One fourth of the vehicles at Danielle’s Cycle Shop are tricycles. The rest are bicycles. Danielle counted a total of 45 wheels in her shop.

We have considered a number of possibilities, including an option (chosen by the teacher) to show just the scenario for a problem and then have fields in which students can submit their Noticings and Wonderings. That sort of thing would require some significant programming time, so while we are working on putting it in place (I’ll blog about it more before we get too far), we are first going to support the PoW process through some wording changes in the submission process. We’ve come up with some possibilities and wonder if anyone has alternative ideas.

On a problem page, it says, “Compose Answer”, which of course implies you have “an answer”. We’re thinking of changing that to “Submit Ideas”, which seems a bit more welcoming to submissions that might not actually contain an answer yet (or ever).

Once you get to the “submission” page, there are four spots we’re suggesting alternative wording:

**Original:**Credit for this problem will be given to ….**New:**Credit for these ideas will be given to ….

**Original:**Summarize your answer in a sentence or two**New:**Summarize your ideas in a sentence or two.

**Original:**Explain how you solved the problem. Include your math.**New:**Explain your ideas and how you figured them out.

**Original:**If you’ve created an image as part of your solution, you may upload it here.**New:**If you’ve created an image that illustrates some of your ideas, you may upload it here.

What do you think? Would these sorts of changes convey “process” to your students? Do you have any other suggestions?

]]>*[reflect]***read**a blog post inspired by activities/thoughts from that week*[respond]***comment**on one of the blog posts*[inspire reflection and responses]***write**a new blog post

Here are some I’ve found in case it helps to have them in one spot:

August 7: Dandelions

August 7: Starting Anew and Regrets

August 9: Feedback for 140+

August 10: Listening to Yourself

August 23: What is EnCoMPASS?

August 8: Grateful for EnCoMPASS 2014

August 9: More Metaphors for my Teaching Journey

August 6: The choice to blog

August 27: The Professor in Me

August 24: First Two Days of School

August 1: Ignoring The Meaning of “Feedback”

August 8: How does feedback help?

August 6: People Circles

August 5: Exhaustion

August 26: Formative Assessment Responses

Here are blogs that I’ll be watching. I’ll add to the list I’ve assembled above if/when I notice any EnCoMPASS-related posts:

- Peg Cagle: Peg Cagle’s Math Education News & Views You Can Use
- Justin Lanier: I Choose Math
- Chris Robinson: Constructing Math Instruction
- Lisa Bejarano: Crazy Math Teacher Lady
- Ashli Black: Learning to Fold
- Dave Coffey: Delta Scape
- Bridget Dunbar: Reflections in the Plane
- Sadie Estrella: Who’s a Math Nerd? *raising hand*
- Wendy Menard: Her Mathness
- Jami Packer: Undefined
- Megan Schmidt: Number Loving Beagle
- Sebastian Speer: Making Sense of Numbers
- Annie Fetter: Annie at the Math Forum
- Daniel Lewis: Daniel at the Math Forum
- Tracey Perzan: PoWerful Ideas
- Max Ray: The Max Ray Blog
- Casey Sneider: Casey at the Math Forum
- Steve Weimar: Steve at the Math Forum

If you notice any posts to add, feel free to comment and/or email me directly! Thanks. ~Suzanne

]]>Specialist Lee Alejandre, who is 6 feet tall, had leave time from the Army, some of which he spent basking in the sun at Swarthmore College in a couple of different chairs:

dimension |
larger chair |
smaller chair |

width of seat | 57 3/4″ | 21″ |

length of arm | 80″ | 29 1/2″ |

front leg | 26 1/8″ | 9 1/2″ |

**Annie’s “Phone in the Pocket” Idea**

Some time ago I overheard **Annie **suggest to a teacher that she use her SmartPhone to record herself. (Can’t you just hear Annie’s voice as she explains this!) Annie said that you should just turn on voice recording on your phone, stick the phone in your pocket and after about 10 minutes take the phone out of your pocket and turn it off. Casual. No fuss. Then later in the day when you have 10 minutes, listen to the recording and ask yourself

What do you notice? What do you wonder? … and what do you want to try next time?

