January 22, 2025 • 25 mins
This episode celebrates International Sweatpants Day, exploring the history, cultural significance, and societal perceptions of sweatpants while highlighting how comfort can enhance our daily lives. We discuss personal experiences with sweatpants and whether they can be considered professional attire.
Then we visit again with Brandon Pelter, Academy of Best Practices New Teacher participant to get an update of how his year is going. We talk about manipulatives, student engagement, feedback strategies, and more.
If you are interested in finding out more about the Academy of Best Practices program, visit cpm.org/abp. The application deadline is May 1, 2025.
Send Joel and Misty a message!
The More Math for More People Podcast is produced by CPM Educational Program.
Learn more at CPM.org
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
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.
Speaker 2 (00:31):
Boom.
Speaker 1 (00:35):
All right January 21st.
Speaker 2 (00:38):
It's January 21st 2025.
It's still interesting to saythat.
Speaker 1 (00:44):
That's because I'm on a few more weeks Exactly.
Speaker 2 (00:48):
Probably all the way until September.
Yeah, what is the day today?
Speaker 1 (00:56):
International Sweatpants Day.
Speaker 2 (00:58):
Yes, international Sweatpants Day, really.
So we're going worldwide withsweatpants.
Speaker 1 (01:03):
We're being inclusive .
The whole world can celebratetoday.
Speaker 2 (01:09):
Yes, the whole world gets to have sweatpants today.
So that's interesting because Imean, my brain immediately goes
to.
Well, then call them sweatpantseverywhere.
I think in the UK they callthem trainers.
No, that's shoes maybe, but Ithink there's some other word
they use for like sweatpants,but also is it only sweatpants,
it's not the whole sweat joggersuit right like a whole, just
(01:34):
sweatpants.
Oh, all right, can I?
Can I wear like jeggings andleggings, or is it just only
sweatpants?
Speaker 1 (01:42):
I think there's probably varieties like a
legging would feel nice youcould do athletic wear perhaps
maybe that would be athleticwearing, because I mean also.
Speaker 2 (01:56):
I think of when I the old school sweatpants that have
the elastic on the bottomversus more modern sweatpants
that are like on the bottom Ihave to say.
Speaker 1 (02:10):
Oh yeah, they're more like yoga pants.
I've reached a point in my lifewhere I wear sweatpants on a
daily basis actually, yeah, Icelebrate every day.
Speaker 2 (02:22):
Well, do you celebrate all the time?
Speaker 1 (02:24):
I do feel, I do feel.
Speaker 2 (02:26):
Wow.
Speaker 1 (02:27):
I was going to say, I feel some social pressure
sometimes when, like, maybe, ina travel situation, although I
yeah.
I don't think I've seen youwear sweatpants when you travel
I wear different types of pantsbut travel and wear different
(02:50):
types of pants.
Speaker 2 (02:51):
But yeah, I, I definitely I I do enjoy lounge
wear, which I would qualifysweatpants as one version of.
I mean, I probably wear themmore around my house than I do
to the gym anymore, yeah, but Imean, I go to the gym a lot less
than I used to, though too.
So, yeah, all right.
So so so we need moresweatpants, see, we need more
(03:13):
comfortable, comfortable wear,because confining clothing is
not on my list of things Ireally need or want.
Yeah, so is there?
Is there a what's the I don'tknow justification or the like,
motivation or the inspirationthat?
Speaker 1 (03:31):
well international sweatpants day I'm looking now
it's yeah this is the why isthis a holiday question.
I don't know why today is theday, but it is celebrating that.
The history of sweatpants wouldsay so.
The creation of sweatpants wasfor athletes.
(03:52):
They did.
They have made their way intofashion, like you had mentioned,
the suits, the track suits andthings like that, which I also
have.
Some track suits I believeyou've seen a picture or two of
me in a track suit yes.
Tracksuits I believe you'veseen a picture or two of me in a
tracksuit.
Speaker 2 (04:10):
yes, I mean every time there's a blazers game, I
think you know they always showtheir fits and some of them are
what I would consider to betracksuits.
It's probably not what theycall them, but yes, some
interesting things that monkswere of the first to wear
sweatpants.
Speaker 1 (04:25):
Yeah yeah, In medieval Europe they were a
basic form of sweatpants.
Speaker 2 (04:35):
It's not a very funny picture.
In my head it says a very funnypicture.
What did you say?
Speaker 1 (04:40):
In medieval Europe were the first to wear
sweatpants.
Speaker 2 (04:48):
Yeah, okay.
It has a very funny picture inmy head.
I'm not sure I can quiteconjure what that actually
looked like.
I think of sweatpants as beingmade of like usually not natural
materials.
Speaker 1 (04:57):
I don't know I guess I could look at my the tag I
might have been yeah maybethey're like fleece is a cotton
because they don't shrink.
If you put them in the dryer,they don't shrink.
Speaker 2 (05:10):
They have to well, not cotton shrinks.
You have to.
Just once it's washed, theydon't shrink yeah interesting,
okay.
So monks wearing sweatpants,you could celebrate the day by
hosting a sweatpants.
Speaker 1 (05:23):
That's an interesting image there.
You could celebrate the day byhosting a sweatpants party
that's suggested.
Speaker 2 (05:30):
So his party?
