December 10, 2024 • 30 mins
First, it's Nobel Prize day so we discuss the legacy of the Nobel Prizes, a testament to Alfred Nobel's vision of celebrating human achievement across disciplines like physics, chemistry, medicine, literature, and peace. Ever wondered why mathematics didn't make the cut? Join us as we uncover these insights and reminisce about the nostalgia of encyclopedia collections, a reminder of how far we've come in the quest for knowledge.
As the school year hits its mid-point, we gather wisdom from educators on the CPM Professional Learning Team. Danielle from Illinois emphasizes the transformative power of student feedback, while Jessie from Wisconsin shares tips on self-care and nurturing professional relationships. Jeremiah and Nicole from Minnesota both stress the importance of adaptability, whether through reflecting on teaching strategies or reassessing class agreements with tools like Google Forms.
We also revisit a revealing conversation with Wendy Phillips, a seasoned math educator, who offers strategies to spark intrinsic motivation in study teams, ensuring meaningful student engagement. With Wendy we delve into creating dynamic math classrooms with effective teamwork and positive learning environments. We discuss the role of class norms and team responsibilities in fostering collaboration.
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The More Math for More People Podcast is produced by CPM Educational Program.
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Episode Transcript
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Speaker 1 (00:17):
You are listening to the More Math for More People
podcast.
An outreach of CPM educationalprogram Boom.
An outreach of CPM EducationalProgram Boom.
Speaker 2 (00:31):
Here we are.
It's December 10th.
Speaker 1 (00:36):
And I'm wondering what the national day is today,
joel?
The national day today, forDecember 10th, is Nobel Prize
Day.
Speaker 2 (00:43):
Nobel Prize Day.
Is this the day that they'regiving out the Nobel Prizes?
Speaker 1 (00:47):
It falls on December 10th just to honor achievements
of the person who started theNobel Prize.
It looks like it was Swedishengineer Alfred Berthard Nobel.
So I don't know if that's abirthday or anything like that,
but I don't know if they give abirthday or anything like that,
but I don't know if they give itout on this day or not I see,
(01:08):
it's not necessarily the daythat they award it it's more
pure, acknowledges achievementsof creating dynamite, and then a
prize.
Well, it's interesting you saythat because there was a french
newspaper that carried a falseobituary of him criticizing that
role in warfare and things likethat.
And that's when he decided toreevaluate his life's goals and
(01:31):
he decided to set up this prizethat recognized the best in
humanity and there's.
Speaker 2 (01:37):
There's different nobel prizes, right there are
different nobel prizes.
Speaker 1 (01:40):
I know there's one for peace.
That's the one I know reallydon't for economics.
Speaker 2 (01:43):
I think there's physics a peace.
Speaker 1 (01:44):
That's the one I know .
I know there's one foreconomics.
I think there's a few rightWell for sure.
Physics and science.
My closest related knowledge ofNobel Prizes are we have Mario
Cappecci Drive here in Utah andhe was a professor at the
University of Utah for a whileand we do a lot of cancer
(02:06):
research here in Utah at theuniversity and so I think it has
to do with that.
But he was able to manipulatethe genes in mice so that we
could work on cures for cancer.
Speaker 2 (02:19):
And he won the Nobel.
Speaker 1 (02:20):
Prize for that For science, a physicist and a
biologist Like those are, so Idon't know if those are separate
categories or if it's just all.
Speaker 2 (02:31):
It looks like.
Okay, so it looks like there isjust do a quick research here.
There's one for physics,there's one for chemistry.
Speaker 1 (02:41):
How about math?
Speaker 2 (02:41):
There's one for physiology or medicine, there's
one for literature, and thenthere's the piece for math.
Speaker 1 (02:52):
So not math specific.
Speaker 2 (02:54):
Not math specifically .
You'd have to, you know,somehow, do it, as I think there
was over like economics, Iguess, in broader, what?
Speaker 1 (03:03):
There's some side I remember I was visiting a school
in california and they decidedto do their science program.
It was physics in ninth grade,chemistry 10th and biology in
11th, which is kind of a reverseof what we do here in utah.
And, and one idea that was toldto me, the reason we do it the
(03:26):
way we do it is because it'salphabetical.
I don't know how valid that isor anything like that, but they
switched it around and they kindof said well, that's the order
of how things work, and then thechemistry of what makes things
work, and then ultimately intothe biology and the math is what
holds it all together.
Speaker 2 (03:47):
I thought that was interesting I think that, like
any things, they're allintegrated oh for sure, like
there's pieces.
Uh, as far as learning likewhat, what you, you know how you
might learn something beforesomething else, like in science,
it feels even fuzzier than mathto me, but I think there's some
pieces of oh well.
Well, if you had much like theway we design our books right,
if you had learned physics andchemistry before you did biology
(04:10):
, you could learn very differentthings in biology Absolutely,
and vice versa.
Than if you hadn't Right Totally, totally.
Speaker 1 (04:16):
Yep, Yep.
So yeah, that's interesting.
How about do you know any NobelPrize winners that stand out in
your mind?
Speaker 2 (04:24):
I know very few Nobel Prize winners and I think the
one I'm most aware of is thePeace Prize, Like for some
reason it feels like that's thebig deal one, though Clearly
they're all a big deal.
I do remember when PresidentObama got the Peace Prize, and I
remember when Nelson Mandela,for some reason I think Jimmy
Carter also got the Peace Prize.
Speaker 1 (04:43):
I think that's true.
Speaker 2 (04:44):
I don't know why those are the ones that stick
out in my brain.
Speaker 1 (04:47):
I believe that those people wanted a better humanity.
Speaker 2 (04:52):
I would imagine I would struggle to name anyone
else whose name.
No, that's not true.
I was going to say I wouldstruggle to name a Nobel Prize
winner in any other of thefields, but I do think Watson
and Crick got a Nobel Prize forthe DNA.
Oh, here it is.
I don't know if that was inphysiology or chemistry or
whatever.
Yeah, but I don't know ifthat's true.
Speaker 1 (05:13):
I don't know at all.
If that's true.
Speaker 2 (05:16):
I'm sure you could, I'm sure.
Speaker 1 (05:17):
I'm sure there's a way in this DNA.
Yeah.
Speaker 2 (05:20):
Yeah, pretty much.
Speaker 1 (05:21):
I could go to the living room and open the
encyclopedia.
Speaker 2 (05:25):
Yes, you could do that If you had an encyclopedia.
Speaker 1 (05:28):
And it was up to date .
