I have been teaching Algebra 2 for over 10 years and have been through various methods of HW checks. When I started, I checked homework everyday for correctness and entered the grades accordingly. The policy was no late work, so students who didn't turn in work could do it for the learning but not for credit. Of course students did not go back and do the work for no points. The students that did the work, hand it in and received comments on their work didn't correct their work either. This was a loss of learning possibilities, so I started requiring students to make corrections to their incorrect problems and handed back in to be checked. Students were continuously handing work back in for a recheck. This became extremely overwhelming for so many students and I had to keep going back to old solution keys and was grading all the time after school.
I tried just giving students credit for turning it in completed with work. I didn't check the actual work, just counted up the problems that were completed fully. Most students would turn in work for the lesson, but some would try to pass off an old assignment for credit fir the new assignment. When it got to be time for the test. Surprise! Students who had done work and not checked it or copied their friends or turned in an old assignment performed poorly on the assessment. So conferences went something like this..."Billy is doing great on his homework, but when he gets to the test he freezes and does poorly. Billy is just not a good test taker."...and then I would have to reiterate that homework is not checked for correctness but for completeness. I told them that their child needed to check the answers and correct their mistakes on their own before turning it in. That didn't seem to work very well.
I wanted to be able to assess student learning without having students continually turn in their homework so I could grade their papers every night. Students work better in my classroom when they get to work with peers of their choosing and ask me questions when they are stuck. So my policy now is that students are to work in teams of 3 that they get to choose. The team is responsible for helping its members learn the material and ask me if they have questions. In order to receive credit for their work, each student needs to complete a one questions quiz on the material individually with me. They will have 1.5-2 minutes to complete the problem. If they get it wrong, we will talk about what went wrong and then they are sent back to relearn the material. They are not allowed to quiz on the next material until the previous quiz has been passed.
This allows me to work with students individually, get to know what they need and allow students to learn responsibility for their learning and not just a piece of paper to hand in.
Monday, January 26, 2015
Monday, January 19, 2015
What is Working in Class Today
Looking back at this past semester and forward to the next semester that starts on Tuesday, Schoology has started to work. Using Schoology to trigger the assignments has helped me keep track of where students are in their progression through the Unit, as well as, help students recognize where they stand with the material. The Unit is currently set up to open each folder and assignment in a linear progression. It starts with the first folder and the first video assignment. Once students post pictures of their note packet filled in, then the WSQ opens and they can fill in their summary and questions. Once that is submitted, the assignment opens. Students submit pictures of their classwork and then the next folder opens for the next topic.
I need to use the information I gain from the WSQ more strategically in class. At first I was responding to the questions individually, but I would like to take a group review approach in class the next day for common questions. That way I can clarify and get more feedback on what isn't understood through the video notes.
I, also, use Interactive Notebooks to review the concept at the beginning of class. It gives students one page of procedures and examples to put into a bound notebook that they can use as they progress through my class, then PreCalc and on to Calculus. For students who have used the notebook, it has been useful. I am still working to get students to understand that you cannot just remember or ask for every procedure to be explained each time you need it. You have to refer back to something. That is the biggest struggle I have with students and notes. They need to use the notes and not just check it off as an exercise in writing things down and then just set them aside.
This coming term, I will be allowing students to fast forward past material that they already understand and move on based on quiz results. If students do not pass out of the material, they will detour into video notes and practice for those topics. I need to find a way to structure this in Schoology along with allowing students to choose the application problem that they are going to complete next in teams.
Lots to think about!
I need to use the information I gain from the WSQ more strategically in class. At first I was responding to the questions individually, but I would like to take a group review approach in class the next day for common questions. That way I can clarify and get more feedback on what isn't understood through the video notes.
I, also, use Interactive Notebooks to review the concept at the beginning of class. It gives students one page of procedures and examples to put into a bound notebook that they can use as they progress through my class, then PreCalc and on to Calculus. For students who have used the notebook, it has been useful. I am still working to get students to understand that you cannot just remember or ask for every procedure to be explained each time you need it. You have to refer back to something. That is the biggest struggle I have with students and notes. They need to use the notes and not just check it off as an exercise in writing things down and then just set them aside.