Okay, yeah, yeah, that soundsgreat.
I think that sweatpants have anunwarranted sense of it's
interesting.
I think for some people have anunwarranted sense of it's
interesting.
I think for some people there'san unwarranted sense of shame
around it right, or a judgmentof oh you're only in sweatpants
(05:54):
you haven't bothered to put onclothing.
But then also, like I said, Isee people, professional people,
out and about.
Speaker 1 (06:00):
I do yeah.
But wearing sweatpants orwearing a very fancy tracksuit,
especially with the work fromhome movement and pandemics and
things like that.
Speaker 2 (06:11):
For sure.
Yeah, yeah, well, and yeah, Imean I think there's something
around.
Oh well, wearing clothingthat's comfortable, I am too.
Speaker 1 (06:19):
It's an elastic waistband.
I am too.
Speaker 2 (06:22):
I'm all for that.
Speaker 1 (06:23):
Yeah.
Speaker 2 (06:25):
I'm also of the age that I'm all for that.
I'm also of the age that I'mlike I wore it to do my clothing
being comfortable andfashionable at this point.
So, what are you going to do tocelebrate International
Sweatpants Day?
Speaker 1 (06:36):
I know, I'm just full of celebration what are you
going to do?
Okay?
Speaker 2 (06:42):
yeah, I'm probably going to also wear sweat.
All right, okay, yeah, I meanprobably going to also wear
sweatpants.
Speaker 1 (06:47):
I mean I feel like it's as good a reason as any to
wear sweatpants.
Speaker 2 (06:51):
So enjoy your International Sweatpants Day,
everyone.
Okay, so today is January 21st,so that means if you are
(07:17):
listening to this today, thenyou missed the regular
registration deadline for theteacher conference.
If you haven't registered yet,because that was on the 19th,
(07:38):
but you do have one last chanceto register for the conference
and get in by the late deadline.
It is the last and final chanceto get in for the teacher
conference.
The late deadline is coming up.
It is on February 3rd 2025.
So you have to pay a little bitmore, but you can still get
into the teacher conference.
It's all day Saturday, half daySunday.
We also have a Saturday onlyoption and we have the
(08:01):
pre-conferences on the Fridaybefore.
It includes your mealsbreakfast and lunch and it's
going to be amazing.
We have 12 concurrent sessions,five different breakout times.
Our wonderful keynote speakeris going to be Dr Nicole Joseph.
She studies the intersection ofgender and race in math
(08:26):
classrooms.
We'll have the Ignite for you.
Peter Lillidal is going to bethere.
There's going to be so manygreat things you will not want
to miss out, so go to shopcpmorgand get your stuff going so
that you can get registered forthe CPM Teacher Conference.
Again, the days of theconference are February 22nd and
(08:46):
23rd.
You can also register forSaturday only on the 22nd.
Pre-conferences on the 21stEverything is at shopcpmorg.
February 3rd is your lastchance.
Get there and we'll see you inSan Diego, right?
(09:20):
So today we're really excitedto be back here with brandon
alter, who we talked withsometime in August I don't know,
it was episode eight.
We're like on episode I don'tknow 19 or something, 18.
And about his experience withthe Academy of Best Practices
for New Teachers and his plansfor the school year.
(09:42):
So we wanted to bring him backon and see how it's been going.
Speaker 3 (09:46):
So welcome back, brandon.
Yeah, thank you for having meback.
I'm excited to be talking toyou all again, and it feels like
it was so long ago, but theideas are still.
I'm still working on a lot ofwhat I learned, so I'm excited
to talk about it.
Speaker 1 (10:00):
What's like a big thing, that's happened.
Speaker 3 (10:03):
Yeah, one of the big things that we had talked about
the last time we caught up wasalgebra tiles, and so I've
incorporated them a ton in thecourse that I teach throughout
the.
We're in a semester base, soour first semester is like a
pre-algebra class, gettinggearing kids up for algebra, one
which they'll take in thesecond semester.
(10:24):
So I've really tried to workthem in anything you know,
anytime possible.
But solving equations has beena big point, and we saw so much
success that my principal waswilling to go out and buy some
more.
So to make sure that my teacheracross the hall, who also
teaches freshmen, can use themif she'd like to as well.
(10:45):
So I'll take that as a win.
Use them if she'd like to aswell, so I'll take that as a win
.
And I think continuing formyself in that learning process
it's the first time that I'veused them as a manipulative kind
of working with them as anintroduction has been great.
And then for my own learninghow to work kids more towards
the abstract and what thattiming might look like and how I
(11:09):
maneuver you know when we'reworking with them and maybe I'll
record the abstract Then Istart the kids to like.
That process has been whereI've learned a lot in these last
you know, in these last coupleof weeks.
Speaker 2 (11:21):
Yeah, yeah for sure.
It's such an individual pace.
I think in some ways for kids,right, individual pace.
I think in some ways for kidsright, like some of them are
really quick to move, to wantingto get away from the tiles or
being able to grasp the abstractpieces, the symbolic notation,
and then some of them want tohold hang on to them for longer.
And I know when I was usingthem I was always like good on
(11:45):
you, right, like do you want todo them longer?
That's great.
At some point they becomeuntenable, there's too many to
deal with and kids kind of goaway.