Speaker 2 (05:31):
I had a set of encyclopedias from 1949 that I
bought at a garage sale.
Speaker 6 (05:35):
I just thought they were really cool.
Speaker 2 (05:36):
Now look at all the things they would talk about.
They also came with that littleannual addendum, like back in
the day they'd give you a littleyear, okay, great, here's what
happened in 1950.
Here's what happened in 1951.
And in one of those addendums Ithink it was maybe 1953,
probably going to have that year.
Wrong was when Queen Elizabeth,queen Elizabeth II who now is
(05:57):
no longer the monarch of Britain, but when she was her
coronation, because King GeorgeI don't remember.
Yeah, the royal right right likethe royal right like yeah, so
she was one of the addendums.
Wow, that's pretty cool from mytech media.
It was kind of cool, all right.
So what are you going to do forNobel Prize Day and?
Speaker 1 (06:17):
I don't know that I have a good celebration for
Nobel Prize Day, but somesuggestions are that you could
look up the Nobel Prize archivesand kind of check it out.
That might be a good way tocelebrate.
Speaker 5 (06:29):
You could learn more.
Speaker 1 (06:30):
You could award your own prize to your favorite
expert.
This also says this could be afun game to play with friends
and family.
You could do something likethat and you could also learn
about the award selectionprocess.
So lots of learning that youcould do.
I'm going to learn today.
That's how I'm going to honorthis day.
Speaker 5 (06:51):
How about?
Speaker 1 (06:51):
you.
Speaker 2 (06:52):
Awesome, I think, playing a game of Nobel Prize
winner or not that would be fun.
Speaker 5 (06:56):
You know, I don't know.
Speaker 2 (06:57):
I suppose the 50-50 guessing game.
I agree.
Well, that sounds great.
There you go.
Go out and learn about theNobel Prize.
So on this last podcast beforethe winter holidays, we decided
(07:27):
to ask our professional learningteam for some of their advice
for teachers at the mid-year.
So we're going to share thatwith you today.
Before we get to the rest ofthe team's advice, I'm going to
give you my advice.
My advice is to make your breaka break.
Try to avoid taking home all ofthose projects that you gave to
(07:55):
students leading up to theholidays and all of the tasks
that you gave them on the lastday or so.
Avoid bringing those home sothat you can take a break and
not have to spend your timegrading.
That's my advice for you.
Here's the rest of our team'sadvice.
Speaker 3 (08:08):
Hi, my name is Danielle Boggs and I'm here in
Champaign, Illinois, and I justwanted to share my mid-year
teacher tip, and it is to getfeedback from your students
before winter break and sharethat feedback with students when
they get back from winter break.
What did you notice?
What are you going to do aboutit?
(08:29):
What are some things that arein your control?
What are some things that arenot in your control?
And have a class discussionabout it.
That's my mid-year teacher tip.
Good luck and enjoy your break,Hi.
Speaker 6 (08:45):
I'm Jessie from Wisconsin and I'm here to share
some tips that have helped me.
Mid-year teacher tip Good luckand enjoy your break.
Hi, I'm Jessie from Wisconsinand I'm here to share some tips
that have helped me mid-year.
I believe the middle of theschool year is an important time
to take care of ourselves aswell as our students.
It's dark this time of year,especially up north where I live
, and the holidays can bringstress to everyone.
I found it recharged me when Iconnected with my colleagues
(09:07):
outside of the school day andaway from school business.
Planning to spend timecultivating these relationships
with my colleagues is whathelped rejuvenate my spirit and
that provided me the strength Ineeded to spread the cheer and
lift the spirit of my students,as they need it in these winter
months.
It could be something simplelike grabbing a coffee or dinner
(09:29):
with a couple of my closestcolleagues, maybe organizing a
little secret snowflake giftexchange within the department
or interdepartmentally,depending on the size of your
school.
Or planning and hosting alarger gathering off-site for
many colleagues to spend a fewhours together, if that's your
style.
I've actually participated inand had a hand in planning all
(09:50):
of these events in variousstages of my career, the
important thing was finding timeto be together and enjoy each
other's company.
So as we wind down our 2024, Ihope you find ways to connect
with your colleagues andcontinue to recharge together so
you're all at your best towelcome 2025.
(10:10):
Cheers.
Speaker 4 (10:13):
Hi, this is Jeremiah from Eagan, minnesota.
My mid-year advice is to reallyfocus on reflection this time
of year.
So maybe you've thought a lotabout how all students can
productively struggle, and maybeyou've heard the phrase
differentiate the strategies andnot the tasks.
(10:34):
So think about all thosestrategies that you've tried
throughout the year.
Maybe you've added sentenceframes into your students'
routines so that you couldreally focus on promoting access
and maybe encouraging discoursewithin their teams.
Maybe you've thought aboutstrategies that provide lots of
opportunities for collaborativetalk or maybe cross-pollination
(10:56):
between teams.
So you've tried things likeThink Ink Pair Share.
But then you've also tried theTalk, write, discuss.
There's a little bit of adifference between those two.
The first one, the Think InkPair Share we ask our students
to think first.
The second one we ask ourstudents to talk first.
(11:16):
So maybe we need to reallyreflect on when those strategies
are most effective.
Another good part of ourreflection is getting feedback
from our learners.
How do they feel about thestrategies?
Are they feeling like they'rebored with them?
Would they like to experiencesome new strategies?
Whatever it is, just take apause and really think about how
(11:42):
effective the strategies thatyou are using in your class
really are for your students andit's okay to make adjustments
based on that reflection.
Have a good break.
Speaker 8 (11:55):
Hi, I'm Nicole Gorgas in Victoria, minnesota, and my
mid-year advice is to do atemperature check with your
students.
Maybe it would be a Google formto check in with each student
about how they're feeling aboutmath right now.
List the class agreements thatyou all created at the beginning
(12:22):
of the class, or just the teamexpectations you set forward at
the beginning of the year, andhave them consider if there's a
need for adjusting, addingsomething, deleting something
from that list, and then, onceyou can go through those Google
Forms or however you collectthat information from each
student, you can do a wholeclass conversation about those
class agreements or team normsand finally post those class
(12:43):
agreements.
If you haven't yet, it's nevertoo late.
Speaker 2 (13:02):
All right, and here we have a throwback.
Throwback to season one, wherewe had a conversation with Wendy
Phillips and how she does teamcollaboration in her classroom.
Because, if you haven't noticed, maybe that's the theme of
today's podcast how to encourageand continue connecting with
your students and getting themto collaborate with each other.
