I don't think I am going to go slower necessarily, but I know I won't cover as much content. I think I might throw in more review days. I can have them fill out the vocab cards, work on the review in the textbook, and have them work on another review sheet of problems.
I can have them work on a review sheet of problems and then present. That means that will be two days of reviewing. Then have them work on the review problems in the textbook in class the third day and whatever they don't finish is homework. The fourth day could be finishing the vocab cards and having me check them. That is way more review time then I plan on giving my AP class.
Content:
Functions and their properties (chapter 1)
Limits and Continuity (all of chapter 2)
Derivatives: basic definitions and uses, basic rules, trig, chain rule, exponential and logarithmic (3.1-3.6, 3.9)
Applications: Extreme values, optimization, and curve sketching (4.1/4.4, 4.3)
Integrals: Approximation, FTC (evaluation), and u-substitution (5.1/5.5, 5.4, 6.2)
Application of Integrals: Net Change, Area, and Volume (disc and washer, but no shell or cross sections?) (7.1 - 7.3)
I was talking to the other honors calculus teacher and he pointed out reviewing functions would be good. I used to do a review period at the start of the year that covered chapter 1, but eventually stopped to give myself more time to focus on the Calculus content before the AP test. So I won't cover chapter 1 with my AP class, but I will cover it with my Honors Calculus class.
About Me
- DominiqueL
- I love to teach and I love math. Teaching has always been a passion since I was in 5th grade. I gained a love of math later in eighth grade. I have been told that I always have a smile on my face and a song in my heart which is the best description of me.
Friday, August 28, 2015
Calculus update
So I still plan on flipping the classroom for my calculus class and using the model and structure I talked about in my previous post. I however just found out I will normally have 50 minute classes then every other Wednesday I will see the class for 90 minutes. So I am thinking that the 50 minute classes I will have students get in groups to solve a problem then present. I won't get through all the presentations in one 50 minute class usually so Monday and Tuesday I should be able to get through a section of content. Then Thursday and Friday get through another section. I was wondering what to do with the long Wednesdays though.
I am teaching two sections of AP Calculus and one section of Honors Calculus. I was thinking the long Wednesdays could give the AP class time to practice AP questions. We can practice Multiple choice questions and once we get far enough we can practice Free response questions. I can still have them get in groups and present free response questions. The free response question presentations can still go in the presentation part of the grade.
I think for the Honors Calculus I can use the long Wednesday for Free Response questions that review what we learned so far as well. I just won't use AP ones. I will use practice ones from a couple different textbooks I have. Those should be easier for them, but still somewhat challenging. I might have to edit them since I plan on not teaching all of the same content in the Honors Calculus class. I might just find difficult or challenging problems over stuff they have covered for them to work on and present.
This will set aside time to go back and review previous content. It will also help to connect several concepts together since free response questions cover several content areas. It will also give them plenty of practice on free response questions through out the year. I usually only did it at the end of the a unit and I think this might give them more chances to practice. I also waited until I finished all the content to really focus on free response questions when students gave individual presentations on free response questions.
I think I will also use it as time for them to review and update their vocab sheets. I was planning on giving time for this at the end of the unit, but if I do this through out the unit then I won't need to save as much time. It will also be a way for students to review and solidify concepts that they have previously learned. I plan on checking and grading the vocab sheets at the end of the unit before the unit test as well so this will give them more time to work on it and get feedback from me. It will also chunk out the assignment more I think.
So I found out the students have the textbook I had been using to make all my tests. So I can't really use my previous tests since most of the questions the students already have access to. I can pull off the questions that got from other textbooks. I think for quizzes I will use multiple choice questions and short answer question that are similar to AP questions from other textbooks. Then for the end of the unit exam I think I will use free response questions from different textbooks. I will have one free response question with calculator and one without.
However for the Honors Calculus I think the end of unit exam may be a lot of short answer questions from various textbooks that will be similar to free response questions, but not as hard. I want to change the level some since they are taking a lower level.