But I always told my kids thiswas their one chance to work
with algebra tiles.
You know you're going to beable to work with symbols the
whole rest of your life, butyou're not going to walk around
with algebra tiles in your bag.
This is the time to really getthat understanding, that
reinforcement.
Speaker 3 (12:05):
Yeah, I was even.
You know, I was proud becausethe end goal, even though you
have a manipulative, the endgoal is just to help students
better understand the abstract,right, it's not like we want to
stay in manipulative landforever, but when I would see a
student or two still drawingthings out to make sense of them
, I was really proud because Iknew that that meant they
(12:27):
understand, they understood howto use the tool and they also
knew themselves as learners as,hey, I need to see this, let me
work through this.
So that was a really cool kindof small thing, but a really
cool win to see that.
Speaker 2 (12:42):
And it's still really valuable connections right,
because as they move forwardinto algebra and we look at
factoring and we look atcomplete a square, it always
seems like that visual basis andthat geometric connection to
the algebra tiles is reallyvaluable.
Speaker 3 (12:58):
A hundred percent, yeah, so that's been a big win.
I've been excited to beincorporating those and get some
support here on the ground fromadmin.
They see that that's successful.
That's always a good thing.
Speaker 1 (13:10):
How does your admin see it?
Are they just coming in yourclassroom and observing, or is
there other teachers sayingthings?
Speaker 3 (13:17):
Some observations from my principal.
But he's also, you know, he'sreally on board with whatever we
can do to get to help studentunderstanding.
That's something he'spassionate about and I'm also
not a shy person.
So when I would have those winsI would start some of those
conversations with him so he sawthe value.
(13:40):
He saw it himself a little bit,but then also just in our
conversations he was on boardand the other teacher was
interested.
So yeah, let's go for it.
Speaker 2 (13:49):
certainly a worthwhile investment yeah in
addition to the manipulativesand the visual models right, I
think you had also, I thinkthere were two.
I think you'll remember one wasyou mentioned using some of the
motion detectors?
Yes, did you?
Did you follow through withthat?
Speaker 3 (14:04):
yes, yeah, I, I, I love those.
It's to me it's similar to themanipulatives and that it's just
kind of like an access pointand a lot of people always have
these conversations.
Oh, real world context, whichI've come to not love that term.
To me it doesn't have to bereal world, it has to be
(14:24):
tangible.
It has to be something for astudent to just make sense of a
situation.
It has to be tangible, it hasto be something for a student to
just make sense of a situation.
It doesn't need to make sensewhen you're out in the street,
it just needs to help youunderstand what we're doing.
So the CBRs are great in thatrespect and in helping kids to
just make sense of, first andforemost, graphs, which by and
large are a struggle, and seeingthem considering things like
(14:48):
slope without even saying slope,without me ever even saying
slope or rate was, is reallycool.
And that's another tool, likethe algebra tiles that I kind of
get set here in this fallcourse and then when we jump
into algebra one in the spring,that's something that comes back
(15:09):
out and they build moreconnections and we dive deeper
and we, you know, make sure thatwe can find slope and talking
about time and distance of yourwalk and things like that.
So I like this having this timeto start with those things and
then carry, carry through whenit comes time for algebra one
yeah, that'll be cool, right.
Speaker 1 (15:30):
I remember one thing you're talking about, too is
giving your students authorityright and letting them take the
ownership and maybe using somestudy teaching strategies.
So are there any of those thathave kind of stood out that
you're really using, orabsolutely.
Speaker 3 (15:44):
You know, when you first mentioned that, what jumps
into my head I don't rememberthe, the exact name for it in
the STTSs, but you know I wouldfrom time to time because I'd
been doing the board work frombefore ABP there'd be times
where groups are stuck and it'skind of like where most groups
are stuck and I'm thinking isthis, do I just call it and
(16:06):
bring it back to the seats?
What do I do?
Are stuck and I'm thinking isthis, do I just call it and
bring it back to the seats?
What do I do?
So it's been.
I loved having the strategy oflike you have one person per
group, kind of come in and meet,give them some information and
they bring it back to theirgroups.
That's been one that I reallyenjoy using, and then also, just
even when they're at desks,different strategies and also,
just even when they're at desks,different strategies, switching
(16:29):
their groups.
You know daily having differentroles.
In that sense, all of those, Iguess, smaller moves, I've seen
some really positive impacts inmy classroom.
Speaker 2 (16:39):
Cool, nice.
So the other thing I rememberyou talking about was feedback,
mm-hmm.
Speaker 3 (17:12):
And you had some ideas about how you wanted to
think about feedback this year.
So one thing that I've startedafter a quiz or a test,
especially if a student isinterested in getting a better
grade, I'll give them their testback with no right or wrong.
I'm not going to tell youwhat's right or wrong, and I
just want them to start byshowing me what are you
(17:33):
confident in and that gives me areally good idea of I
definitely got this.
And then that also gives themthe chance to see their old
answers and we can haveconversations about was this
even in the ballpark, or was itjust a small mistake somewhere
along along along the line ofyour work and you just put it in
(17:54):
the calculator wrong Cause thatwe know that happens all the
time, or did we just totallymiss the boat?
And so that's been somethingthat really helps to start
conversations.
