Student Blogging: Off and Running

After the encouragement of a few folks (among them, Hedge (@approx_normal), Zach (@z_cress), and Jennifer (@RealJMcCreight)), I decided to move forward with my admittedly medium-rare idea to have a class start a blogging community. I needed their encouragement because I hadn’t ever SEEN anything like this done before in math class. I’ve seen examples at the elementary level. I’ve heard about English teachers doing this, but the benefits of active engagement in a blogging community to a class of math students was purely hypothetical.

So, with that in mind, I decided to leap (and then look at where I was once I landed.)


I decided to leap…

I sold it to them in this spirit: Algebra II is the last math class that Michigan specifically requires high school students to successfully complete in order to graduate. That makes Algebra II the series finale. This is the last season. A sitcom that they have been watching daily since 2004 begins it’s final season this fall. They have spent more than a decade learning different kinds of mathematics and Algebra II is where we show off how it all fits together. We are able to reveal where it was all leading.

The blog acts as an extension of that. If they are going to take anything of value from the dozen years of math we lead them through, they are going to have to internalize their experiences. The blog is going to give them an opportunity to make visible a portion of that internalization.

Here are the structures I am using:

I am requiring a single post per week, along with a single meaningful comment on another person’s blog per week. A post should be between 150-500 words (because they asked). This is designed to enter them into the world that I know exists for more bloggers than just me. That is, becoming observant of the world around you thinking what you might write about. (The first topic I asked them to write about was the most enjoyable math-related experience they can recall in math class.)

They are required to follow all of their classmates’ blogs. This ensures that their WordPress homepage readers are displaying recent posts.

I have a rubric that I will be following to hold student’s accountable for actively participating in the blogging community.


Already, this has allowed us to consider a variety of different relevant topics that are not normally relevant to a math classroom, but are darned interesting to talk about. The value of pictures and story-telling in conveying meaning, the consideration of audience, the use of images and movie clips, digital citizenship, etc.

It has worked to make the class more holistic, which needed to happen if we are really going to take the series finale approach to this course. There’s value in that because the last 10 years of math class haven’t just been about math content. They’ve been about math habits, problem-solving techniques, specific tools, vocabulary, and a variety of technology. To focus purely on content would be to miss an opportunity to help them make sense of all of those experiences.

And to solidify those things is to provide a springboard to launch the students into an opportunity for spin-offs once this required Michigan math series has reached its conclusion.

Here are the handouts I used to introduce the blogging community to the students. None of these handouts stood alone. All of them were given as part of a large-group question-and-answer session, so keep that in mind as you read them and notice details left somewhat vague.

Handout 1

Handout 2

Handout 3


2 thoughts on “Student Blogging: Off and Running

    • I am not familiar with blogger. That’s the primary reason. I am familiar with WordPress and really like a few of the features.

      Also, in a “show-of-hands” poll, only one student had a blog of any kind and it was Tumblr. So, that was a non-issue as well. I figured if it was all going to be new, I might as well not try to learn a new platform, too.

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