I am teaching two sections of AP Calculus and one section of Honors Calculus. I was thinking the long Wednesdays could give the AP class time to practice AP questions. We can practice Multiple choice questions and once we get far enough we can practice Free response questions. I can still have them get in groups and present free response questions. The free response question presentations can still go in the presentation part of the grade.
I think for the Honors Calculus I can use the long Wednesday for Free Response questions that review what we learned so far as well. I just won't use AP ones. I will use practice ones from a couple different textbooks I have. Those should be easier for them, but still somewhat challenging. I might have to edit them since I plan on not teaching all of the same content in the Honors Calculus class. I might just find difficult or challenging problems over stuff they have covered for them to work on and present.
This will set aside time to go back and review previous content. It will also help to connect several concepts together since free response questions cover several content areas. It will also give them plenty of practice on free response questions through out the year. I usually only did it at the end of the a unit and I think this might give them more chances to practice. I also waited until I finished all the content to really focus on free response questions when students gave individual presentations on free response questions.
I think I will also use it as time for them to review and update their vocab sheets. I was planning on giving time for this at the end of the unit, but if I do this through out the unit then I won't need to save as much time. It will also be a way for students to review and solidify concepts that they have previously learned. I plan on checking and grading the vocab sheets at the end of the unit before the unit test as well so this will give them more time to work on it and get feedback from me. It will also chunk out the assignment more I think.
So I found out the students have the textbook I had been using to make all my tests. So I can't really use my previous tests since most of the questions the students already have access to. I can pull off the questions that got from other textbooks. I think for quizzes I will use multiple choice questions and short answer question that are similar to AP questions from other textbooks. Then for the end of the unit exam I think I will use free response questions from different textbooks. I will have one free response question with calculator and one without.
However for the Honors Calculus I think the end of unit exam may be a lot of short answer questions from various textbooks that will be similar to free response questions, but not as hard. I want to change the level some since they are taking a lower level.
Monday, July 27, 2015
Calculus and Pre-calculus classes Next Year (2015-2016)
So next year I am going to flip both my Pre-calculus and Calculus class. For those of you that don't know that means for homework students watch videos and take notes as they are watching. Then in class they work in small groups on problems similar to those in the video. I then have the students present the problem that they solve. I will be using a similar structure or plan as I did when I flipped Pre-calculus in China.
Final: 20%
Presentations: 20%
Tests: 20%
Quizzes: 15%
Journal Entries/Notebooks: 15%
Homework: 10%
The presentations category will include their graded presentations using the rubrics I have used in the past. However before each presentation I will have students fill out a presentation outline. I will collect and grade the outlines as well. I came up with this outline last year in China. I was doing presentations with my grade 10 students in Pre-calculus and their English teacher was working on presentations. So I talked to my colleague which happened to my principal. He was having students fill out an outline before each presentation. It seemed very helpful for ESL/ELL learners about how to structure their presentation. It was also the structure I wanted my math presentations to follow. So I took the outline and I adjusted to fit my math presentations. It gave them something to work on once they were done solving their problem. It seemed to make students put more thought into their introduction and conclusion. It would have helped to have at the beginning of the year because I think it outlined and explained the structure I was looking for. Those first few presentations of my grade 10 students were not very good. I mean they were learning and it was the first time being in an English class, so it was not surprising. I just think it would have helped model and explain what I was looking for better. However I can start this year off using them and making students fill them out before the presentation. I also encourage students to bring them when they present, so they can refer to the outline as they are presenting.
The Journal Entry and Notebooks will include a few things. There will be content related journal entries that will be completed at the end of each unit. I have entries for each unit of Calculus and used them in China. They were fantastic and this is the rubric I used. When I taught 9th grade Honors math I had students answer a few journal entries. I covered some Pre-Calculus content so I think I can pull some prompts from the textbook they used which was Algebra & Trig: Graphs and Models, 5th edition, Bittinger, Beecher, Ellenbogen, and Penna. They had discussion or collaboration questions in the mid-chapter review and in the chapter review. They made good writing prompts. I also went to a talk at the NCTM conference that looked at supporting ESL/ELL students. After the talk I asked about writing prompts and if the speaker knew of resources that had good writing prompts. The speaker suggested Algebra Out Loud and Pre-Algebra Out Loud by Pat Mower. I have not checked these out yet, but I might.