It's hard to do that as oftenas I'd like because that just
takes so much time, butopportunities, even with exit
tickets, where you know it'lljust be one question and I'll
(18:14):
have the same generic comment ona lot of them, but just
starting class the next day togive that back to them and give
them a chance to look at itagain or even contrast it with
another strategy or two that Imight put up on the whiteboard,
something like that, just tokind of keep that loop going.
That's been really valuableNice.
Speaker 2 (18:37):
So you're here, you're mid-year-ish right.
You said you're finishing onesemester, going to the next.
So what are some of your goalsor your things you're going to
focus on now, in the end of theyear?
Speaker 3 (18:50):
I definitely want to.
We were just talking about thatfeedback.
I want to keep going with thatand find a good balance and how
I can continue to keep thingstimely but also just things that
they can respond to.
That keeps them doing somethingand isn't just a oh, okay,
here's my grade, I'm done now.
I'm continuing to work on that,I also.
(19:12):
So what's been cool throughoutthe fall is I've gotten to catch
up with, I've stayed close with, two of my fellow ABPers, so
we've been in touch and tryingto keep that going and keep that
connection, because they'redoing really cool things in
their classroom as well.
So sharing that.
And then I think, lastly, justin when I think about Algebra 1
(19:35):
and the abstractness that we'retrying to get to get to with our
students, just continue to.
When I think about, likeexponent rules as an, as a
random example, that all justcomes from your work with
concrete numbers.
So continuing to go back andstart there before we get to x
or y or whatever it is, becauseit I try to name with my
(19:59):
students when they see X and Yletters and whatever like that
looks really weird.
I know, and I see a letter andI want to shut down.
But didn't we just do that withtwo times two times two times
two, didn't we just do that samething?
Well then, we're generalizing.
You know, we're taking, we're,we're.
That's exactly what we'retrying to do.
(20:21):
Take these things that we knowhow to do.
Now let's say, like any time,but those concrete entry points,
I think, especially forstudents that have struggled in
the past, make a huge differenceand they totally change math
from this language that isn'tsupposed to make any sense to
like oh, it's just that patternwritten that way, that's not so
(20:46):
bad, that's not so scary.
Okay, x is like okay, I kind ofwere using a letter to just say
any number.
Oh, it's like a placeholder.
Cool, not bad.
So more opportunities like that, and I think that'll be a goal
of mine 10 years from now.
I don't think that'll ever stopbeing something that is really
important to me.
Speaker 2 (21:07):
That's great.
Speaker 1 (21:09):
Yeah, the other people you're talking to.
Are you spread out orgeographically closer?
Speaker 3 (21:15):
No, no, we actually kind of span the country.
I'm here in Connecticut,spencer is in Wisconsin and Sid
is in California.
So we have a good yeah, we'vegot it pretty well mapped out.
I guess we'd have to meet inWisconsin.
That's the midway point, but wehave actually all three of us
(21:36):
have talked to one another andthen we're trying to set up a
time where where we can all meetas a group.
But it's, it's really nice andI know I said this the first
time that we talked what abpdoes in bringing together these
newer teachers and people thatare committed to learning,
getting better at their craft.
Now to continue that and seethat through and and hear about
(21:59):
what people are doing, becausewhat has been my focus out of
abp is totally different thanthan other people we were at.
You know different points of ofour learning, of skill and
pedagogy, and so continuing tosee that through and help them
out and get advice, yeah it's,it's been really impactful.
Speaker 2 (22:20):
Awesome, that's awesome.
Well, thank you so much forcoming on the podcast today and
give us an update on how youryear's going.
Speaker 1 (22:27):
It sounds fabulous and so good to see you the rest
of your year goes amazing.
Yeah, thank you.
I'd like to hear how itfinishes up too.
Absolutely.
Speaker 2 (22:36):
We might be doing that too, yeah.
Speaker 3 (22:37):
Yeah, you guys let me know.
It's always a pleasure to chat.
Speaker 1 (22:41):
Thank you.
Speaker 2 (22:42):
Awesome.
So, after you've heard all that, you might be wondering what is
(23:02):
this Academy of Best Practicesand how can I get involved?
Well, if that's the case, thenyou need to head over to cpmorg
backslash A-B-P.
That's A-B-P for Academy ofBest Practices, and there you'll
find all the deets, you'll findapplications for new teachers
(23:26):
and veteran CPM teachers andyou'll find all the details
about what's involved, what'sprovided, etc.
Etc.
The deadline for applicationsis May 1, 2025, and the Academy
of Best Practices will be at thebeginning of August in San
Diego.
So go and find out and, if itseems right for you, apply.
(23:50):
What do you have to lose?
So that is all we have time foron this episode of the More
Math for More People podcast.
If you are interested inconnecting with us on social
media, find our links in thepodcast description, and the
(24:11):
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
More People.
What day will that be, joel?
Speaker 1 (24:25):
It'll be February 4th , medjewel Date Day.
So I've had some experiencewith dates, but not a lot.
But the MedJewel Date Day takesplace on February 4th yearly
and it serves the purpose ofhighlighting the benefits of the
MedJewel dates.
So it's originally amid-eastern fruit.
They made their way to the USabout the 18th century and
(24:48):
there's a hint of caramel flavor.
