So, I presented on what I know; doing experiments in math class.
We started out with a quick intro about how this isn't meant as one more thing you can add to your classes. This is meant as a replacement for something you already do in your classes. Math classes in the U.S. already try to do too much. Adding one more thing isn't helpful.
Because it would be super awkward to spend 50 minutes talking about active learning without actually doing something we started out with an experiment: ball drop.
I had the participants arrange themselves in groups of two or three. After a sudden death round of rock-paper-scissors, the loser came up to get supplies for the group.
Here's the slide I put up for directions.
Then we hobbled through talking about how running a classroom experiment naturally flows into covering the CCSS math practice standards and the Principles to Actions math teaching standards. Again, super hard to make seamless connections without the major component of those connections--student work. But, this was a room full of sympathetic math teachers/coaches and they helped me out.
I've already hear back from one person:
"I was inspired enough to try it! I'm going to try to do a lesson with perimeter, area, and volume next week. I stole some boxes, meter sticks, and string from my science teacher next door. You were right, he was excited to help. He already had the boxes made for a lab they used to do. I'm going to try to use different balls for my students who need some more complexity and boxes for the students who need more straight-forward data collection." - Mike
That, my friends, is awesome!
AND, you should be super jealous, I ate lunch with this wonderful #MTBoS crew! From the left: @MathEdnet, @lisabej_manitou, @pwharris, @0mod3, and me.