As I wrote in my last post I will have students write about math in more general terms. They can relate math to different parts of their life and hopefully see math in a different way. I will grade these more simply and quickly. The key is just get the students thinking in a new way, writing, and using their English. Hopefully the way I have it set up will ensure that everyone gets a high score on these types of entries to improve the grade in this category.
I will also be checking their notebooks at the end of each unit. I will check that they have the syllabus, vocab sheets, all of their notes, worksheets, previous journal entries, some presentation outlines and rubrics, previous quizzes, and previous tests.
I am thinking about scoring it in this way:
5 points: missing one or two items
4 points: missing three or four items
3 points: missing five or six items
1 point: missing seven or more items
subtract a half point if not easy to find things. I will require the sections and will emphasize keeping things organized in the sections. Therefore I expect the notes and worksheets to be in the right order. They are numbered so they just need to stay in the right ordering.
I am not grading the items just checking that they have all of them in their notebooks. I am planning on using 3 ring binders. They would have the syllabus and vocab sheets in beginning. Then it would be divided into the following categories: Notes, Worksheets, Journal Entries, Presentations, Quizzes/Tests.
I am planning on keeping a notebook for each class that would be the model and would have all the solutions in it. So completed vocab sheets, completed notes, completed worksheets, and answer keys to tests and quizzes.
Homework category will include graded notes, worksheets, and vocab sheets.
I will collect the notes handout once students are done presenting. I will grade them. I got pretty good and fast grading them when I taught in China. I looked that they filled in each part and each example then it was 5 out of 5. If they didn't fill out one or two things it was a 4 out of 5. If they left a lot of it blank then it was a 3 out of 5. That was pretty much it. However if students who went above in beyond like added things to the notes that were not required or showed that they highlighted key terms or content. So of my students turned in extremely neat, organized, and colorful notes that showed they put a lot of thought into the content. I gave them extra credit which means they got 6 out of 5.
The worksheets are the problems students work on in class and the problems they present. I will tell students they have to finish the problems that were not presented as homework. I am thinking the first day of a section will be students solving the assigned problem, preparing the presentation and filling out the presentation outline, and then getting through some of the presentations. I don't think I can get through all of them in one day. So the next day will be the remaining presentations and then with whatever time is left they can finish the worksheet. I am thinking to minimize my grading I will pick 5 problems to grade that cover most of the worksheet and most of the objectives. I won't grade the problems that were presented. Then award points as following:
5 points: 1 problem wrong
4 points : 2 or 3 problems wrong
3 points: 4 problems wrong
1 point: 5 problems wrong
subtract half a point if they did not fill in the problems that were not presented on or did not complete entire worksheet.
I think I will try having students keep vocab sheets. I have some great vocab sheets from an AP workshop that includes all the major theorems and concepts that come up the most often on the AP test. I think I will give time to review before each test to fill these out. I think I will encourage students to check these each night and fill them out as we go through the unit, but I don't want to require it and give them too much homework. So I usually give time in class to review before the exam and then I will have students fill those out. I will tell them which words they need to have done before the exam. Then I will check them in class while students are working in small groups working on review problems. I am thinking about how to grade them and want to do it fast. However I know the AP test looks for key things on the test and I want the vocab sheets to include everything that the AP test requires, but I don't want to spend forever grading them. I could make each one worth two points and if a word is missing something key in the definition or something is incorrect in the definition then subtract one point.
I don't have vocab cards for Pre-calculus. However when I taught it in China I made digital ones use the grading software we had. I also gave online vocab quizzes to test them over the vocab. I also had fill in the blank questions that tested students over the definitions of the vocab words that I put on every test. So I have some of the vocab picked out and defined. So I will have to generate the vocab and definitions for some of the units as I go along.