This coming term, I will be allowing students to fast forward past material that they already understand and move on based on quiz results. If students do not pass out of the material, they will detour into video notes and practice for those topics. I need to find a way to structure this in Schoology along with allowing students to choose the application problem that they are going to complete next in teams.
Lots to think about!
Monday, December 1, 2014
ACT Preparation
Working in a school that values ACT scores that will allow students to be accepted to top universities has pushed me to think about ways to prepare students for these high stakes tests. In my old school, we would give students practice problems to complete and then go over the answers as a class. Many students did not pay attention to the explanation and did not get better on the same type of question if it were given later.
I want to work toward a more personal approach to the thinking of individual students. The tests are written so that there are a variety of ways to solve each question, so I want to leverage the thought processes that each student already has about math. That means that students may solve a problem in multiple ways in my class, but as long as they can solve the problem we have a basis for getting the question correct. Based on the students background and understanding, I can work with them to find more efficient ways to solve the problem based on their own understanding. Without knowing where they are starting with the problem, I can't steer them appropriately.
If I direct all students to use the same process or algorithm, then I may have students that are missing an important component and they will not be able to follow the process. I know that students who are in Algebra 2 should have a base understanding to build on, but the fact is that they could pass their previous class with a 70% and have holes of understanding that are critical to moving forward with a particular method. Sometimes you have to go old school and just create a chart and find the answer or skip the problem and come back to guess.
In class, we use ClassKick to complete ACT Prep Warm Up questions. The app allows me to give students individual feedback on their solution. Students then go back and correct their answer. If the answer still isn't correct, I give more feedback and the process continues until the questions are correct.
My hope is that each student will get the help that will propel them forward and earn a respectable score on the ACT.
I want to work toward a more personal approach to the thinking of individual students. The tests are written so that there are a variety of ways to solve each question, so I want to leverage the thought processes that each student already has about math. That means that students may solve a problem in multiple ways in my class, but as long as they can solve the problem we have a basis for getting the question correct. Based on the students background and understanding, I can work with them to find more efficient ways to solve the problem based on their own understanding. Without knowing where they are starting with the problem, I can't steer them appropriately.
If I direct all students to use the same process or algorithm, then I may have students that are missing an important component and they will not be able to follow the process. I know that students who are in Algebra 2 should have a base understanding to build on, but the fact is that they could pass their previous class with a 70% and have holes of understanding that are critical to moving forward with a particular method. Sometimes you have to go old school and just create a chart and find the answer or skip the problem and come back to guess.
In class, we use ClassKick to complete ACT Prep Warm Up questions. The app allows me to give students individual feedback on their solution. Students then go back and correct their answer. If the answer still isn't correct, I give more feedback and the process continues until the questions are correct.
My hope is that each student will get the help that will propel them forward and earn a respectable score on the ACT.
Sunday, November 30, 2014
Using Coding in the Algebra 2 Classroom
Making connections between Algebra and the real world is important. Coding is one way to both show students mathematical thinking, since it needs to be fairly explicit when writing code, and show how what they do daily is actually Algebraic thinking and modeling.
I started using bootstrapworld.org to get my students practice in setting up code for evaluating numeric expressions. This practice reinforced the use of function notation. After students were comfortable with numeric expressions, we moved on to using function calls to generate shapes that were either outlined or solid in multiple colors. The next phase is to have students write contracts (function declarations) for functions that are or will be defined. While working on these contracts, student will being to understand the format of arguments coming into the function as well as coming out of the function. We can tie these contracts with the actual functions we use in Algebra.
Once students have this general understanding, they will start using their knowledge of transformations and coding and create code that will move a shape around the screen and change it's characteristics. This will be the transition to coding from the Algebraic background. Students will have the opportunity to import an image of their choosing and then create a game that will move the image based on a known function.
The opportunity to make the Algebra come to life, so to speak, will hopefully make students more engaged in their learning and increase their understanding.