They're sweet, they'redelicious, one of the healthiest
snacks that are purchased inthe markets nowadays.
So it's good for energy and cando wonders for people who are
trying to cut down on theconsumption of sugar.
So it'll be fun to talk aboutmedjool dates.
See you february.
Thank you.
You are listening to the More Math for More People
podcast.
An outreach of CPM educationalprogram Boom.
An outreach of CPM EducationalProgram.
Speaker 2 (00:31):
Boom.
Speaker 1 (00:35):
All right January 21st.
Speaker 2 (00:38):
It's January 21st 2025.
It's still interesting to saythat.
Speaker 1 (00:44):
That's because I'm on a few more weeks Exactly.
Speaker 2 (00:48):
Probably all the way until September.
Yeah, what is the day today?
Speaker 1 (00:56):
International Sweatpants Day.
Speaker 2 (00:58):
Yes, international Sweatpants Day, really.
So we're going worldwide withsweatpants.
Speaker 1 (01:03):
We're being inclusive .
The whole world can celebratetoday.
Speaker 2 (01:09):
Yes, the whole world gets to have sweatpants today.
So that's interesting because Imean, my brain immediately goes
to.
Well, then call them sweatpantseverywhere.
I think in the UK they callthem trainers.
No, that's shoes maybe, but Ithink there's some other word
they use for like sweatpants,but also is it only sweatpants,
it's not the whole sweat joggersuit right like a whole, just
(01:34):
sweatpants.
Oh, all right, can I?
Can I wear like jeggings andleggings, or is it just only
sweatpants?
Speaker 1 (01:42):
I think there's probably varieties like a
legging would feel nice youcould do athletic wear perhaps
maybe that would be athleticwearing, because I mean also.
Speaker 2 (01:56):
I think of when I the old school sweatpants that have
the elastic on the bottomversus more modern sweatpants
that are like on the bottom Ihave to say.
Speaker 1 (02:10):
Oh yeah, they're more like yoga pants.
I've reached a point in my lifewhere I wear sweatpants on a
daily basis actually, yeah, Icelebrate every day.
Speaker 2 (02:22):
Well, do you celebrate all the time?
Speaker 1 (02:24):
I do feel, I do feel.
Speaker 2 (02:26):
Wow.
Speaker 1 (02:27):
I was going to say, I feel some social pressure
sometimes when, like, maybe, ina travel situation, although I
yeah.
I don't think I've seen youwear sweatpants when you travel
I wear different types of pantsbut travel and wear different
(02:50):
types of pants.
Speaker 2 (02:51):
But yeah, I, I definitely I I do enjoy lounge
wear, which I would qualifysweatpants as one version of.
I mean, I probably wear themmore around my house than I do
to the gym anymore, yeah, but Imean, I go to the gym a lot less
than I used to, though too.
So, yeah, all right.
So so so we need moresweatpants, see, we need more
(03:13):
comfortable, comfortable wear,because confining clothing is
not on my list of things Ireally need or want.
Yeah, so is there?
Is there a what's the I don'tknow justification or the like,
motivation or the inspirationthat?
Speaker 1 (03:31):
well international sweatpants day I'm looking now
it's yeah this is the why isthis a holiday question.
I don't know why today is theday, but it is celebrating that.
The history of sweatpants wouldsay so.
The creation of sweatpants wasfor athletes.
(03:52):
They did.
They have made their way intofashion, like you had mentioned,
the suits, the track suits andthings like that, which I also
have.
Some track suits I believeyou've seen a picture or two of
me in a track suit yes.
Tracksuits I believe you'veseen a picture or two of me in a
tracksuit.
Speaker 2 (04:10):
yes, I mean every time there's a blazers game, I
think you know they always showtheir fits and some of them are
what I would consider to betracksuits.
It's probably not what theycall them, but yes, some
interesting things that monkswere of the first to wear
sweatpants.
Speaker 1 (04:25):
Yeah yeah, In medieval Europe they were a
basic form of sweatpants.
Speaker 2 (04:35):
It's not a very funny picture.
In my head it says a very funnypicture.
What did you say?
Speaker 1 (04:40):
In medieval Europe were the first to wear
sweatpants.
Speaker 2 (04:48):
Yeah, okay.
It has a very funny picture inmy head.
I'm not sure I can quiteconjure what that actually
looked like.
I think of sweatpants as beingmade of like usually not natural
materials.
Speaker 1 (04:57):
I don't know I guess I could look at my the tag I
might have been yeah maybethey're like fleece is a cotton
because they don't shrink.
If you put them in the dryer,they don't shrink.
Speaker 2 (05:10):
They have to well, not cotton shrinks.
You have to.
Just once it's washed, theydon't shrink yeah interesting,
okay.
So monks wearing sweatpants,you could celebrate the day by
hosting a sweatpants.
Speaker 1 (05:23):
That's an interesting image there.
You could celebrate the day byhosting a sweatpants party
that's suggested.
Speaker 2 (05:30):
So his party?
Okay, yeah, yeah, that soundsgreat.
I think that sweatpants have anunwarranted sense of it's
interesting.
I think for some people have anunwarranted sense of it's
interesting.
I think for some people there'san unwarranted sense of shame
around it right, or a judgmentof oh you're only in sweatpants
(05:54):
you haven't bothered to put onclothing.