(13:24):
Here you go, enjoy.
So we're here with WendyPhillips.
She's going to talk with usabout study teams and how she
gets her study teams going atthe beginning of the year and
how she keeps it goingthroughout, based on a session
she did at the teacherconference last year.
So welcome, wendy.
Speaker 1 (13:42):
Welcome.
Speaker 7 (13:43):
Hi Joel, Hi Misty, Thanks for having me today.
Speaker 2 (13:46):
Why don't you just tell us a little bit, Wendy,
where do you teach and what'syour experience with CPM?
Speaker 7 (13:52):
Well, I am a math teacher and department chair at
Bellarmine College Prep HighSchool in San Jose.
I've been teaching for 25 yearsand the last and best years
have been the last six yearsteaching CPM, and I've been
teaching CC Geometry.
Speaker 2 (14:10):
That's great.
That's great.
25 years, that's impressive.
Speaker 1 (14:13):
That's really great.
So at the CPM TeacherConference you gave a session
about study teams and I'mwondering if you could maybe
share a little bit of thoseideas and what that session was
about, because teachers are juststarting off their school year
and we just love that discussionof study teams right now and
how important it is.
Speaker 7 (14:33):
Sure, of course.
So the title of my talk was howto Motivate Study Teams
Intrinsically, and I chose thatbecause I'm focusing on how to
motivate kids not externally,like just from within, as
opposed to with rewards andpunishment, like participation
(14:56):
points and participation quizzes, for really getting students to
buy into the idea that theirparticipation and making their
study team effective really aidtheir own learning, so be
motivated from it in.
So the main points of mypresentation was how to set up
(15:17):
your class the first six toeight weeks in order to get the
kids to build their mathcompetence and to buy into that,
how it will help them to aidtheir learning and help them in
life to work well in their studyteam.
So I definitely set up all thethings outlined in CPM.
(15:38):
As far as using the role, I usethe team mat.
I like to give them colors,just calling them red, green,
yellow, blue, giving them tasksto do each day so that they get
used to the team role, using theCPM team norms and using, of
course, the study teamstrategies.
And using, of course, the studyteam strategies.
(16:03):
And then the other thing that Iadded into that was some
influence from Joe Bowler andU-Cubed and taking her
mathematical mindset.
So I adopted having studentscreating their own norms at the
beginning of the year.
So that's what we do on likeday one or day two, we just say
brainstorm, two lists what youlike about math or working in
groups, what you don't likeabout math, about working in
groups and math.
(16:24):
And then, yeah, the kids createtheir own norms for the year.
They agree on what the normsare going to be for the class
and then also integratedbuilding their math competence,
which is through showing themsome video messages like a TED
talk or short messages fromYouTubes about growth mindset.
But not just growth mindset,also mathematical mindset,
(16:47):
teaching the kid.
The positive Joe Bowler hasseven positive math norm.
Presenting the kids withresearch actually about why
collaborating in math helps themlearn and enlight life, and
actually CPM has all thatresearch already outlined Some
of the stuff I just took rightout of that CPM notes.
And then also integrating usingthe YouTube week of
(17:10):
inspirational math activities inorder to get the kids
practicing working in groupswith these low risk, fun
activities, get them trying outthe role Fun kind of interesting
problem.
Of course CPM problems are alsofun and interesting.
Right, right, they are.
I recommended basicallyspending.
(17:31):
I devote approximately 40minutes per week for the first
six to eight weeks.
Speaker 2 (17:37):
Just focused on study teams and working together kind
of ideas.
Speaker 7 (17:40):
Yeah, just on all of these activities together
combination of videos showingresearch, giving them activities
, explaining the roles,practicing the role, setting up
your routine and, if you can,just I know it's sometimes hard
to think, where am I going tofind this?
40 minutes a week for the firstsix to eight weeks.
What I found is, though itreally pays dividends for the
(18:03):
rest of the school year thatthen, over time, the kids bond.
You can move them aroundrepeatedly with a lot of
different teammates and they getthat bonding experience.
The environment becomes suchthat it's the norm for kids to
be taking risks, making mistakes.
Feeling like this is OK.
(18:25):
I could do this.
Speaker 1 (18:27):
I was just going to say I love that you're having
the students actually talk aboutit and engage in what study
teams are, and I'm curious alittle bit about when the
students come up with the normsor what's going to happen in the
class.
Is it the same for all yourclasses or does it change a
little bit?
Speaker 7 (18:42):
Yeah, that's a great question.
You know, when I started doingthis, I was surprised because I
did this in four differentclasses, having the kids create
their own norms the first year,and they virtually came up with
almost the same norms everysingle time.
And now I've been doing it formaybe like four years and still
all my classes come up with thesame.
(19:04):
So I had the first year I tookall my classes and I picked the
main norms what we like and whatwe don't like about working in
math and groups, and I put themup on the wall so they would see
these are the norms they madeup and I never had to change
that chart because they keptpicking the same thing the norms
they made up.
And I never had to change thatchart because they kept picking
the same thing.
And they even surprised mebecause, you know, they said
(19:24):
things like we like when peoplehave a positive attitude, we
like when everyone participates.
Speaker 1 (19:30):
Well, those are great ones.
Speaker 7 (19:32):
I was surprised.
They said things like we don'tlike when someone speeds ahead,
we don't like when someone saysthis is easy.
They use specific phrases yeah,so you know.
Then I kind of point out tothem look guys, or look everyone
, people want you to participate, they want to include you.
Speaker 2 (19:54):
It's amazing the things that people like about
working together are the thingsthat people like about working
together and the things theydon't like are things they don't
like.
That's pretty funny.
Yeah, the research and theother pieces to help kids really
get at the why behind it, asopposed to just we have to do
(20:16):
these things because, right,Getting at some of the like, why
are we doing it this way?
Why are we learning it this way?
Why are we working together?
How does that actually help us?
And bringing that researchtogether both with the Joe
Bowler stuff and what's in theCPM teacher book too, that's
great.
Speaker 1 (20:33):
So I'm also wondering , because you just talked about
allowing 40 minutes per week inthe first six to eight weeks.
So what happens after that sixto eight weeks?
Do you still put that timeaside?
Is it less time?
Is it less frequent?
Because it just becomes part ofyour every day?
Speaker 7 (20:51):
Well, that's a great question too.
Honestly, well, I have to say Igot frustrated right, because
after the first six weeks thekids showed me that they could
work together really well.
So it was like I've seen everykid in this class, I've seen how
they can participate.
