but big takeaways: 1) scaffolding must be separate from the content and 2) I must always remember to gradually remove the scaffolding. He had a brief video of scaffolding being built (and taken down) around the Capital in Washington D.C. that hit home with me.

 

Day 2 – Wednesday, July 12


  • The day begins with John Ewing, the president of Math for America. He does a bunch of major things around the country around mathematics and education – and we were really fortunate for him to be able to speak to us. His talk about changing the conversation around education in America. He sees three trends in education today: teaching is viewed differently by the public than by teachers (like the double deficit model for teaching), our distrust with institutions (including schools), and our irrational belief in big data (like value added models). I feel awe-struck because in his talk he includes a quote from the post that Courtney and I wrote for MfA’s Teacher Voices. During lunch, he even comes up and personally thanks us for helping organize the conference. Unexpectedly, I think his talk inspired the direction I take my after-school commitment next year. Notes.
  • The first session of the day was the second part of the Deep Dive on Design Challenges. To start,  we move all the tables together for an opening reflection on the work we started yesterday. It helped frame the day and I really liked this. I could tell she was attuned to our struggles yesterday. I shared that I embraced the struggle from yesterday, but because I had nothing tangible yet I feared that I would forget all about Design Challenges after leaving the Summer Think. I also added that Design Challenges remind me of creating flow, a term explored in my current book Flow by Mihaly Csikszentmihalyi. After running through a protocol to explore our ideas further (mine was periodic functions since I was horrible in modeling them last year), we jump into storyboarding our Design Challenge. Mine was based on the tides and water damage to a house, but someone else presented one on tides when to best visit a beach, which I like much more. The jury is still out on the future of Design Challenges in my class, but I am in a much better place than I was yesterday.
  • After lunch, the Problem Solving Partners is up next. It opens with a great icebreaker: put your three favorite numbers on your name tag and share why you chose them with your partner. We learn about some norms for partnerships, similar to the group norms that I’ve always wanted to implement, but never really have. We go through three different protocols for problem solving with pairs of students, which were all very practical. I especially liked the Concept Attainment Protocol. In general, I was intrigued because I don’t think I’ve ever thought about using a protocol with students (they’re just something we use at teacher PDs). There is definitely stuff from this session that I’m using next year. Also, she mentioned a book where she got the problems; I should ask her about it. Handouts and notes.
  • The last formalized session of the day was Paper Folding with Gary Rubinstein. I know of Gary’s work, but I’ve never sat in one of his sessions. I’m glad I did! We used paper folding to solve quadratic equations. This is so fascinating. I definitely plan to use this next year in my mathematics elective, if not in algebra 2. He even has paper folding video tutorials. Handouts.
  • To close the day we took part in an Open Spaces session, which was powerful. The topic of the group I joined was segregation in NYC schools but branched off to talk about racism, bias, and what we can do as teachers to better the situation. The conversation was passionate and deliberate.

 

Day 3 – Thursday, July 13


  • We started the final day of the conference in our Deep Dives. We started with a neat reflection activity where we wrote our gains, strains, and questions on Post Its and went around the table reading them off one at a time. I would read one, then the person next to me would read one, and so on until it got back to when I would read my second one. That continued until we read all of our notes. We transitioned into the final activity, which was to create a trifold board that would share what we learned in our Deep Dive. This lead to a gallery walk with all the other Deep Dives. During the gallery walk, there was a palpable buzz in the MfA lounge. If I’m honest, at the end of this Deep Dive, I’m am uncertain whether I can see myself doing a design challenge in algebra 2. There are just too many unknowns for me right now. That said, things in my classroom rarely go the way I think they will, so I wouldn’t be surprised if I put one together for periodic functions unit.
  • We all reconvened to close out the conference. Megan Roberts, executive director of MfA, spoke and reminded us all why and how MfA does what it does. She joined MfA a couple years ago, but before that, she led at iZone, an NYCDOE outpost. A few years ago, she and I actually attended “iCamp,” a summer camp sponsored by iZone. Coincidently, during the camp, we got paired up for a design challenge and got to know each other pretty well. It was so special to reconnect with her at MfA and at the Summer Think this week. One big takeaway from her talk: the use of “PD” as noun instead of a verb.
  • After Megan’s remarks, I was asked to put a bow on the conference and close it out. I thanked everyone and briefly shared how the conference came to be and had everyone show some love to all of the workshop facilitators. I shared how hopeful I was that everyone found this conference a worthwhile investment of their well-deserved summer. It was the first one ever, so you just never know. I then went off script and decided to give some unexpected shoutouts to selected people who I met and connected with during the conference. I asked the audience clap once for each shoutout. It was a fun, lighthearted way to throw recognition back onto the attendees. They actually went for it – and I was relieved.
  • MfA graciously provides dumplings for lunch. I hang around and several folks came up and thanked me and commented how awesome the conference was. I couldn’t help but be more and more humbled with every conversation. The MfA team gives each member of the planning team a thank you gift. Just another earmark of this first-class organization. Smiles all around. We throw out some days of when we might be able to come in to review the survey results later this summer.
  • I hang around MfA until I’m the last person from the conference still there. After big events that I find exceptionally meaningful (the last day of school also comes to mind), I like to be the last one to leave. It’s cheesy, but it gives me a unique opportunity to reflect on that particular occasion that will never come again. I talk, mingle, and watch everyone head for the elevators. The planning committee says their goodbyes. Afterward, I sit in the back of the lounge, make of list of post-conference To Dos, and take it all in.

 

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Summer 2015: An immersive research experience

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This past week I began a summer-long professional development with NYU Polytechnic School of Engineering called RET (Research Experience for Teachers).