The school is a boarding school. So I will have to check how much access to the internet the students have. If it is a problem I have an easy solution. I had to find a way around using the internet when teaching in China since it was a boarding school with little access to internet, but also because general internet problems of China. I have digital copies of all the videos that I can download and copy over to a student's USB stick. In China I would download and copy the video onto the computer that was in the classroom. The students were then responsible to get a copy for themselves and to watch them. I wonder though if students will have enough access to a laptop or computer to watch the videos. I will have to ask my supervisors and the students.
Final: 20%
Presentations: 20%
Tests: 20%
Quizzes: 15%
Journal Entries/Notebooks: 15%
Homework: 10%
The presentations category will include their graded presentations using the rubrics I have used in the past. However before each presentation I will have students fill out a presentation outline. I will collect and grade the outlines as well. I came up with this outline last year in China. I was doing presentations with my grade 10 students in Pre-calculus and their English teacher was working on presentations. So I talked to my colleague which happened to my principal. He was having students fill out an outline before each presentation. It seemed very helpful for ESL/ELL learners about how to structure their presentation. It was also the structure I wanted my math presentations to follow. So I took the outline and I adjusted to fit my math presentations. It gave them something to work on once they were done solving their problem. It seemed to make students put more thought into their introduction and conclusion. It would have helped to have at the beginning of the year because I think it outlined and explained the structure I was looking for. Those first few presentations of my grade 10 students were not very good. I mean they were learning and it was the first time being in an English class, so it was not surprising. I just think it would have helped model and explain what I was looking for better. However I can start this year off using them and making students fill them out before the presentation. I also encourage students to bring them when they present, so they can refer to the outline as they are presenting.
The Journal Entry and Notebooks will include a few things. There will be content related journal entries that will be completed at the end of each unit. I have entries for each unit of Calculus and used them in China. They were fantastic and this is the rubric I used. When I taught 9th grade Honors math I had students answer a few journal entries. I covered some Pre-Calculus content so I think I can pull some prompts from the textbook they used which was Algebra & Trig: Graphs and Models, 5th edition, Bittinger, Beecher, Ellenbogen, and Penna. They had discussion or collaboration questions in the mid-chapter review and in the chapter review. They made good writing prompts. I also went to a talk at the NCTM conference that looked at supporting ESL/ELL students. After the talk I asked about writing prompts and if the speaker knew of resources that had good writing prompts. The speaker suggested Algebra Out Loud and Pre-Algebra Out Loud by Pat Mower. I have not checked these out yet, but I might.
As I wrote in my last post I will have students write about math in more general terms. They can relate math to different parts of their life and hopefully see math in a different way. I will grade these more simply and quickly. The key is just get the students thinking in a new way, writing, and using their English. Hopefully the way I have it set up will ensure that everyone gets a high score on these types of entries to improve the grade in this category.
I will also be checking their notebooks at the end of each unit. I will check that they have the syllabus, vocab sheets, all of their notes, worksheets, previous journal entries, some presentation outlines and rubrics, previous quizzes, and previous tests.
I am thinking about scoring it in this way:
5 points: missing one or two items
4 points: missing three or four items
3 points: missing five or six items
1 point: missing seven or more items
subtract a half point if not easy to find things. I will require the sections and will emphasize keeping things organized in the sections. Therefore I expect the notes and worksheets to be in the right order. They are numbered so they just need to stay in the right ordering.
I am not grading the items just checking that they have all of them in their notebooks. I am planning on using 3 ring binders. They would have the syllabus and vocab sheets in beginning. Then it would be divided into the following categories: Notes, Worksheets, Journal Entries, Presentations, Quizzes/Tests.
I am planning on keeping a notebook for each class that would be the model and would have all the solutions in it. So completed vocab sheets, completed notes, completed worksheets, and answer keys to tests and quizzes.
Homework category will include graded notes, worksheets, and vocab sheets.