And then, as we gotsuccessfully into the school
(21:14):
year, I noticed, hey, some ofthe teams were breaking down,
some of the kids that normallyparticipated were backing off.
So I thought what do we need todo to kind of spark it up and
continue the kids with thatconfidence?
So I do like to continuallyremind them of the messages.
So I'll just intersperse things.
(21:36):
But they don't take a lot oftime.
So I think that's the thing.
Like it only takes five minutesor less sometimes to integrate
little reminders of what thethings were.
I literally showed two 10-minutevideos.
One's a TED Talk of Joe Bowler,the other is four positive
(21:56):
messages from YouC, really aboutchanging their beliefs.
Because what I find it's justthe question of why they're not
participating.
And why they're notparticipating it's not because
they don't want to participate.
Everyone wants to be a part ofthe group, everyone wants to be
a part of the team.
And if you ask them, kids willsay we like working with others
(22:21):
better than working alone, andthey also realize they get more
ideas from other people and thatthey understand better.
So it's a matter of they're notparticipating because they have
these false beliefs aboutthemselves and not being able to
do math, about themselves.
And not being able to do mathand false beliefs like making
mistakes shows that I'm not goodat it or that I'm not as fast
as other people.
So little things likeinterspersing, having them read
(22:44):
the list of positive math normsand saying which is your
favorite and why.
So they just got back to thenorms.
Having them look at the teamnorms for the class and ask them
to rank themselves one to 10 onhow did they function with
their group and you can do thatduring your closure.
You can just say hey how didyour team do today?
Rank yourself, rank your team.
(23:06):
Why did you say that?
That kind of thing I like that.
Speaker 2 (23:09):
I like how so many times, to make working together
and collaborative learningeffective, it has to take kind
of an equal seat with the massfrom time to time and throughout
the year, and we work reallyhard with chapter one and all
the other pieces in our coursesto try to elevate that,
especially in the beginning andto keep it there throughout.
(23:31):
But if you can't keep bringingit back so that it has an equal
place in importance, then kidsaren't going to do it, which I
want to point out too.
Speaker 7 (23:41):
you know CPM has such great resources in there.
Where I got most of this isfrom a teacher note and a lot of
it is in chapter one.
They give the specific questionand I put those up on the board
for the kids questions that theycan ask each other specifically
about the lesson and I'm givingthem daily reminders of that
(24:04):
and I guess I would say thatit's okay to remind the kid
every day.
This is what you're doing inyour roles.
Here's the questions you canask if you want a cheat sheet
for how to participate, and Igive them those little cards
with the questions on the backand they like them.
Like, if I forget to give thema card, we will have a prize
(24:26):
because they want to turn itover so that they have a cheat
sheet to look at for how theycan participate.
Speaker 1 (24:33):
Well, it really helps them become like a.
They're becoming self-awareabout what it means to be a
student, what it means to be amathematician and work and
together and things like that.
That's really cool.
Speaker 2 (24:45):
Well, thank you.
Thank you so much, Wendy, forcoming in and talking to us
about study teams today and allthe things you do.
It sounds like your classroomsounds great with all the
different things that you'redoing and we really appreciate
your time and energy and comingand talking to us today for the
podcast.
Speaker 1 (25:00):
Yes, thanks so much.
Speaker 2 (25:01):
Of course.
Speaker 1 (25:01):
And have a great start to the year.
Speaker 7 (25:03):
Thank you for having me.
Speaker 1 (25:20):
I'm talking about Wendy Phillips.
Speaker 2 (25:22):
That's right.
So we just had our conversationwith Wendy Phillips and after
we stopped recording we had somemore conversation with Wendy,
which was really kind of nice.
Speaker 1 (25:32):
Yeah.
Speaker 2 (25:32):
And we wanted to make sure to bring a couple of those
things forward here onto thepodcast so they didn't get left
out.
Absolutely One of the thingsthat I think she said after we
stopped recording that I thinkis so super huge and important
is that the teacher has tobelieve that the kids can do it.
Totally agree to believe thatthe kids can do it, totally
(25:58):
agree.
It's like so obvious and yetsometimes so problematic.
The teacher has to believe thatthe kids want to work in teams,
like to work in teams, can dothe math.
I mean all of those things, theteacher belief and I think in
general, adults belief, butparticularly the teacher because
they have so much power withinthe classroom.
That's right In that kids arecapable, kids can do things.
(26:20):
It's so let's make or break.
Speaker 1 (26:23):
I totally agree with you and when Wendy was talking
about that I thought the exactsame thing that it seems kind of
like a no-brainer, of course,but we really do need to
acknowledge that and teachers, Ibelieve, need to have an
assumption that is positiveabout students can do math and
(26:43):
can do work and can participatein groups and work together.
The other thing that came outin our post-conversation was
when Wendy mentioned aboutgiving participation points and
how that was kind of she equatedit to if you're speeding in a
car, you're only going to stopspeeding in your car if you get
a ticket or get some sort ofpunishment, but you're probably
(27:06):
more likely to speed again ifnobody's there to check that.
That and same withparticipation points that her
students were when she took awaythe participation points part
of it and just said let'sbelieve in this positivity that
you can do it and we're going towork in teams, that they worked
better.
Speaker 2 (27:24):
Yeah, and I think that if you're using
participation points as a carrotright or if you're using
something else as a stick right,I mean that only affects human
behavior.
So much, right?
I mean we know both of thosethings right.
Or if we're using somethingelse as a stick right, I mean
that only affects human behaviorso much, right, I mean we know
both of those things right.
Once the carrot's gone or oncethe stick is gone, behavior kind
of goes back to whatever wewere doing before.
And I think that those thingscan reinforce, but they can't
(27:49):
control behavior, right?
They don't create the behavior.
Sometimes they can reinforce itor they can make it so that,
yes, it's maybe easier for me tocontinue to do this thing, and
if I do it enough, it's a habit,then sure that extrinsic reward
is no longer needed.
But yes, if it's only theextrinsic reward that I'm doing
it for it's not likely I'm goingto continue to do it afterwards
(28:10):
.
Yeah, there's a lot of things.
What do you know?
Teaching is apparently alsopsychology.
It's a pretty cool figure.
Speaker 3 (28:20):
Awesome.
Speaker 5 (28:27):
So that is all we have time for on this episode of
the More Math for More Peoplepodcast.
If you are interested inconnecting with us on social
media, find our links in thepodcast description, and the
music for the podcast wascreated by Julius H and can be
found on pixabaycom.
So thank you very much, julius.
