Student Tips for Simplifying, Multiplying, or Dividing Radicals

To wrap up the lesson today, I had my students try to process their learning with an exit slip giving two tips for simplifying, multiplying, or dividing radicals.

Some of them referred to some notes we had written yesterday, some referred to something I'd said in the last couple days, and some used a kernel they'd picked up during class today that helped it click for them. We had a successful day, I think.

The "or dividing" is awkwardly  tacked onto the end of that heading because after I wrote "2 tips for multiplying or simplifying radicals," someone piped up, "Can we do dividing, too?" You win, students - its your class. :)

#FLIPCLASS Tip: Organize Your Videos by Standardizing Links

I've written previously about organizing your videos per unit or chapter in a playlist, and of course, you can send out your videos via Remind, post them on Edmodo, have kids subscribe to your Youtube channel, or host them on your own website, but here's one more idea (that I think is more user-friendly if you're keeping accountability via kids notebooks instead of online).

Use a link shortening app or website like Bitly, customize the shortened links to your name and objectives, and follow the same pattern for all of your videos. Aligning your links' names to objectives or standards already listed in your syllabus will help students and parents match up which video goes with what needs more work or is to be made up.

Here's what I mean - I have a shared syllabus with 3 other teachers in my department for our Algebra 1b course.

Rather than simply posting my videos to Youtube and then sharing out a long, randomized link, or even YouTube's shortened version, I take each url and shorten to bitly.com/baker_starks_**, where the end of the link is a number that corresponds to the standards listed in that image above. So, if you go to bitly.com/baker_starks_5, you get my video on the Distributive Property.

But if you're posting the link on Edmodo and Remind, what does it matter that you've shortened it?

Good question, reader. Do you students ever tell you they "lost the text from Remind" or "couldn't login to Edmodo?" Following a standardized name for your links gives you another defense and the student another chance to get their notes done because if they remember the suffix you always include, they can make some guesses as to the ending.

Why not just name the videos as the standards are worded on your syllabus?

Bitly links must be unique, so only one person in the world can "own" the link to something like bitly.com/orderofoperations. You might be able to sneak in some, but I'd bet at some point you're going to run into a naming issue and have to deviate slightly from the way it was written on your syllabus. Then you've made it HARDER to find that video, instead of easier.

Have You Heard of "Twice Exceptional" Students?

I read this account (via Quartz) of a NYC public school student who is exceptionally gifted intellectually, but (in part because of his intellect), was really struggling with attention on class, interacting with and understanding his peers emotionally, and otherwise doing "school" activities. Ordinarily, these behaviors would sound alarm as a child probably in need of an IEP and special accommodations, but because of his strengths elsewhere, the necessity for services and supports are either masked or compensated for by the student, or ignored by his teachers.

This boy's experience was a representative anecdote for what educational psychologists are calling "twice exceptional" children - children who may be traditionally "gifted" in one area, but in desparate need for interventions and supports in areas of the school environment. (Special Ed Manual from Idaho Dept of Education) This boy's story went on to recount bullying the boy ended up enduring even in a "gifted" classroom and a general dislike and failure of school. He had taught himself to read before he was 4, but was regressing in a classroom setting he struggled to adapt to and cope with.

Do you have any students like this?

Have you ever assumed that a bright student must also work well and lead in a group setting? If you've seen the Steve Jobs biopic or are familiar with his story, you've experienced this fallacy)

Have you ever been surprised that a student on your IEP list in a co-taught special ed classroom might be need the most support emotionally or behaviorally, but ALSO be the most gifted intellectually? (That IEP stigma can stick hard, can't it?)

Do you ever find yourself giving "gifted" students a free pass on other aspects of learning and growth? 

Thinking through my own experience working with these students (and maybe even reflecting on myself as a student), let me share with you some tips for supporting the needs of "twice exceptional" students and engaging them in your classroom.

1. Don't assume that your "smart" or "honors" students must also have the best behavior.

Honors students may need your PBIS measures and expectations reminders, too.

If you're struggling with a student's behavior, you may be particularly frustrated that he or she isn't being a "leader" for the others. Thy may really WANT to be "good," but be unable to for some reason (and this probably frustrates the student, too.)

2. Focus on educating the WHOLE student. 

Kids that are exceptionally gifted in one subject math give up or accept that others are (and will always be) weaknesses. As the student stresses one and ignores the other, the divide between strength and weakness will only widen. Find nuggets a student can mine and go further. If you really believe that your students should be life-long learners, then no matter how bright your student may be he or she STILL has things to learn - things to learn from YOU.

3. Have a conference with parents early I'm about ways they would like to see their child receive extra support or be challenged to improve. 

Whether or not they can EXPRESS it in edu-speak, they have goals for their child's interventions. One of the most shocked/delighted reactions I can remember at parent-teacher conferences was when I told the parents of a student with a 36 on the math portions of the ACT that I was really wanting to work on his writing and communication of all the math he could perform operationally. 

4. Let the genius/crazy happen as it wants to.

Resist the urge to fit your twice exceptional students into whatever mold you want to see them in as "successful." If they're introverted, don't force group work on them. (But find ways to force interactions on them in more digestible nuggets). If your student has noise or sound sensitivities, be prepared to adapt your lecture/lesson to that student being able to isolate themselves when they're overwhelmed, but still continue learning activities. Give a student's work time to bloom and come to a full realization before you shoot it down. I've dismissed several "bad" drawings from my 4year old in this manner that after I listened to her explain it, I saw her reasoning and artistry more clearly.

5. Be proactive in your support. 

Conference ithat he student and acknowledge that you understand and are aware of their needs, but also that you have a plan of x, y, z for them as a student in your classroom and in your subject. Engage them in that journey.