I will collect the notes handout once students are done presenting. I will grade them. I got pretty good and fast grading them when I taught in China. I looked that they filled in each part and each example then it was 5 out of 5. If they didn't fill out one or two things it was a 4 out of 5. If they left a lot of it blank then it was a 3 out of 5. That was pretty much it. However if students who went above in beyond like added things to the notes that were not required or showed that they highlighted key terms or content. So of my students turned in extremely neat, organized, and colorful notes that showed they put a lot of thought into the content. I gave them extra credit which means they got 6 out of 5.
The worksheets are the problems students work on in class and the problems they present. I will tell students they have to finish the problems that were not presented as homework. I am thinking the first day of a section will be students solving the assigned problem, preparing the presentation and filling out the presentation outline, and then getting through some of the presentations. I don't think I can get through all of them in one day. So the next day will be the remaining presentations and then with whatever time is left they can finish the worksheet. I am thinking to minimize my grading I will pick 5 problems to grade that cover most of the worksheet and most of the objectives. I won't grade the problems that were presented. Then award points as following:
5 points: 1 problem wrong
4 points : 2 or 3 problems wrong
3 points: 4 problems wrong
1 point: 5 problems wrong
subtract half a point if they did not fill in the problems that were not presented on or did not complete entire worksheet.
I think I will try having students keep vocab sheets. I have some great vocab sheets from an AP workshop that includes all the major theorems and concepts that come up the most often on the AP test. I think I will give time to review before each test to fill these out. I think I will encourage students to check these each night and fill them out as we go through the unit, but I don't want to require it and give them too much homework. So I usually give time in class to review before the exam and then I will have students fill those out. I will tell them which words they need to have done before the exam. Then I will check them in class while students are working in small groups working on review problems. I am thinking about how to grade them and want to do it fast. However I know the AP test looks for key things on the test and I want the vocab sheets to include everything that the AP test requires, but I don't want to spend forever grading them. I could make each one worth two points and if a word is missing something key in the definition or something is incorrect in the definition then subtract one point.
I don't have vocab cards for Pre-calculus. However when I taught it in China I made digital ones use the grading software we had. I also gave online vocab quizzes to test them over the vocab. I also had fill in the blank questions that tested students over the definitions of the vocab words that I put on every test. So I have some of the vocab picked out and defined. So I will have to generate the vocab and definitions for some of the units as I go along.
The school is a boarding school. So I will have to check how much access to the internet the students have. If it is a problem I have an easy solution. I had to find a way around using the internet when teaching in China since it was a boarding school with little access to internet, but also because general internet problems of China. I have digital copies of all the videos that I can download and copy over to a student's USB stick. In China I would download and copy the video onto the computer that was in the classroom. The students were then responsible to get a copy for themselves and to watch them. I wonder though if students will have enough access to a laptop or computer to watch the videos. I will have to ask my supervisors and the students.
Journal Entries that Challenge Students to See Math in a New Light
So I haven't posted in a while, but it was mainly because I had not been inspired at my previous jobs. However next year I will be teaching Pre-Calculus and AP Calculus AB at an International school. I taught internationally for three years and learned to embed English into my curriculum to develop my ESL learners. I loved teaching in that environment and I found that I excelled at finding ways to embed English into my curriculum. I almost do it out of habit and it is hard to pick out all the ways I embed English. This idea of working on not only the content, but the language of mathematics has continually inspired me and pushed me to be more creative. The school seems to support innovative teaching and looks for teachers who find ways to embed English into their classroom. So I believe I will find my inspiration and get back to working on my passion.
Anyways last night I could not sleep and kept thinking about what I wanted to do for next year. I came up with some great ideas. I would to record them and share them so I don't forget. With my calculus class almost two years ago I had students write journal entries after each unit which related to the content. This past year I had my 9th grade honor students also write journal entries. I saw some amazing results. Many students demonstrated a very deep understanding of concepts through writing. One of my 9th graders wrote a beautiful piece that read just like any English assignment, was structured like an essay, and included three different mathematical perspectives or justifications. I know it challenged students that were not used to being challenged or challenged in this way. I have often debated or thought of how to include writing pieces that were not about content. I thought about having students write about their feelings or attitudes towards math, so that I can understand students struggles in general. I would also hope that through these writings I could change students attitudes about math since many arrive to my classroom hating math or thinking they are bad at math. Although I didn't know how well students would receive such prompts. I personally have contemplated why math is so amazing, beautiful, and interesting to me. I want to open my students to that kind of thinking. So I want to try having students write about how math relates to some other concept that students may not have thought about in hopes to change their attitude or view of math. This is my idea for how to start the year.