Join us in two weeks for thenext episode of More Math for
(28:50):
More People.
What day will that be, joel?
Speaker 1 (28:53):
It'll be January 7th, distaff Day.
I didn't even know what adistaff was until I looked up
this day, otherwise known asRock Day, but it just symbolizes
the efforts and work of textile, of a society, and the thing
that comes to mind to me when Isee a distaff is thinking about
(29:13):
the tale of Rumpelstiltskin, andso we'll dive into thinking
about how this device iscelebrated and where it first
comes from and what the historyof textiles are.
Maybe Misty has some ideas aswell.
So we'll see you on January 7thin the new year 2025.
Thank you.
You are listening to the More Math for More People
podcast.
An outreach of CPM educationalprogram Boom.
An outreach of CPM EducationalProgram Boom.
Speaker 2 (00:31):
Here we are.
It's December 10th.
Speaker 1 (00:36):
And I'm wondering what the national day is today,
joel?
The national day today, forDecember 10th, is Nobel Prize
Day.
Speaker 2 (00:43):
Nobel Prize Day.
Is this the day that they'regiving out the Nobel Prizes?
Speaker 1 (00:47):
It falls on December 10th just to honor achievements
of the person who started theNobel Prize.
It looks like it was Swedishengineer Alfred Berthard Nobel.
So I don't know if that's abirthday or anything like that,
but I don't know if they give abirthday or anything like that,
but I don't know if they give itout on this day or not I see,
(01:08):
it's not necessarily the daythat they award it it's more
pure, acknowledges achievementsof creating dynamite, and then a
prize.
Well, it's interesting you saythat because there was a french
newspaper that carried a falseobituary of him criticizing that
role in warfare and things likethat.
And that's when he decided toreevaluate his life's goals and
(01:31):
he decided to set up this prizethat recognized the best in
humanity and there's.
Speaker 2 (01:37):
There's different nobel prizes, right there are
different nobel prizes.
Speaker 1 (01:40):
I know there's one for peace.
That's the one I know reallydon't for economics.
Speaker 2 (01:43):
I think there's physics a peace.
Speaker 1 (01:44):
That's the one I know .
I know there's one foreconomics.
I think there's a few rightWell for sure.
Physics and science.
My closest related knowledge ofNobel Prizes are we have Mario
Cappecci Drive here in Utah andhe was a professor at the
University of Utah for a whileand we do a lot of cancer
(02:06):
research here in Utah at theuniversity and so I think it has
to do with that.
But he was able to manipulatethe genes in mice so that we
could work on cures for cancer.
Speaker 2 (02:19):
And he won the Nobel.
Speaker 1 (02:20):
Prize for that For science, a physicist and a
biologist Like those are, so Idon't know if those are separate
categories or if it's just all.
Speaker 2 (02:31):
It looks like.
Okay, so it looks like there isjust do a quick research here.
There's one for physics,there's one for chemistry.
Speaker 1 (02:41):
How about math?
Speaker 2 (02:41):
There's one for physiology or medicine, there's
one for literature, and thenthere's the piece for math.
Speaker 1 (02:52):
So not math specific.
Speaker 2 (02:54):
Not math specifically .
You'd have to, you know,somehow, do it, as I think there
was over like economics, Iguess, in broader, what?
Speaker 1 (03:03):
There's some side I remember I was visiting a school
in california and they decidedto do their science program.
It was physics in ninth grade,chemistry 10th and biology in
11th, which is kind of a reverseof what we do here in utah.
And, and one idea that was toldto me, the reason we do it the
(03:26):
way we do it is because it'salphabetical.
I don't know how valid that isor anything like that, but they
switched it around and they kindof said well, that's the order
of how things work, and then thechemistry of what makes things
work, and then ultimately intothe biology and the math is what
holds it all together.
Speaker 2 (03:47):
I thought that was interesting I think that, like
any things, they're allintegrated oh for sure, like
there's pieces.
Uh, as far as learning likewhat, what you, you know how you
might learn something beforesomething else, like in science,
it feels even fuzzier than mathto me, but I think there's some
pieces of oh well.
Well, if you had much like theway we design our books right,
if you had learned physics andchemistry before you did biology
(04:10):
, you could learn very differentthings in biology Absolutely,
and vice versa.
Than if you hadn't Right Totally, totally.
Speaker 1 (04:16):
Yep, Yep.
So yeah, that's interesting.
How about do you know any NobelPrize winners that stand out in
your mind?
Speaker 2 (04:24):
I know very few Nobel Prize winners and I think the
one I'm most aware of is thePeace Prize, Like for some
reason it feels like that's thebig deal one, though Clearly
they're all a big deal.
I do remember when PresidentObama got the Peace Prize, and I
remember when Nelson Mandela,for some reason I think Jimmy
Carter also got the Peace Prize.
Speaker 1 (04:43):
I think that's true.
Speaker 2 (04:44):
I don't know why those are the ones that stick
out in my brain.
Speaker 1 (04:47):
I believe that those people wanted a better humanity.
Speaker 2 (04:52):
I would imagine I would struggle to name anyone
else whose name.
No, that's not true.
I was going to say I wouldstruggle to name a Nobel Prize
winner in any other of thefields, but I do think Watson
and Crick got a Nobel Prize forthe DNA.
Oh, here it is.
I don't know if that was inphysiology or chemistry or
whatever.
Yeah, but I don't know ifthat's true.
Speaker 1 (05:13):
I don't know at all.
If that's true.
Speaker 2 (05:16):
I'm sure you could, I'm sure.
Speaker 1 (05:17):
I'm sure there's a way in this DNA.
Yeah.
Speaker 2 (05:20):
Yeah, pretty much.
Speaker 1 (05:21):
I could go to the living room and open the
encyclopedia.
Speaker 2 (05:25):
Yes, you could do that If you had an encyclopedia.
Speaker 1 (05:28):
And it was up to date .
Speaker 2 (05:31):
I had a set of encyclopedias from 1949 that I
bought at a garage sale.
Speaker 6 (05:35):
I just thought they were really cool.
Speaker 2 (05:36):
Now look at all the things they would talk about.
They also came with that littleannual addendum, like back in
the day they'd give you a littleyear, okay, great, here's what
happened in 1950.
Here's what happened in 1951.
And in one of those addendums Ithink it was maybe 1953,
probably going to have that year.
Wrong was when Queen Elizabeth,queen Elizabeth II who now is
(05:57):
no longer the monarch of Britain, but when she was her
coronation, because King GeorgeI don't remember.