I started using bootstrapworld.org to get my students practice in setting up code for evaluating numeric expressions. This practice reinforced the use of function notation. After students were comfortable with numeric expressions, we moved on to using function calls to generate shapes that were either outlined or solid in multiple colors. The next phase is to have students write contracts (function declarations) for functions that are or will be defined. While working on these contracts, student will being to understand the format of arguments coming into the function as well as coming out of the function. We can tie these contracts with the actual functions we use in Algebra.
Once students have this general understanding, they will start using their knowledge of transformations and coding and create code that will move a shape around the screen and change it's characteristics. This will be the transition to coding from the Algebraic background. Students will have the opportunity to import an image of their choosing and then create a game that will move the image based on a known function.
The opportunity to make the Algebra come to life, so to speak, will hopefully make students more engaged in their learning and increase their understanding.
Saturday, November 29, 2014
Making a Game of It
A traditional Algebra 2 classroom is composed of a Warm Up, Review of the Warm Up, Review of the Homework from the previous night, a Lecture and a possibility of starting homework problems before the end of the class. The next day is much the same. My goal this year is to empower students. That is why I am going to start gamifying my classroom with my next Unit.
Students have already chosen their teams of 3 that they will work with through January Mid-Terms. Students will be expected to work on Missions, Quests and Challenges together. Each team will work to ensure that each team member is successful in their learning. Tracking of the teams points will be done in ClassCraft.com. Students will choose their team names next week. I have a week and a half to set up the missions in ClassCraft and adjust the Missions, Quests and Challenges in Schoology.
I will need to talk with some gamifiers to find out how to set up the scenario that will drive the Missions, Quests and Challenges. Somehow I need to learn how to weave a story throughout each Unit, so that the flow of the class is seamless. Making it easy for students to follow the flow of their assignments, while learning and engaging in the Algebraic concepts.
It is important for me to set the stage for students, so there isn't confusion on what is expected from each student and each team. I hope that making the math more engaging and allow for learning.
Students have already chosen their teams of 3 that they will work with through January Mid-Terms. Students will be expected to work on Missions, Quests and Challenges together. Each team will work to ensure that each team member is successful in their learning. Tracking of the teams points will be done in ClassCraft.com. Students will choose their team names next week. I have a week and a half to set up the missions in ClassCraft and adjust the Missions, Quests and Challenges in Schoology.
I will need to talk with some gamifiers to find out how to set up the scenario that will drive the Missions, Quests and Challenges. Somehow I need to learn how to weave a story throughout each Unit, so that the flow of the class is seamless. Making it easy for students to follow the flow of their assignments, while learning and engaging in the Algebraic concepts.
It is important for me to set the stage for students, so there isn't confusion on what is expected from each student and each team. I hope that making the math more engaging and allow for learning.
Friday, November 28, 2014
Give them an Authentic Audience
I remember when I would have to write a paper or research project and I didn't truly understand the purpose and audience for whom I was writing. So every paper probably sounded the same and was written for my teacher to read. Then I got a job and had to write different types of materials for different groups of people. It was an adjustment to think about my audience and write accordingly. If I had learned that earlier in school, it would have been easier. It wasn't that no one had tried to teach me. I just didn't get it at the time. It definitely wasn't for lack of trying on others part. I remember late nights at the typewriter with my Mom trying to revise a paper that my Mom had taken the time to comment on and I didn't want to listen. Yes, I did say typewriter.
I want my student to experience what I did in my first job, now. Not have to wait until their livelihood is at stake to learn what speaking to an appropriate audience looks and feels like. I want them to know that citing a reference is important because it is an actual person or group of people that came up with that idea or research and they should get credit for it. Just as my students want to receive credit for what they do, others want the same respect.
Writing and presenting appropriately to a group is important so that students don't talk over their audiences heads or be seen as condescending to their audience. If someone has taken the time to listen to my students then they need to be aware of how to engage them and deliver the information at the correctly level and depth.
That is why I am in contact with Tricia Shelton. Tricia has a class of AP Anatomy and Physiology students that will be commenting on our blog posts with our research about bacteria and viruses. This will give my students a chance to create research that other students want to view and at a level that would be easy to write for, since they are peers. It, also, gives them a chance to practice citing their sources and looking at the claims in the Next Generation Science Standards.