I want to do a think, pair, share where students think about what is math. Many of my teachers in grad school had us do this. I think to the point that we got sick of it, but hey it is still cool to see the results. I did this with my Chinese students and I found it fun. I would generate a list for each class then combine the lists and enter the words in on wordle. This will show the words that came up more often as bigger. I am thinking that the next day I would show them and give them a copy of what was generated. I would then have students write what they think makes a good mathematician? I would encourage them to look back to what defines math, so they think about what skills you would need. I think this will get them in a mindset of what they need to do in my class (and beyond my class) to succeed.
However after the what is math discussion I want to lead it to another discussion. I want students to think about if math is a language. I have taken several Education classes that focused on teaching ESL students. I often was one of the few math teachers in the course. I believe you have to be creative in finding ways to embed English into math because you have to make sure students get practice on language of math as well as the English of math. Some of my classmates did not think you needed English to succeed in math. So not everyone can see the English involved in math or see that math is a language. My high school math teacher once said that math is a universal language that we can use to barter or haggle when we travel to other countries. After teaching international students for three years I gained a very deep understanding of how it is a language. For example many of my students had to learn how to say natural log of x (ln x). In China they say the function as "loin". I taught them and corrected them when they said that. I did this so that if they were discussing or talking about a problem with someone in America they would be understood. Students also asked me how to read x^2 or x^3. I told them to say x squared or x cubed. These are common examples I came across and there are more. So I want my students to understand or see how it is a language. I went to a talk at the National Teachers Council of Mathematics (NCTM) conference that introduced activities or strategies to support ESL students in mathematics. One activity was sort of like mathematical telephone. One person had to read an equation while two people listened. The people listening had to write down the equation. You switched roles until everyone had a turn reading an equation. I found it difficult to do as a reader because I had a very complex equation the had a bunch of fractions and parentheses in it. So I had to make sure I was very clear about what went where. I want to try this with my students on the first day. I was thinking I could use equations or expressions that they already know. For example equations that will help them review or prepare for the new content. I thought this would be a nice ice breaker and help get their brains thinking of the math they already studied. I think it would also demonstrate how math is a language. I would have students discuss what they learned or how they felt after the activity. Through this discussion I would guide students to think about how math is a language. Then I would have students write whether math is a language and why they believe that.
I want to try to incorporate writing assignments and writing prompts like this one during the year. I am hoping I could alternate between content specific journal entries and more general entries about the field of math. Below are a few ideas for writing prompts that I have. If you can think of more or have some resources I would greatly appreciate it. I am hoping I will get inspired by my colleagues, students, and friends as the year goes on though.
There was an article I read a while back of a study that proved that when people look at a beautiful math equation the same part of the brain lights up if that person was looking at a beautiful piece of art. I think I could give the students the article and then ask them to respond in their own words whether they think math is beautiful. They would have to support their answer with examples and could refer back to the article if they wished.