Yeah, the royal right right likethe royal right like yeah, so
she was one of the addendums.
Wow, that's pretty cool from mytech media.
It was kind of cool, all right.
So what are you going to do forNobel Prize Day and?
Speaker 1 (06:17):
I don't know that I have a good celebration for
Nobel Prize Day, but somesuggestions are that you could
look up the Nobel Prize archivesand kind of check it out.
That might be a good way tocelebrate.
Speaker 5 (06:29):
You could learn more.
Speaker 1 (06:30):
You could award your own prize to your favorite
expert.
This also says this could be afun game to play with friends
and family.
You could do something likethat and you could also learn
about the award selectionprocess.
So lots of learning that youcould do.
I'm going to learn today.
That's how I'm going to honorthis day.
Speaker 5 (06:51):
How about?
Speaker 1 (06:51):
you.
Speaker 2 (06:52):
Awesome, I think, playing a game of Nobel Prize
winner or not that would be fun.
Speaker 5 (06:56):
You know, I don't know.
Speaker 2 (06:57):
I suppose the 50-50 guessing game.
I agree.
Well, that sounds great.
There you go.
Go out and learn about theNobel Prize.
So on this last podcast beforethe winter holidays, we decided
(07:27):
to ask our professional learningteam for some of their advice
for teachers at the mid-year.
So we're going to share thatwith you today.
Before we get to the rest ofthe team's advice, I'm going to
give you my advice.
My advice is to make your breaka break.
Try to avoid taking home all ofthose projects that you gave to
(07:55):
students leading up to theholidays and all of the tasks
that you gave them on the lastday or so.
Avoid bringing those home sothat you can take a break and
not have to spend your timegrading.
That's my advice for you.
Here's the rest of our team'sadvice.
Speaker 3 (08:08):
Hi, my name is Danielle Boggs and I'm here in
Champaign, Illinois, and I justwanted to share my mid-year
teacher tip, and it is to getfeedback from your students
before winter break and sharethat feedback with students when
they get back from winter break.
What did you notice?
What are you going to do aboutit?
(08:29):
What are some things that arein your control?
What are some things that arenot in your control?
And have a class discussionabout it.
That's my mid-year teacher tip.
Good luck and enjoy your break,Hi.
Speaker 6 (08:45):
I'm Jessie from Wisconsin and I'm here to share
some tips that have helped me.
Mid-year teacher tip Good luckand enjoy your break.
Hi, I'm Jessie from Wisconsinand I'm here to share some tips
that have helped me mid-year.
I believe the middle of theschool year is an important time
to take care of ourselves aswell as our students.
It's dark this time of year,especially up north where I live
, and the holidays can bringstress to everyone.
I found it recharged me when Iconnected with my colleagues
(09:07):
outside of the school day andaway from school business.
Planning to spend timecultivating these relationships
with my colleagues is whathelped rejuvenate my spirit and
that provided me the strength Ineeded to spread the cheer and
lift the spirit of my students,as they need it in these winter
months.
It could be something simplelike grabbing a coffee or dinner
(09:29):
with a couple of my closestcolleagues, maybe organizing a
little secret snowflake giftexchange within the department
or interdepartmentally,depending on the size of your
school.
Or planning and hosting alarger gathering off-site for
many colleagues to spend a fewhours together, if that's your
style.
I've actually participated inand had a hand in planning all
(09:50):
of these events in variousstages of my career, the
important thing was finding timeto be together and enjoy each
other's company.
So as we wind down our 2024, Ihope you find ways to connect
with your colleagues andcontinue to recharge together so
you're all at your best towelcome 2025.
(10:10):
Cheers.
Speaker 4 (10:13):
Hi, this is Jeremiah from Eagan, minnesota.
My mid-year advice is to reallyfocus on reflection this time
of year.
So maybe you've thought a lotabout how all students can
productively struggle, and maybeyou've heard the phrase
differentiate the strategies andnot the tasks.
(10:34):
So think about all thosestrategies that you've tried
throughout the year.
Maybe you've added sentenceframes into your students'
routines so that you couldreally focus on promoting access
and maybe encouraging discoursewithin their teams.
Maybe you've thought aboutstrategies that provide lots of
opportunities for collaborativetalk or maybe cross-pollination
(10:56):
between teams.
So you've tried things likeThink Ink Pair Share.
But then you've also tried theTalk, write, discuss.
There's a little bit of adifference between those two.
The first one, the Think InkPair Share we ask our students
to think first.
The second one we ask ourstudents to talk first.
(11:16):
So maybe we need to reallyreflect on when those strategies
are most effective.
Another good part of ourreflection is getting feedback
from our learners.
How do they feel about thestrategies?
Are they feeling like they'rebored with them?
Would they like to experiencesome new strategies?
Whatever it is, just take apause and really think about how
(11:42):
effective the strategies thatyou are using in your class
really are for your students andit's okay to make adjustments
based on that reflection.
Have a good break.
Speaker 8 (11:55):
Hi, I'm Nicole Gorgas in Victoria, minnesota, and my
mid-year advice is to do atemperature check with your
students.
Maybe it would be a Google formto check in with each student
about how they're feeling aboutmath right now.
List the class agreements thatyou all created at the beginning
(12:22):
of the class, or just the teamexpectations you set forward at
the beginning of the year, andhave them consider if there's a
need for adjusting, addingsomething, deleting something
from that list, and then, onceyou can go through those Google
Forms or however you collectthat information from each
student, you can do a wholeclass conversation about those
class agreements or team normsand finally post those class
(12:43):
agreements.
If you haven't yet, it's nevertoo late.
Speaker 2 (13:02):
All right, and here we have a throwback.
Throwback to season one, wherewe had a conversation with Wendy
Phillips and how she does teamcollaboration in her classroom.
Because, if you haven't noticed, maybe that's the theme of
today's podcast how to encourageand continue connecting with
your students and getting themto collaborate with each other.
(13:24):
Here you go, enjoy.
So we're here with WendyPhillips.
She's going to talk with usabout study teams and how she
gets her study teams going atthe beginning of the year and
how she keeps it goingthroughout, based on a session
she did at the teacherconference last year.
So welcome, wendy.
Speaker 1 (13:42):
Welcome.
Speaker 7 (13:43):
Hi Joel, Hi Misty, Thanks for having me today.
Speaker 2 (13:46):
Why don't you just tell us a little bit, Wendy,
where do you teach and what'syour experience with CPM?
Speaker 7 (13:52):
Well, I am a math teacher and department chair at
Bellarmine College Prep HighSchool in San Jose.