But then also, like I said, Isee people, professional people,
out and about.
Speaker 1 (06:00):
I do yeah.
But wearing sweatpants orwearing a very fancy tracksuit,
especially with the work fromhome movement and pandemics and
things like that.
Speaker 2 (06:11):
For sure.
Yeah, yeah, well, and yeah, Imean I think there's something
around.
Oh well, wearing clothingthat's comfortable, I am too.
Speaker 1 (06:19):
It's an elastic waistband.
I am too.
Speaker 2 (06:22):
I'm all for that.
Speaker 1 (06:23):
Yeah.
Speaker 2 (06:25):
I'm also of the age that I'm all for that.
I'm also of the age that I'mlike I wore it to do my clothing
being comfortable andfashionable at this point.
So, what are you going to do tocelebrate International
Sweatpants Day?
Speaker 1 (06:36):
I know, I'm just full of celebration what are you
going to do?
Okay?
Speaker 2 (06:42):
yeah, I'm probably going to also wear sweat.
All right, okay, yeah, I meanprobably going to also wear
sweatpants.
Speaker 1 (06:47):
I mean I feel like it's as good a reason as any to
wear sweatpants.
Speaker 2 (06:51):
So enjoy your International Sweatpants Day,
everyone.
Okay, so today is January 21st,so that means if you are
(07:17):
listening to this today, thenyou missed the regular
registration deadline for theteacher conference.
If you haven't registered yet,because that was on the 19th,
(07:38):
but you do have one last chanceto register for the conference
and get in by the late deadline.
It is the last and final chanceto get in for the teacher
conference.
The late deadline is coming up.
It is on February 3rd 2025.
So you have to pay a little bitmore, but you can still get
into the teacher conference.
It's all day Saturday, half daySunday.
We also have a Saturday onlyoption and we have the
(08:01):
pre-conferences on the Fridaybefore.
It includes your mealsbreakfast and lunch and it's
going to be amazing.
We have 12 concurrent sessions,five different breakout times.
Our wonderful keynote speakeris going to be Dr Nicole Joseph.
She studies the intersection ofgender and race in math
(08:26):
classrooms.
We'll have the Ignite for you.
Peter Lillidal is going to bethere.
There's going to be so manygreat things you will not want
to miss out, so go to shopcpmorgand get your stuff going so
that you can get registered forthe CPM Teacher Conference.
Again, the days of theconference are February 22nd and
(08:46):
23rd.
You can also register forSaturday only on the 22nd.
Pre-conferences on the 21stEverything is at shopcpmorg.
February 3rd is your lastchance.
Get there and we'll see you inSan Diego, right?
(09:20):
So today we're really excitedto be back here with brandon
alter, who we talked withsometime in August I don't know,
it was episode eight.
We're like on episode I don'tknow 19 or something, 18.
And about his experience withthe Academy of Best Practices
for New Teachers and his plansfor the school year.
(09:42):
So we wanted to bring him backon and see how it's been going.
Speaker 3 (09:46):
So welcome back, brandon.
Yeah, thank you for having meback.
I'm excited to be talking toyou all again, and it feels like
it was so long ago, but theideas are still.
I'm still working on a lot ofwhat I learned, so I'm excited
to talk about it.
Speaker 1 (10:00):
What's like a big thing, that's happened.
Speaker 3 (10:03):
Yeah, one of the big things that we had talked about
the last time we caught up wasalgebra tiles, and so I've
incorporated them a ton in thecourse that I teach throughout
the.
We're in a semester base, soour first semester is like a
pre-algebra class, gettinggearing kids up for algebra, one
which they'll take in thesecond semester.
(10:24):
So I've really tried to workthem in anything you know,
anytime possible.
But solving equations has beena big point, and we saw so much
success that my principal waswilling to go out and buy some
more.
So to make sure that my teacheracross the hall, who also
teaches freshmen, can use themif she'd like to as well.
(10:45):
So I'll take that as a win.
Use them if she'd like to aswell, so I'll take that as a win
.
And I think continuing formyself in that learning process
it's the first time that I'veused them as a manipulative kind
of working with them as anintroduction has been great.
And then for my own learninghow to work kids more towards
the abstract and what thattiming might look like and how I
(11:09):
maneuver you know when we'reworking with them and maybe I'll
record the abstract Then Istart the kids to like.
That process has been whereI've learned a lot in these last
you know, in these last coupleof weeks.
Speaker 2 (11:21):
Yeah, yeah for sure.
It's such an individual pace.
I think in some ways for kids,right, individual pace.
I think in some ways for kidsright, like some of them are
really quick to move, to wantingto get away from the tiles or
being able to grasp the abstractpieces, the symbolic notation,
and then some of them want tohold hang on to them for longer.
And I know when I was usingthem I was always like good on
(11:45):
you, right, like do you want todo them longer?
That's great.
At some point they becomeuntenable, there's too many to
deal with and kids kind of goaway.
But I always told my kids thiswas their one chance to work
with algebra tiles.
You know you're going to beable to work with symbols the
whole rest of your life, butyou're not going to walk around
with algebra tiles in your bag.
This is the time to really getthat understanding, that
reinforcement.
