copilot shellの実装案。
本物のコンソールはこんな感じで進行する。ここで、command1は通常のPowerShellコマンドで、??はLLMへのクエリ。
PS> command1
result1
PS> ?? prompt2
reasoning2
>> command2
confirm: Y
result2
PS> ?? prompt3
同じコンソールが、LLM側からはこう見えるようにする。
PS> command1
result1
PS> #prompt2
PS> #reasoning2
PS> command2
result2
PS> #prompt3
PS> #
この方式だと、めちゃくちゃシンプルなfunction callingが実現するね。
これもchatテンプレート使えないから、手作業でプロンプト作らないと駄目なやつだけど。
#prompt2 #ClassroomMath #ClassroomChem
In chem lab, I spend a lot of time at the beginning of the year reminding students about safety goggles and attending open flames. It sounds stressful, but usually it’s not bad, and the kids’ actions tell me when I need to intervene.
I heard the group of girls say, “ahhh!” as they moved apart, I grabbed a beaker to scoop up the spider and release it outside. I wished it many tasty bugs. Then I realized that it was black and did it have a red belly???!
#ClassroomMath #Prompt2 This year was all over the place, but my kids were really great. One day I was clearly frustrated, and when the kids asked I just said I had a disagreement with some of my colleagues, and then they surprised me with a note that was admittedly inappropriate but well-intentioned about how they liked my class and that they had my back. It was a really nice moment that made me laugh.
I once had a 3rd floor classroom that was missing the screen on the window. I had told maintenance about it many times but kept my windows closed so it wasn't a huge deal. Well then we had one of those days in the winter where the heat got broken on too hot (happened fairly often at that school) so a student asked to open a window and without thinking I said sure. Next thing I know, a student has thrown his shoe out the window just so he could "see for sure that there was no screen". What?! Teaching freshmen is an adventure sometimes...
#classroommath #prompt2
My small story about one of my favorite moments from this past school year:
Me and a math teacher at a nearby elementary school started a partnership last year between my math team and his 5/6th grade Math Olympiad math team. I traveled with my students every 3-4 weeks to the elementary school so my kids could work with and help his kids complete problems, develop problem solving strategies, etc. So cute and heartwarming to watch them work together.
The big end of year event was a district-wide fun math competition at my high school for all 5/6th graders in the district. My students helped me create a middle-school friendly, pump-up playlist to blast as all the buses arrived with the middle schoolers (lots of Katy Perry, Taylor Swift, Bruno Mars lol). Watching the high schoolers yell the lyrics and cheer for the younger kids and greet them with a huge high-five line as they got off the buses was so fun to see - an amazing end to the school year!
I was teaching 7th grade math, and we were discussing the concepts of integers and their opposites.
Students were giving real life examples of numerical opposites, like making $50 and owing $50.
One kid suggested 12 donuts.
Me, surprised: What's the opposite of positive twelve donuts?
Kid, exasperated and clearly questioning my intelligence: Negative twelve donuts!
Me:
@samjshah @jreulbach
#ClassroomMath #Prompt2
Here's a small story:
My first year teaching, we did a review game the day before the final exam in Algebra 2. The class was split into two teams; students conferred with teammates and raced to answer each question before the other team did. One team was way ahead, so when we got to the last question, the other team wasn’t even going to try, because they couldn’t win (the prize was an extra point on the final exam for everyone on the team). In the heat of the moment, I declared that the last question was “winner take all” and either team could win the extra credit. What happened? The “behind” team answered first and the “ahead” team revolted in howls of protest. I had pulled the rug out from under the “ahead” team which really wasn’t fair after their good efforts during the review. I decided to backtrack and grant everyone the extra credit.
Lesson learned: changing the rules midstream isn’t fair to those who’ve been working with the old system (and there’s other ways to motivate students to review besides a zero-sum game).
-- I wrote about some lessons I've learned in a post last fall (this was an excerpt): https://karendcampe.wordpress.com/2022/09/09/lessons-learned/
#MTBoS #iTeachMath
This week will be fun and frivolous in the best kind of way, dear peeps who love math and teaching! We’re going to do two things. We’re going to play “Some truths and maybe a lie?” and also you’ll share a photograph from your phone that brings you joy -- and explain why.
In your post:
1. Write down three facts about yourself, but one, two, or all three can be lies!
2. Share your photo and explain why it brings you joy.
3. Tag your post with #prompt3 and #ClassroomMath
Of course the whole point of this is to get people talking! So after you post, look around at other posts with the #prompt3 hashtag and make a guess! Are any of them lies? All of them? Bonus fake points if you start talking with someone you’ve never talked to.
As always, to practice using mathstodon, two challenges. First, find a new hashtag based on one of your interests that people are posting with (for example, #knitting) and “follow it” so it shows up in your timeline. Then share it with the #ClassroomMath community in case others are interested.