The RET program pairs up STEM teachers and engineers for a six-week collaboration experience during the summer. The engineers at NYU-Poly work hand-in-hand with K-12 teachers (like me) to conduct ongoing research in their discipline. I will write a paper summarizing my research, present my findings, and create a Teach Engineering lesson plan related to my RET experience [UPDATE 3/31/16: My lesson has been published.]. In other words, I will do everything a full-blown researcher would do (minus the lesson plan).

I haven’t finalized my research topic just yet, but I do know that I am partnering with Dr. Nikhil Gupta. He is well-known in the United States for his work with composite materials.

I’ve met Phil Cook, an awesome dude, through the program. Here’s his reflection on his experience thus far.

I’ll get another post up after RET is complete, but here are a few things that I’m most looking forward to:

  1. Can-Do. The director of the program mentioned that he is regularly inspired by what he calls the “can-do” attitude that all engineers embody as part of their ongoing work. I can relate to this. There will be countless setbacks and obstacles that arise, but the objective never changes: understand the problem, focus on solutions, learn. I’m expecting to struggle quite a bit during RET, so I hope to stay motivated and maintain a “can-do” attitude throughout. I remember my UBI experience.
  2. Research. Other than some minimal, unstructured research that was mandated for graduate school, I’ve conducted no formalized research. For this reason, I’m especially intrigued by this opportunity to not only learn about Dr. Gupta’s research, but to experience the process personally. I hear and read about research all the time, but this time I’ll actually be the one conducting it. I find that incredibly empowering. I am fully anticipating the roller coaster that will be investigation, frustration, and discovery.
  3. Impact. RET is actually intimidating and even scary on a certain level. The workload will be serious. The hours long. But I feel like this is what professional development should be. It should push me out of my comfort zone. How else will I improve? The breadth and depth of this immersive experience promises to provide high levels of enrichment, of which I’ve never experienced before. It will be interesting to see how all this work manifests itself in my career and what I do with my students.

With all that said, there is a bigger picture.

Before I was accepted into RET, I have taken more and more interest in research. I realized this because I have so many questions. Those questions cause me to want answers, even if they’re partial or incomplete. Research is a structured, unbiased way to do that. Anyways, I have a lofty goal to be part of a team of teachers and/or educational team that researches teaching, learning, and/or schools. It’s just a dream at this point and I have the slightest idea of how I would make it happen. I’m sure I’ll pick up some cues from this experience with NYU. Maybe I can use MfA as an outlet for this? Maybe I can find a some sort of RET related to education?

To be continued…

 

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My Year in Review & 2015 Resolutions

 

Colored pencils

2014 was an awesome year for my growth as a teacher. Here’s an abbreviated recap of my past year.

Experiences

This spring, I had the opportunity to chaperon a school trip to Europe. Myself, two colleagues, and six young people ventured to London, Paris and Rome over spring break. For the students, it was a once-in-a-lifetime experience and it was truly an honor to help it become a reality.

This was my first year NOT teaching summer school. Before the summer, I wanted it be an incubation period for my own personal growth. I wanted time off to relax and recharge, of course, but I also wanted time to reflect and become a better teacher for my students. It didn’t disappoint. I will never forget the summer of 2014.

Education

In August, I took a two-week class at United Bicycle Institute on bicycle mechanics. I’ve been enthused about bicycles for a long, long time and this was a chance to follow my passion and earn a technical certification. I expected to learn a good deal about bicycles, but I what I didn’t expect was for it to change my perspective on teaching. Forever.

Professional Development

Building on my goal of becoming a better teacher this summer, I attended Twitter Math Camp in July for the first time. This was by far one of the best professional development experiences I’ve ever had. The teachers were incredible. Their work and passion were both humbling and inspiring. After TMC, I started lazyocho.com, which has transformed how I view reflection and collaboration. I used to think I would never have time to write about my teaching. I’ve learned that not only do I have the time, but also that writing and reflecting is just as necessary to my teaching as writing lessons plans.

This was also year 2 of my Math for America Master Teacher fellowship. My focus this year was on 3-act math activities, robotics, and arduinos. Shaun Errichiello spearheaded the 3-act team, I helped lead the robotics group with Rick Lee, and Mike Zitolo introduced me and many others to the vast world of arduinos. Math for America was absolutely critical in my growth this year. I made it a point to give back to the MfA community by leading workshops and speaking at Information Sessions. I also attended the MT^2 event again, which was both enlightening and motivating.

Following up on the bicycle mechanics certification I got this summer, I brought this knowledge back to my students by starting a bicycle club at my school. In preparation, in the fall I attended a six-week teacher-mechanic course provided by Karen Overton and Recycle-a-Bicycle. I then began teaching my students mechanics and will be doing some after-school groups rides in 2015.

I joined the 2014-15 professional development committee at my school. Myself and five other teachers plan weekly professional development sessions for our colleagues. I felt responsible to give back to our learning community and help harness the strengths of our teachers. The work is promising and I thoroughly enjoy it.

2015 Resolutions

I have a couple resolutions for my teaching in 2015. One is to implement standard-based grading in my classroom. I want to shift the mindset of my students away from grades. Our focus in the classroom should be on learning and mastering content, not rewards or labels that mask what you truly know (or don’t know).

Thanks to my discussions with Mike Zitolo, who also shares this resolution, I want to make an extra effort to visit other teacher’s classrooms in 2015, both in my school and out. Watching and listening are incredibly underrated skills. Hopefully this resolution not only strengthens my ability to teach math, but also furthers my connections with teachers from other disciplines.

Here’s to 2014. I’ve probably never grown more than I have this year. But this was by no means a journey of one. There are so many people and organizations that helped me in varying ways. Thanks to everyone I collaborated with and all who provided me opportunities to grow in 2014.

I hope 2015 holds even more growth.

 

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