Matt Vaudrey is a Google Certified Innovator and Ed/Tech Coach from Southern California. Matt is a recovering math teacher who dresses in costumes, plays loud music, and stands on desks: anything to make content meaningful for his students. His book, The Classroom Chef, is available on Amazon.
Make Failure Cheap: We All Take Risks Here:
In a safe class witha teacher they respect, students will reason, rationalize, diagree, compare, and improve. Those enviroments don’t occur by accident; they’re the product of a specific focus on empowering student voice. Let’s discuss effective and ineffective questions for all grades, model openess for diverse methods, adn celebrate guesses and incorrect answers.
Google Tools in the Math Classroom (Intro or Advanced):
Intro: Google Classroom and Drive work together to organizae stuff that use to be in file folders by the classroom door. Let’s try out strategies to declutter math class and work smarter.
Advanced: Less piles of paper, less grading, less confusion. In addition to Classroom and Drive, let’s see what classes are doing to use GAFE to make Math Class more meaningful.
Google Tools in the Math Classroom:
Less piles of paper, less grading, less confusion. In addition to Classroom and Drive, let’s see what classes are doing to use GAFE to make Math class more meaningful.
Less Work for Admin – Google Tools to Make Life Easier:
Walkthroughs, Teacher Feedback, Intervention Logs, and other stuff eating up your day? Wanna see how Google Forms and Add-Ons can streamline your process?
Want more information on booking Matt at your school, district or event? Contact us using the form below!
Free Math Curriculum that Addresses ALL the SMPs? Where do I sign up?
If you haven’t yet heard of the #mtbos, this session will blow your mind. These free resources build problem-solving ability, debate strategies, and multiple roads to a solution, all while teaching students that failure is just another step to success.
Boost Think Time with Musical Cues in the Classroom:
How often does the teacher waste his/her breath on tedious commands?
“Take out your notebook, return to your seat, talk to your partner”.
Using musical cues in the classroom preserves the authority of the teacher’s voice and cuts down transition times to gain back hours of instruction per year.
Seriously… hours of instruction.
Effective Instructional Coaching: Connections, not Content:
Here’s what teachers don’t want: A coach who knows everything, was teacher of the year, has a binder full of great lessons and coffee breath.
Instead, be a coach who listens intently, fails grandly, and grows constantly. You don’t need to be perfect, you need to be real.
Reaching the Unreachables (Keynote):
Plenty of our students earn low grades before setting foot in the classroom. Why put forth effort? They’ve decided they “suck at math.”
Our challenge as teachers is convincing them otherwise. To reach the unmotivated student, the student afraid to fail, and everyone inbetween, change the culture of your math class.
Let’s talk about how to do that.
Google Apps for Education 101, 201, 301, 401, 501:
101 – Log in, create and share Google Documents and folders, collaborate with the department and upload files of your own.
201 – Make digital copies and store them all in easy-to-find locations. If Drive is the file cabinet, Classroom is the photocopier and all the student backpacks.
301 – Make graphics, images, and interactive presentations using Google Slides and Google Draw.
401 – Make your life easier: gather student (or parent) data, arrange it, and manipulate it.
501 – Work together to answer questions that start with, “Is there a way that I can…?”
Desmos: God’s Gift to STEM Teachers:
It’s tough to give instant feedback or to craft a lesson where
students discover math and science. Wouldn’t it be great to
have a resource for that? For free?
Feet In Both Camps: The Quest to Stay Relevant:
Teaching is the best and hardest job in the world. Under-appreciated, different each day, and full of mountaintop highs and swampy lows.
How can teachers make specific requests for the support they receive?
How can administrators, coaches, and D.O. staff continue to support teachers once they leave the classroom?
How does one stay relevant to teachers?