I got in early Friday morning and had some time to sightsee before things started at Desmos. With that, here’s a recap of the weekend. You are enough right where you are today.” I did my best to go into the weekend with those words in mind. We hand selected each and every one of you. I so appreciated what Stephanie shared with us, “I want to remind everyone. My feelings of Imposter Syndrome increased as we started communicating as a group of Cohort 4 on Slack before our weekend. Yet, I was selected to be part of this group? I honestly thought I’d get an email saying, “Sorry, we made a mistake with our previous email. Not only that, I could name a handful of other amazing educators who have applied and gotten a “not yet” email from Desmos. I personally know and have met many people who had been accepted in prior cohorts and to now be included in that list with people such as Julie Reulbach, Sara Van Der Werf, Elizabeth Statmore, Jonathan Claydon, Mary Bourassa, and Sam Shah to name a few (and that doesn’t even include those who now work for Desmos) only adds to my Imposter Syndrome feelings. Imposter Syndrome was definitely a thing for me from the moment I got my acceptance email from Desmos. I had the absolute privilege of learning alongside 40 other Cohort 4 fellows, 10 returning fellows, and several Desmos staff for the weekend. This past weekend I flew out to San Fransisco to the Desmos headquarters for their Desmos Fellowship Cohort 4 weekend. In some cases I made notes of where the marbles are dropping from so that you know it might take a while for it to work because you know if middle schoolers are able to have marbles fall from crazy coordinates like (1,1000) they will! 🙂 Any domain and range restrictions were learned from doing other Desmos Marbleslides activities. We had covered linear equations and that was all. I love how you can see students exploring non-linear equations (y=xx). All of the slides are copied and pasted from my students’ work, titles and all. Note that my students made these on Chromebook, so sometimes some won’t “work” on different size screens. Here is a link to their creations this year! I get to see them celebrate over MATH! Because they were so persistent in making their idea come to life, they get SO excited to see “Success!” on their screen! It’s not uncommon at all to hear screams of excitement or to have multiple students impatiently call me over to see what they just did.Because the students are the ones to come up with the ideas for their Marbleslides, they are SO persistent and are bound and determined to get it to work out how they want it.
They are creative in where they have the marbles fall from, in the “extra” lines they add to a graph to make it look more visually appealing, and their overall ideas for their Marbleslide challenge.
I get to see my students’ creativity! Every year I’m amazed at how creative my students are as they work on this.Whether my students have 2 lines on their slide or 20, they are exploring and learning math! Sometimes it’s easy for me to get more excited about the crazy graphs, but I try to remind myself that the “simple” graphs can require just as much exploration and thinking. I get to see my students explore math.Every year it is one of my favorite things I do with my students. For the past couple years ( 2016-2017 and 2017-2018) I’ve had students create their own Marbleslides.
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