Speaker 3 (12:05):
Yeah, I was even.
You know, I was proud becausethe end goal, even though you
have a manipulative, the endgoal is just to help students
better understand the abstract,right, it's not like we want to
stay in manipulative landforever, but when I would see a
student or two still drawingthings out to make sense of them
, I was really proud because Iknew that that meant they
(12:27):
understand, they understood howto use the tool and they also
knew themselves as learners as,hey, I need to see this, let me
work through this.
So that was a really cool kindof small thing, but a really
cool win to see that.
Speaker 2 (12:42):
And it's still really valuable connections right,
because as they move forwardinto algebra and we look at
factoring and we look atcomplete a square, it always
seems like that visual basis andthat geometric connection to
the algebra tiles is reallyvaluable.
Speaker 3 (12:58):
A hundred percent, yeah, so that's been a big win.
I've been excited to beincorporating those and get some
support here on the ground fromadmin.
They see that that's successful.
That's always a good thing.
Speaker 1 (13:10):
How does your admin see it?
Are they just coming in yourclassroom and observing, or is
there other teachers sayingthings?
Speaker 3 (13:17):
Some observations from my principal.
But he's also, you know, he'sreally on board with whatever we
can do to get to help studentunderstanding.
That's something he'spassionate about and I'm also
not a shy person.
So when I would have those winsI would start some of those
conversations with him so he sawthe value.
(13:40):
He saw it himself a little bit,but then also just in our
conversations he was on boardand the other teacher was
interested.
So yeah, let's go for it.
Speaker 2 (13:49):
certainly a worthwhile investment yeah in
addition to the manipulativesand the visual models right, I
think you had also, I thinkthere were two.
I think you'll remember one wasyou mentioned using some of the
motion detectors?
Yes, did you?
Did you follow through withthat?
Speaker 3 (14:04):
yes, yeah, I, I, I love those.
It's to me it's similar to themanipulatives and that it's just
kind of like an access pointand a lot of people always have
these conversations.
Oh, real world context, whichI've come to not love that term.
To me it doesn't have to bereal world, it has to be
(14:24):
tangible.
It has to be something for astudent to just make sense of a
situation.
It has to be tangible, it hasto be something for a student to
just make sense of a situation.
It doesn't need to make sensewhen you're out in the street,
it just needs to help youunderstand what we're doing.
So the CBRs are great in thatrespect and in helping kids to
just make sense of, first andforemost, graphs, which by and
large are a struggle, and seeingthem considering things like
(14:48):
slope without even saying slope,without me ever even saying
slope or rate was, is reallycool.
And that's another tool, likethe algebra tiles that I kind of
get set here in this fallcourse and then when we jump
into algebra one in the spring,that's something that comes back
(15:09):
out and they build moreconnections and we dive deeper
and we, you know, make sure thatwe can find slope and talking
about time and distance of yourwalk and things like that.
So I like this having this timeto start with those things and
then carry, carry through whenit comes time for algebra one
yeah, that'll be cool, right.
Speaker 1 (15:30):
I remember one thing you're talking about, too is
giving your students authorityright and letting them take the
ownership and maybe using somestudy teaching strategies.
So are there any of those thathave kind of stood out that
you're really using, orabsolutely.
Speaker 3 (15:44):
You know, when you first mentioned that, what jumps
into my head I don't rememberthe, the exact name for it in
the STTSs, but you know I wouldfrom time to time because I'd
been doing the board work frombefore ABP there'd be times
where groups are stuck and it'skind of like where most groups
are stuck and I'm thinking isthis, do I just call it and
(16:06):
bring it back to the seats?
What do I do?
Are stuck and I'm thinking isthis, do I just call it and
bring it back to the seats?
What do I do?
So it's been.
I loved having the strategy oflike you have one person per
group, kind of come in and meet,give them some information and
they bring it back to theirgroups.
That's been one that I reallyenjoy using, and then also, just
even when they're at desks,different strategies and also,
just even when they're at desks,different strategies, switching
(16:29):
their groups.
You know daily having differentroles.
In that sense, all of those, Iguess, smaller moves, I've seen
some really positive impacts inmy classroom.
Speaker 2 (16:39):
Cool, nice.
So the other thing I rememberyou talking about was feedback,
mm-hmm.
Speaker 3 (17:12):
And you had some ideas about how you wanted to
think about feedback this year.
So one thing that I've startedafter a quiz or a test,
especially if a student isinterested in getting a better
grade, I'll give them their testback with no right or wrong.
I'm not going to tell youwhat's right or wrong, and I
just want them to start byshowing me what are you
(17:33):
confident in and that gives me areally good idea of I
definitely got this.
And then that also gives themthe chance to see their old
answers and we can haveconversations about was this
even in the ballpark, or was itjust a small mistake somewhere
along along along the line ofyour work and you just put it in
(17:54):
the calculator wrong Cause thatwe know that happens all the
time, or did we just totallymiss the boat?
And so that's been somethingthat really helps to start
conversations.
It's hard to do that as oftenas I'd like because that just
takes so much time, butopportunities, even with exit
tickets, where you know it'lljust be one question and I'll
(18:14):
have the same generic comment ona lot of them, but just
starting class the next day togive that back to them and give
them a chance to look at itagain or even contrast it with
another strategy or two that Imight put up on the whiteboard,
something like that, just tokind of keep that loop going.
