Making the website you teach your students to make

I'm all about showing students how to do things. Lately I realized that students want to know if I made it (searching for relevancy). When pressed I usually show them this one.

It's of my first resource websites I built in grad school. See, I'm old enough to pay homage to the old school blackboard, but yet try to keep resources people can use. I started the makings of a intermediate algebra curriculum, but that has gone on hold for now.

What I really need to do is reclaim my old website look and feel from when I did tutoirng online. Before I lost my domain to Melbourne IT (I was not going to pay their $500+ maintenance fees), I had the darn site backed up with all of its pages, with one problem.
I no longer had a hosting module or website editor that I could redo these pages to post them back on a server and rekindle the website. I lost some of the embedded pictures, but it looks something like this:

It may have become inactive, but I think I may use a free domain site to rebuild it.

One tech tool I recently discovered on Windows 10 is the Windows Step recorder. It makes showing steps on the screen easy! That way when I do finish the website, I can use recorder to snap every step of the page and the direction its going (navigation).

That's all I have for now, as I am in Homecoming week and must get other things done.

Til I chalk again,

Mr. Shel

Comments

Times of Transition

I used to DESIRE to dig into research and to experiment and try a hypothesis in my classroom. Since COVID I have felt complacent and unsupported to try anything. This is the danger of not just the pandemic, but ANY major situation. Then I also became involved with MCTM and worked with people whose desire was to make math more connected again. There were several feeling the same way as I did, and for once that gave some comfort. I've discovered through personal study and investment in my thinking habits, (as mentioned in previous posts) that I am an Architect. Not by trade, but by mindful construction of the "Big Picture" and commanding the tools, resources, and assets I am connected to make it happen. Not to brag, far from it, for Architects also are behind the scenes people, and some have the opposite of superiority complex; that is to say, an inferiority complex. This is a dangerous feeling to have, especially if one is in a competitive environment. If you

Hope for the next standards....

Though the picture represents a different reason for my mug smile (taken in May 2022), it makes me feel the same way to try to continue to hope for the future of math standards. Currently we are working underneath the 2007 Minnesota Math Standards, and version III of the new standards have been out for comment by the public. Before, there were general ideas what was supposed to be presented to Algebra 1, Algebra 2, Geometry, upper standards (advanced data and statistics), but yet did not account for the College Now or other preparatory math many schools have implemented to be competitive. Here's a case example of hope for improvement. Currently I teach Algebra 1 to the eighth graders in our district. The curriculum we have is very rigorous (that is to say, the book focuses on rational exponents), and gives students little practice with integer exponents to build their confidence. This gap, paired with a low numeracy and low fraction exposure from their previous school exper

New Stress-old story

Photo by Kristine Lewis via Flickr This year marks my first in long time of having a struggle class be THE struggle class. Normally I like to do an activity with them I got from NCTM in the first month called “A Matter of Survival,” and the students usually play it out prettty well. This class could not focus for more than 2 minutes! It took me at least 20 minutes to tally their data. (October). Now they have been struggling to focus enough to understand the concepts...it almost borderlines dyscalculia. Dyscalculia, according to Wikipedia, is " is difficulty in learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, and learning facts in mathematics. It is generally seen as a specific developmental disorder." Wikipedia reference They've been a distraction to themselves for so long, they missed capstone learning moments to solidify their number theory from the 6th grade before coming to the high

Blackboard Notes

Search This Blog