Second, many of you have been using the official mastodon app, but (@jreulbach and @samjshah) have tried many apps and we’re loving IceCube for iPhones: https://apps.apple.com/us/app/ice-cubes-for-mastodon/id6444915884. So our first suggestion is to check that out!
If you have any ideas for future prompts or ways to build community, please DM @samjshah and @jreulbach! We’d love help keeping the conversations happening!
[Note: If you want to know what the previous prompts were, you can read them here https://samjshah.com/2023/07/04/lets-get-mathstodoning-together/ and you can also search for #prompt1 and #prompt2 to see the replies!]
My story is also my favorite day in my class. I was teaching a Calculus BC class in a problem-based style (ala Exeter) at an independent school in Southern California. Every day the students would come in, post their work on the problems from the night before, present them, ask questions, and then we'd summarize at the end. One day as the students were starting to present the head of admissions brought a group of about 15 prospective parents into my class. The next student started to present, and I knew from the beginning that she had done something wrong, but I kept quiet. After about a minute of explaining her work, she steps back and says, "That's wrong - I have no idea what I did or what to do next." Before I could say anything, the rest of the class began asking her questions and got her back on track and she finished the problem successfully. And then we went on to the next problem. I didn't say one word. I was never more proud of a group of students for their actions and that they had internalized the process I worked so hard to teach them.
Later I caught up with the admissions director, afraid that perhaps my lack of obvious involvement in what happened played poorly with the parents, and she told me they thought what they saw was outstanding.
I've been chasing that moment again ever since.
One of my favorite "I really should have thought before saying that!" moments--I told a class of 11th graders, "We don't like you for your A-ness". Instead of stopping to investigate the chuckles, I continued, "We don't base our love and support for you on your B-ness."
Context: As an advisor after a bad round of test grades, I was trying to make the point that teachers see students, not their grades getting ability. Not a fan of giving grades at all anymore!
@samjshah this year I had a few stereotypical 8th grade self centered “mean” girls. One spring afternoon we had an announcement for anyone on the track team to leave early to get on the bus for a track meet. After a couple minutes one of my troublesome girls stood up and says she is leaving for the track meet. I ask what event, she says Shot Put. I tell her that I’m the Shot Put coach and haven’t seen her at practice. She didn’t move or say a word for the rest of class. #prompt2
Nothing too crazy but definitely something that sticks with me from my first year of teaching...
S: "Mrs. Eiland, can I tell you something and you won't get mad?"
Me: "Um, I guess so??"
S: "You know who you look like?"
Me: "Oh Lord."
S: "The Statue of Liberty!"
😂😂
I need to start writing down the funny things that happen in my classroom as I have a terrible memory for such things.
I don't remember the whole story, but there was a very awkward trigonometry lesson when I was talking about the side opposite angle P. I somehow caused a great deal of laughter target at one student who could tell me how to find, "little p." 😂
#prompt2 2/n
There was something about this 9th grade class. Maybe it was the combination of Name Tents and my home room group. Maybe there were some other factors—but I clicked with this group. We laughed. We learned. We occasionally had math joy. I even got to teach them again in Geometry the next year…ya know, the year with Spring 2020.
I knew by end of spring 2020 that I couldn’t leave until this group graduated. This group has brought healing to my teacher heart.
My worst year was 2017-2018. But this isn’t about that year.
I started off Fall 2018 having anxiety attacks all through year start stuff. But I had also just started my Master’s program and was excited to try some ideas from the MTBoS network—such as Name Tents (Sara vanDeWerf I think?)
I was back to teaching Algebra I after a few years of A2 and still teaching Geometry. I was also given a group of 9th graders for our home room like period.
1/n
First-year teaching shenanigans: My still-favorite student evaluation of all time is from my first semester teaching at U. Michigan, going on 30 years ago. It started: "What a s***** class" and went on for an entire page about how difficult I made everything (probably true in retrospect), what a terrible person I was, how I didn't teach anything and made the students learn everything on their own, etc, etc. And then the last sentence: "But I learned a lot."
@samjshah #mathclassroom #Prompt2 A short story I used to take my shoes off while teaching from time to time. Once when I did this a student took my shoes and hid them. Let’s just say I leave my shoes on now!
@jreulbach
#ClassroomMath #Prompt2
I was selected to be part of the 1994 TIMSS video study for 8th grade math. I was teaching in a wonderful, public, middle school in Spanish Harlem, NYC named Academy of Environmental Science. I was also in graduate school at Bank St. College and I loved Marilyn Burns' books. I adapted one of the lessons for the video. My implementation was not great and it was not an effective lesson. They gave me a VCR tape of the lesson. Fast forward twenty-some years later, I am now a math teacher educator working with preservice teachers. I had the tape digitized, add it to my LMS and show it in my methods courses so students can see a lesson, hear my reflection, and revise it to make it a high-cognitive demand task. Plus, it allows students to give "the teacher" feedback as we practice "Post-Lesson Discussion" one of our Lesson Study phases. They will teach a "Math for Elementary Teachers" lesson later during the semester using an adapted Lesson Study protocol.