I will, also, be working with Adam Taylor. Adam is very involved in bringing scientists into classrooms. I am going to use this opportunity to let my students wonder about what scientists do and how they do it. Then they will get a chance to ask them and gain an understanding of what science really is and how it has changed the world in the last 20 years.
Both Tricia and Adam are trying to get students involved in Social Media for academic use. They have a twitter chat on Thursday nights for students to connect with scientists. This will give my students a chance to engage in social media in a positive way and leave a digital footprint that they should be proud to share with colleges.
We, as educators, need to show students the value in things that they take for fun. Keeping in mind that their voice and the audience they are speaking to can change the tone of whatever environment they are in. Twitter is usually to communicate daily life, but what if the audience were someone other than friends and family. Then could it be a tool for learning? Blog posts usually talk about the daily life of someone who rides their bike and hangs with friends, but what if the audience were shifted to other learners that were interested in the same things you were interested. We need to show students that it is not the took, whatever it may be, but how you frame it for your audience.
I want my student to experience what I did in my first job, now. Not have to wait until their livelihood is at stake to learn what speaking to an appropriate audience looks and feels like. I want them to know that citing a reference is important because it is an actual person or group of people that came up with that idea or research and they should get credit for it. Just as my students want to receive credit for what they do, others want the same respect.
Writing and presenting appropriately to a group is important so that students don't talk over their audiences heads or be seen as condescending to their audience. If someone has taken the time to listen to my students then they need to be aware of how to engage them and deliver the information at the correctly level and depth.
That is why I am in contact with Tricia Shelton. Tricia has a class of AP Anatomy and Physiology students that will be commenting on our blog posts with our research about bacteria and viruses. This will give my students a chance to create research that other students want to view and at a level that would be easy to write for, since they are peers. It, also, gives them a chance to practice citing their sources and looking at the claims in the Next Generation Science Standards.
I will, also, be working with Adam Taylor. Adam is very involved in bringing scientists into classrooms. I am going to use this opportunity to let my students wonder about what scientists do and how they do it. Then they will get a chance to ask them and gain an understanding of what science really is and how it has changed the world in the last 20 years.
Both Tricia and Adam are trying to get students involved in Social Media for academic use. They have a twitter chat on Thursday nights for students to connect with scientists. This will give my students a chance to engage in social media in a positive way and leave a digital footprint that they should be proud to share with colleges.
We, as educators, need to show students the value in things that they take for fun. Keeping in mind that their voice and the audience they are speaking to can change the tone of whatever environment they are in. Twitter is usually to communicate daily life, but what if the audience were someone other than friends and family. Then could it be a tool for learning? Blog posts usually talk about the daily life of someone who rides their bike and hangs with friends, but what if the audience were shifted to other learners that were interested in the same things you were interested. We need to show students that it is not the took, whatever it may be, but how you frame it for your audience.
Thursday, November 27, 2014
Grading Unit Tests Using a Rubric
In an attempt to give my students useful feedback on their Unit 2 Test, I decided to use a rubric for the main concepts. Given multiple problems to assess 8 concepts, students received scores of 1-4 on each concept and then the ratings were weighted based on their importance to the unit understanding. That way the score added up to the 100 point test of Unit 1. I can't switch to Standards Based Grading in the middle of the semester so I am doing what I can. Students were given a copy of the rubric with their test along with a contract to retake the test if they wanted. In the contract students made a commitment to create and complete their own study guide. Students could use the rubric to study for the concepts they struggled with and not waste time studying concepts they scored well on the test.
Going forward, I am going to give students the rubric for the test with the review packet. That way they know how they will be graded and not worry so much about where they will lose points. It will give them a focused way to study. Students can use the rubric to drive the conversations we have in our one on one sessions in class or their help sessions during study hall.
I would like to develop skills for my student's in how to study efficiently and effectively for their tests. Allowing them to know whether they will do well on the test because they understand the expectations. They will also understand where their weaknesses lie and set goals to improve in those areas. Instead of just completing the assignments and hoping for the best.
My goal is to try and help students be as informed about their own learning as possible.
My goal is to try and help students be as informed about their own learning as possible.
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