# The kids were a bit unruly today…

I take that unruliness as a challenge to work on a more engaging experience for them. Today I was teaching polynomial expression operations, which is, admittedly, one of the more nuts and bolts type of topics and not terribly exciting math. This blog post is about how to find ways to raise the engagement on some of the dryer topics that we cover.

And, what’s ‘dry’ to me means that I can’t readily think of great activities, applications, or problems that engage.

To create a higher level of interest is to create a higher engagement level. This means less need for a disciplined atmosphere centered on direct instruction when the kids are just not in the mood. Which is often in my 5th period (after lunch) class.

The kids are energetic, they are social and they are comfortable enough that they interrupt, throw stuff and eat candy, throwing the wrappers on the floor, sometimes near the garbage can. God bless ’em. 🙂 I really do love these kids and I have fun with them. BUT, I do have a hard time getting through direct instruction for 20-30 minutes, so it drags out longer, which makes it even tougher for me and for them. Way too much!! Especially for the half of the class that is quietly waiting to get through a concept or problem.

Let me say, direct instruction has it’s place, but it’s not working well for me with this group. So, I need options. First stop: Desmos. What great activities already exist for us?

So many! Here’s a link to the classroom activities that come up when I search on Polynomial Functions: http://bit.ly/2drqtGd and a screen shot of the list. If you haven’t already, please set up a teacher account at Create Desmos Teacher Account and get inspired!

It think for polynomial function operations, though, I’m not really seeing anything that I could use. Bummer. Hmm… Let me think about a flipped approach.

What if I had thought sooner about this being a dryer topic and had planned in advance? I might have had student preview the material, using a YouTube video or checking out Flipped Math’s Algebra 2 topics. Ah, yes, there it is. Here’s a screen shot of the webpage with a video lesson and some links at the bottom, where kids can print the notes sheet or do an assignment. In the past I’ve printed the notes sheet ahead of time, made copies and distributed them during the previous class.

At the site, you can click the Semester 2 tab, then click polynomial functions, there’s a lesson for operations. The site provides a student note page that students can print and fill out while they watch the video. This way, they have guided notes, they can go at their own pace, and they can ask questions when they get to class. In class, we can quickly summarize the key concepts and ask questions. They can do that in groups, or as a whole class.

Would this really help in terms of engagement? Well, hard to say, but at least I wouldn’t be trying to hold their attention so long when it’s just physically hard for them to stay tuned. They would get a very similar experience of direct instruction, just when they are not in a group with their friends after lunch on a warm day. So, I think it’s an improvement, but it’s not exactly innovative or exciting.

Next, if I do the flipped math for instruction, what activity could I have this energetic group do during class? One option is some sort of matching activity. But, wouldn’t it be better to do a live matching activity where they are the variables? Like, everyone gets to be a cubed-x or a squared-x or a single-x or a constant term? Then, I could write problems on the board and they could group themselves as the equation and solution, and maybe make a video, and maybe put it on YouTube and maybe I could tweet it and blog about it. 🙂 Wow, I’m gonna do that next time.

Another option is to create some open questions. Ways to do this include using some closed questions, like most of the text book questions and simply withholding some of the information and/or instructions, then ask students what are we going to try to solve and what information do you need?

If only I had thought ahead. Well, for me, next time as I look ahead in my planning, I’m going to be a bit more proactive for the sake of this particular class.

Direct instruction + Dry topic = Headache by the end of the block. Never again. 🙂

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