**Suzanne’s Addendum to Annie’s Great Idea**

During the week, change the time in the class period that you try this. So, for example, start by recording the first 10 minutes of class. The next day, try to record the second 10 minutes and then make it later into the class until you also record the last 10 minutes. Resist taping the entire class because it’s unlikely you’ll sit later and listen to the entire recording. You want it to be manageable so that you can make use of the recording.

I can’t help but point to what **Max** wrote in **Chapter 3** of * Powerful Problem Solving* and, in particular, the section titled

*The first step in creating a classroom in which students actively listen to one another is to convince students that what their classmates are saying is worth listening to.*

On **page 27** Max lists some suggestions for “*making whole-group conversations in math class more like conversations at a dinner party*.” Fun would be to pick a few of those, make your 10 minute recordings and then listen to see how you are doing.

During #ESI14 we were talking about giving written feedback on the Problems of the Week (PoWs) either using the My PoW Work as a Teacher option of the PoWs or the EnCoMPASS software option and both of them can be daunting experiences if you are faced with 140 expectant students. *Why didn’t I get feedback?* *When are you going to look at my work?* *Why did you write to her and not to me?* Those are a few of the questions I can imagine students asking between the time they submit their work and when I promised they would have feedback … and, of course, the worst are the sad faces!

Here are some ideas I have for keeping sane!

**Feedback Buddies**

[During the Institute we talked about **Revision Buddies** (page 175 in Max's book, *Powerful Problem Solving*) and this idea can be built on it.] If you’re doing problem-solving activities in pairs, for any given problem give feedback to Student 1 of the pair. This cuts the amount of feedback in half for any given problem [**70**].

**Group Buddies**

If 70 is too great a number to handle, consider grouping pairs of Feedback Buddies and having groups of 4. Give feedback to Student 1 of the group. This cuts the amount of feedback in quarter for any given problem [**35**].

With either of the ideas for **Feedback Buddies** or **Group Buddies**, you would give feedback to Student 1 for Problem 1 and then Student 2 for Problem 2, etc.

**Random 7**

I’m thinking that if Fawn has 140 students and she has 5 class periods then she as 28 students in each class. I’m also thinking that she might use groups of 4. So, what if she used a Fast Random Number Generator app to come up with 7 students who would be receiving feedback on the PoW. She would give those seven students feedback and that’s how the groups would form to have conversations about her feedback and how they should use it to revise/improve their work. [If she happens to prefer groups of 3, then that would be Random 9 instead!) [**35**]

**Random 3**

This might be a way to start just because it’s VERY manageable for the teacher and it can be used to introduce the idea that you’ll be giving feedback and it might lead to conversations about what the process is and what the expectations are. Once the students have submitted, randomly choose 3 students’ work from any one class. (I wouldn’t pick a low, medium, high submission — I would do it randomly … or … I might not even pick one of my students’ solutions but instead lift a solution from the **Teacher Packet** and use it to generate your feedback!). [**3**] or up to [**15**] if each class is different.

I’d love to hear from you about other ways you might have thought about to handle giving feedback to help all of your students. I’m also curious to know when/if you try any of these ideas, how things went!

]]>A voussoir is a trapezoidal piece of stone often used to build arches.

It’s your ten-year high school reunion and committees have been formed to help plan the celebration. Each committee will meet in person once before the reunion.

**Food:** Rachel, Angie, Aubrey, Dan, Sean, Ryan

**Invitations:** Katie, Gavin, Dan, Jason, Ryan

**Entertainment:** Eric, Kyle, Tosin, Rachel, Julie, Sean

**Lodging:** Jennifer, Amber, Travis, Tosin, Anne

**Decorations:** Robert, Travis, Jason, Gavin, Matt

**Alumni Directory:** April, Zach, Robert, Eric, Matt

Hector says to Larissa, “If you give me $2, we will have an equal amount of money.” Larissa responds, “That’s true, but on the other hand if you give me $2, I will have twice as much money as you.”

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