That's been really valuableNice.
Speaker 2 (18:37):
So you're here, you're mid-year-ish right.
You said you're finishing onesemester, going to the next.
So what are some of your goalsor your things you're going to
focus on now, in the end of theyear?
Speaker 3 (18:50):
I definitely want to.
We were just talking about thatfeedback.
I want to keep going with thatand find a good balance and how
I can continue to keep thingstimely but also just things that
they can respond to.
That keeps them doing somethingand isn't just a oh, okay,
here's my grade, I'm done now.
I'm continuing to work on that,I also.
(19:12):
So what's been cool throughoutthe fall is I've gotten to catch
up with, I've stayed close with, two of my fellow ABPers, so
we've been in touch and tryingto keep that going and keep that
connection, because they'redoing really cool things in
their classroom as well.
So sharing that.
And then I think, lastly, justin when I think about Algebra 1
(19:35):
and the abstractness that we'retrying to get to get to with our
students, just continue to.
When I think about, likeexponent rules as an, as a
random example, that all justcomes from your work with
concrete numbers.
So continuing to go back andstart there before we get to x
or y or whatever it is, becauseit I try to name with my
(19:59):
students when they see X and Yletters and whatever like that
looks really weird.
I know, and I see a letter andI want to shut down.
But didn't we just do that withtwo times two times two times
two, didn't we just do that samething?
Well then, we're generalizing.
You know, we're taking, we're,we're.
That's exactly what we'retrying to do.
(20:21):
Take these things that we knowhow to do.
Now let's say, like any time,but those concrete entry points,
I think, especially forstudents that have struggled in
the past, make a huge differenceand they totally change math
from this language that isn'tsupposed to make any sense to
like oh, it's just that patternwritten that way, that's not so
(20:46):
bad, that's not so scary.
Okay, x is like okay, I kind ofwere using a letter to just say
any number.
Oh, it's like a placeholder.
Cool, not bad.
So more opportunities like that, and I think that'll be a goal
of mine 10 years from now.
I don't think that'll ever stopbeing something that is really
important to me.
Speaker 2 (21:07):
That's great.
Speaker 1 (21:09):
Yeah, the other people you're talking to.
Are you spread out orgeographically closer?
Speaker 3 (21:15):
No, no, we actually kind of span the country.
I'm here in Connecticut,spencer is in Wisconsin and Sid
is in California.
So we have a good yeah, we'vegot it pretty well mapped out.
I guess we'd have to meet inWisconsin.
That's the midway point, but wehave actually all three of us
(21:36):
have talked to one another andthen we're trying to set up a
time where where we can all meetas a group.
But it's, it's really nice andI know I said this the first
time that we talked what abpdoes in bringing together these
newer teachers and people thatare committed to learning,
getting better at their craft.
Now to continue that and seethat through and and hear about
(21:59):
what people are doing, becausewhat has been my focus out of
abp is totally different thanthan other people we were at.
You know different points of ofour learning, of skill and
pedagogy, and so continuing tosee that through and help them
out and get advice, yeah it's,it's been really impactful.
Speaker 2 (22:20):
Awesome, that's awesome.
Well, thank you so much forcoming on the podcast today and
give us an update on how youryear's going.
Speaker 1 (22:27):
It sounds fabulous and so good to see you the rest
of your year goes amazing.
Yeah, thank you.
I'd like to hear how itfinishes up too.
Absolutely.
Speaker 2 (22:36):
We might be doing that too, yeah.
Speaker 3 (22:37):
Yeah, you guys let me know.
It's always a pleasure to chat.
Speaker 1 (22:41):
Thank you.
Speaker 2 (22:42):
Awesome.
So, after you've heard all that, you might be wondering what is
(23:02):
this Academy of Best Practicesand how can I get involved?
Well, if that's the case, thenyou need to head over to cpmorg
backslash A-B-P.
That's A-B-P for Academy ofBest Practices, and there you'll
find all the deets, you'll findapplications for new teachers
(23:26):
and veteran CPM teachers andyou'll find all the details
about what's involved, what'sprovided, etc.
Etc.
The deadline for applicationsis May 1, 2025, and the Academy
of Best Practices will be at thebeginning of August in San
Diego.
So go and find out and, if itseems right for you, apply.
(23:50):
What do you have to lose?
So that is all we have time foron this episode of the More
Math for More People podcast.
If you are interested inconnecting with us on social
media, find our links in thepodcast description, and the
(24:11):
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
More People.
What day will that be, joel?
Speaker 1 (24:25):
It'll be February 4th , medjewel Date Day.
So I've had some experiencewith dates, but not a lot.
But the MedJewel Date Day takesplace on February 4th yearly
and it serves the purpose ofhighlighting the benefits of the
MedJewel dates.
So it's originally amid-eastern fruit.
They made their way to the USabout the 18th century and
(24:48):
there's a hint of caramel flavor.
They're sweet, they'redelicious, one of the healthiest
snacks that are purchased inthe markets nowadays.
So it's good for energy and cando wonders for people who are
trying to cut down on theconsumption of sugar.
So it'll be fun to talk aboutmedjool dates.
See you february.
Thank you.
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