I've been teaching for 25 yearsand the last and best years
have been the last six yearsteaching CPM, and I've been
teaching CC Geometry.
Speaker 2 (14:10):
That's great.
That's great.
25 years, that's impressive.
Speaker 1 (14:13):
That's really great.
So at the CPM TeacherConference you gave a session
about study teams and I'mwondering if you could maybe
share a little bit of thoseideas and what that session was
about, because teachers are juststarting off their school year
and we just love that discussionof study teams right now and
how important it is.
Speaker 7 (14:33):
Sure, of course.
So the title of my talk was howto Motivate Study Teams
Intrinsically, and I chose thatbecause I'm focusing on how to
motivate kids not externally,like just from within, as
opposed to with rewards andpunishment, like participation
(14:56):
points and participation quizzes, for really getting students to
buy into the idea that theirparticipation and making their
study team effective really aidtheir own learning, so be
motivated from it in.
So the main points of mypresentation was how to set up
(15:17):
your class the first six toeight weeks in order to get the
kids to build their mathcompetence and to buy into that,
how it will help them to aidtheir learning and help them in
life to work well in their studyteam.
So I definitely set up all thethings outlined in CPM.
(15:38):
As far as using the role, I usethe team mat.
I like to give them colors,just calling them red, green,
yellow, blue, giving them tasksto do each day so that they get
used to the team role, using theCPM team norms and using, of
course, the study teamstrategies.
And using, of course, the studyteam strategies.
(16:03):
And then the other thing that Iadded into that was some
influence from Joe Bowler andU-Cubed and taking her
mathematical mindset.
So I adopted having studentscreating their own norms at the
beginning of the year.
So that's what we do on likeday one or day two, we just say
brainstorm, two lists what youlike about math or working in
groups, what you don't likeabout math, about working in
groups and math.
(16:24):
And then, yeah, the kids createtheir own norms for the year.
They agree on what the normsare going to be for the class
and then also integratedbuilding their math competence,
which is through showing themsome video messages like a TED
talk or short messages fromYouTubes about growth mindset.
But not just growth mindset,also mathematical mindset,
(16:47):
teaching the kid.
The positive Joe Bowler hasseven positive math norm.
Presenting the kids withresearch actually about why
collaborating in math helps themlearn and enlight life, and
actually CPM has all thatresearch already outlined Some
of the stuff I just took rightout of that CPM notes.
And then also integrating usingthe YouTube week of
(17:10):
inspirational math activities inorder to get the kids
practicing working in groupswith these low risk, fun
activities, get them trying outthe role Fun kind of interesting
problem.
Of course CPM problems are alsofun and interesting.
Right, right, they are.
I recommended basicallyspending.
(17:31):
I devote approximately 40minutes per week for the first
six to eight weeks.
Speaker 2 (17:37):
Just focused on study teams and working together kind
of ideas.
Speaker 7 (17:40):
Yeah, just on all of these activities together
combination of videos showingresearch, giving them activities
, explaining the roles,practicing the role, setting up
your routine and, if you can,just I know it's sometimes hard
to think, where am I going tofind this?
40 minutes a week for the firstsix to eight weeks.
What I found is, though itreally pays dividends for the
(18:03):
rest of the school year thatthen, over time, the kids bond.
You can move them aroundrepeatedly with a lot of
different teammates and they getthat bonding experience.
The environment becomes suchthat it's the norm for kids to
be taking risks, making mistakes.
Feeling like this is OK.
(18:25):
I could do this.
Speaker 1 (18:27):
I was just going to say I love that you're having
the students actually talk aboutit and engage in what study
teams are, and I'm curious alittle bit about when the
students come up with the normsor what's going to happen in the
class.
Is it the same for all yourclasses or does it change a
little bit?
Speaker 7 (18:42):
Yeah, that's a great question.
You know, when I started doingthis, I was surprised because I
did this in four differentclasses, having the kids create
their own norms the first year,and they virtually came up with
almost the same norms everysingle time.
And now I've been doing it formaybe like four years and still
all my classes come up with thesame.
(19:04):
So I had the first year I tookall my classes and I picked the
main norms what we like and whatwe don't like about working in
math and groups, and I put themup on the wall so they would see
these are the norms they madeup and I never had to change
that chart because they keptpicking the same thing the norms
they made up.
And I never had to change thatchart because they kept picking
the same thing.
And they even surprised mebecause, you know, they said
(19:24):
things like we like when peoplehave a positive attitude, we
like when everyone participates.
Speaker 1 (19:30):
Well, those are great ones.
Speaker 7 (19:32):
I was surprised.
They said things like we don'tlike when someone speeds ahead,
we don't like when someone saysthis is easy.
They use specific phrases yeah,so you know.
Then I kind of point out tothem look guys, or look everyone
, people want you to participate, they want to include you.
Speaker 2 (19:54):
It's amazing the things that people like about
working together are the thingsthat people like about working
together and the things theydon't like are things they don't
like.
That's pretty funny.
Yeah, the research and theother pieces to help kids really
get at the why behind it, asopposed to just we have to do
(20:16):
these things because, right,Getting at some of the like, why
are we doing it this way?
Why are we learning it this way?
Why are we working together?
How does that actually help us?
And bringing that researchtogether both with the Joe
Bowler stuff and what's in theCPM teacher book too, that's
great.
Speaker 1 (20:33):
So I'm also wondering , because you just talked about
allowing 40 minutes per week inthe first six to eight weeks.
So what happens after that sixto eight weeks?
Do you still put that timeaside?
Is it less time?
Is it less frequent?
Because it just becomes part ofyour every day?
Speaker 7 (20:51):
Well, that's a great question too.
Honestly, well, I have to say Igot frustrated right, because
after the first six weeks thekids showed me that they could
work together really well.
So it was like I've seen everykid in this class, I've seen how
they can participate.
And then, as we gotsuccessfully into the school
(21:14):
year, I noticed, hey, some ofthe teams were breaking down,
some of the kids that normallyparticipated were backing off.
So I thought what do we need todo to kind of spark it up and
continue the kids with thatconfidence?
So I do like to continuallyremind them of the messages.
So I'll just intersperse things.
(21:36):
But they don't take a lot oftime.
So I think that's the thing.
Like it only takes five minutesor less sometimes to integrate
little reminders of what thethings were.
I literally showed two 10-minutevideos.
One's a TED Talk of Joe Bowler,the other is four positive
(21:56):
messages from YouC, really aboutchanging their beliefs.
Because what I find it's justthe question of why they're not
participating.
And why they're notparticipating it's not because
they don't want to participate.
Everyone wants to be a part ofthe group, everyone wants to be
a part of the team.
And if you ask them, kids willsay we like working with others
(22:21):
better than working alone, andthey also realize they get more
ideas from other people and thatthey understand better.
So it's a matter of they're notparticipating because they have
these false beliefs aboutthemselves and not being able to
do math, about themselves.
And not being able to do mathand false beliefs like making
mistakes shows that I'm not goodat it or that I'm not as fast
as other people.
So little things likeinterspersing, having them read
(22:44):
the list of positive math normsand saying which is your
favorite and why.
So they just got back to thenorms.
Having them look at the teamnorms for the class and ask them
to rank themselves one to 10 onhow did they function with
their group and you can do thatduring your closure.
You can just say hey how didyour team do today?
Rank yourself, rank your team.
(23:06):
Why did you say that?
That kind of thing I like that.
Speaker 2 (23:09):
I like how so many times, to make working together
and collaborative learningeffective, it has to take kind
of an equal seat with the massfrom time to time and throughout
the year, and we work reallyhard with chapter one and all
the other pieces in our coursesto try to elevate that,
especially in the beginning andto keep it there throughout.
(23:31):
But if you can't keep bringingit back so that it has an equal
place in importance, then kidsaren't going to do it, which I
want to point out too.
Speaker 7 (23:41):
you know CPM has such great resources in there.
Where I got most of this isfrom a teacher note and a lot of
it is in chapter one.
They give the specific questionand I put those up on the board
for the kids questions that theycan ask each other specifically
about the lesson and I'm givingthem daily reminders of that
(24:04):
and I guess I would say thatit's okay to remind the kid
every day.
This is what you're doing inyour roles.
Here's the questions you canask if you want a cheat sheet
for how to participate, and Igive them those little cards
with the questions on the backand they like them.
Like, if I forget to give thema card, we will have a prize
(24:26):
because they want to turn itover so that they have a cheat
sheet to look at for how theycan participate.
Speaker 1 (24:33):
Well, it really helps them become like a.
They're becoming self-awareabout what it means to be a
student, what it means to be amathematician and work and
together and things like that.
That's really cool.
Speaker 2 (24:45):
Well, thank you.
Thank you so much, Wendy, forcoming in and talking to us
about study teams today and allthe things you do.
It sounds like your classroomsounds great with all the
different things that you'redoing and we really appreciate
your time and energy and comingand talking to us today for the
podcast.
Speaker 1 (25:00):
Yes, thanks so much.
Speaker 2 (25:01):
Of course.
Speaker 1 (25:01):
And have a great start to the year.
Speaker 7 (25:03):
Thank you for having me.
Speaker 1 (25:20):
I'm talking about Wendy Phillips.
Speaker 2 (25:22):
That's right.
So we just had our conversationwith Wendy Phillips and after
we stopped recording we had somemore conversation with Wendy,
which was really kind of nice.
Speaker 1 (25:32):
Yeah.
Speaker 2 (25:32):
And we wanted to make sure to bring a couple of those
things forward here onto thepodcast so they didn't get left
out.
Absolutely One of the thingsthat I think she said after we
stopped recording that I thinkis so super huge and important
is that the teacher has tobelieve that the kids can do it.
Totally agree to believe thatthe kids can do it, totally
(25:58):
agree.
It's like so obvious and yetsometimes so problematic.
The teacher has to believe thatthe kids want to work in teams,
like to work in teams, can dothe math.
I mean all of those things, theteacher belief and I think in
general, adults belief, butparticularly the teacher because
they have so much power withinthe classroom.
That's right In that kids arecapable, kids can do things.
(26:20):
It's so let's make or break.
Speaker 1 (26:23):
I totally agree with you and when Wendy was talking
about that I thought the exactsame thing that it seems kind of
like a no-brainer, of course,but we really do need to
acknowledge that and teachers, Ibelieve, need to have an
assumption that is positiveabout students can do math and
(26:43):
can do work and can participatein groups and work together.
The other thing that came outin our post-conversation was
when Wendy mentioned aboutgiving participation points and
how that was kind of she equatedit to if you're speeding in a
car, you're only going to stopspeeding in your car if you get
a ticket or get some sort ofpunishment, but you're probably
(27:06):
more likely to speed again ifnobody's there to check that.
That and same withparticipation points that her
students were when she took awaythe participation points part
of it and just said let'sbelieve in this positivity that
you can do it and we're going towork in teams, that they worked
better.
Speaker 2 (27:24):
Yeah, and I think that if you're using
participation points as a carrotright or if you're using
something else as a stick right,I mean that only affects human
behavior.
So much, right?
I mean we know both of thosethings right.
Or if we're using somethingelse as a stick right, I mean
that only affects human behaviorso much, right, I mean we know
both of those things right.
Once the carrot's gone or oncethe stick is gone, behavior kind
of goes back to whatever wewere doing before.
And I think that those thingscan reinforce, but they can't
(27:49):
control behavior, right?
They don't create the behavior.
Sometimes they can reinforce itor they can make it so that,
yes, it's maybe easier for me tocontinue to do this thing, and
if I do it enough, it's a habit,then sure that extrinsic reward
is no longer needed.
But yes, if it's only theextrinsic reward that I'm doing
it for it's not likely I'm goingto continue to do it afterwards
(28:10):
.
Yeah, there's a lot of things.
What do you know?
Teaching is apparently alsopsychology.
It's a pretty cool figure.
Speaker 3 (28:20):
Awesome.
Speaker 5 (28:27):
So that is all we have time for on this episode of
the More Math for More Peoplepodcast.
If you are interested inconnecting with us on social
media, find our links in thepodcast description, and the
music for the podcast wascreated by Julius H and can be
found on pixabaycom.
So thank you very much, julius.
Join us in two weeks for thenext episode of More Math for
(28:50):
More People.
What day will that be, joel?
Speaker 1 (28:53):
It'll be January 7th, distaff Day.
I didn't even know what adistaff was until I looked up
this day, otherwise known asRock Day, but it just symbolizes
the efforts and work of textile, of a society, and the thing
that comes to mind to me when Isee a distaff is thinking about
(29:13):
the tale of Rumpelstiltskin, andso we'll dive into thinking
about how this device iscelebrated and where it first
comes from and what the historyof textiles are.
Maybe Misty has some ideas aswell.
So we'll see you on January 7thin the new year 2025.
Thank you.
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