Then related to the concept of beauty and art that was mentioned in the last one. Have students explore and write about how math is related to art. There is a big push and some resources out there to change the field of Science Technology Engineering and Math (STEM) to include Art. So instead of thinking about STEM you would think of STEAM. This is because with those fields you need to experiment, fail, and explore. That requires some creativity and ingenuity that often is learned through art. I am working for the Calculus Project right now which strives to help students of color succeed in math and to reach Calculus. Numbers show that students of color are under represented in Calculus and other upper level math courses. In Oregon where I student taught most of the students in my lower level course that went twice as slow as the standard course were on free and reduced lunch. So there are factors outside of academics that could impact a students success in math as well as in other subjects. So the program gives students a preview and head start of the next years material. The program also brings in speakers and takes students on field trips. Recently a company called DEILAB came and ran a team building activity. They talked about the students to motivate them to succeed. They explained how art, creativity, and innovation were related to STEM. I like how they pointed out the Da Vinci painted art and was also an inventor to show art and STEM go hand in hand. Afterwards students got to design a robot that would win. They did this with lego pieces and a motor. The robot had to be a certain height. Then they would turn on the motor and the robot would spin to hit the other robot with arms and other weapons. Students would design and use their creativity to build a robot. Then they test their design and if it failed they were taught to learn from their failure. They were encouraged to fail so they could improve their design. It was amazing seeing students creativity and determination to perfect their designs and ideas. So I would like to have students write about how math and art are related. They could discuss how math is used in music or art. However I think they could also write about how you need the creativity from art to succeed in math. There was a book I read for an Education class that showed how math was used in art and in nature for kids. I think I could let students use that as a resource for the writing. As well as find a good article that explains how math is used in music.
I thought about how I would grade these. I would put these in the journal entry category of the grade. I would hope that these pieces would raise their grade in the journal entry category. I have a high expectation for the content entries and make getting a high grade on the assignment hard. So I would hope these more open and creative entries would be easier and raise grades. I was thinking of a rubric that would be fast and easy to use on these. So I am not spending forever grading these. I think these are the elements I would look for:
1. Answers question fully/Answers all parts of question
2. Includes math examples
3. Includes other non-math examples (art, music, or other topic that is discussed in prompt)
4. Connects/compares math examples and non-math examples
5. Organized/clear and neat
I think I would give them a check or a check minus in each category. A check would be two points and a check minus would be one point. So it would be a ten point assignment that they could get at least 5 points on. As long as they include all the pieces then they would get full points. However if they use unclear examples or their connections are unclear then they would lose points in the last category. So I see students losing points in the last category or the first.
Anyways last night I could not sleep and kept thinking about what I wanted to do for next year. I came up with some great ideas. I would to record them and share them so I don't forget. With my calculus class almost two years ago I had students write journal entries after each unit which related to the content. This past year I had my 9th grade honor students also write journal entries. I saw some amazing results. Many students demonstrated a very deep understanding of concepts through writing. One of my 9th graders wrote a beautiful piece that read just like any English assignment, was structured like an essay, and included three different mathematical perspectives or justifications. I know it challenged students that were not used to being challenged or challenged in this way. I have often debated or thought of how to include writing pieces that were not about content. I thought about having students write about their feelings or attitudes towards math, so that I can understand students struggles in general. I would also hope that through these writings I could change students attitudes about math since many arrive to my classroom hating math or thinking they are bad at math. Although I didn't know how well students would receive such prompts. I personally have contemplated why math is so amazing, beautiful, and interesting to me. I want to open my students to that kind of thinking. So I want to try having students write about how math relates to some other concept that students may not have thought about in hopes to change their attitude or view of math. This is my idea for how to start the year.
I want to do a think, pair, share where students think about what is math. Many of my teachers in grad school had us do this. I think to the point that we got sick of it, but hey it is still cool to see the results. I did this with my Chinese students and I found it fun. I would generate a list for each class then combine the lists and enter the words in on wordle. This will show the words that came up more often as bigger. I am thinking that the next day I would show them and give them a copy of what was generated. I would then have students write what they think makes a good mathematician? I would encourage them to look back to what defines math, so they think about what skills you would need. I think this will get them in a mindset of what they need to do in my class (and beyond my class) to succeed.
However after the what is math discussion I want to lead it to another discussion. I want students to think about if math is a language. I have taken several Education classes that focused on teaching ESL students. I often was one of the few math teachers in the course. I believe you have to be creative in finding ways to embed English into math because you have to make sure students get practice on language of math as well as the English of math. Some of my classmates did not think you needed English to succeed in math. So not everyone can see the English involved in math or see that math is a language. My high school math teacher once said that math is a universal language that we can use to barter or haggle when we travel to other countries. After teaching international students for three years I gained a very deep understanding of how it is a language. For example many of my students had to learn how to say natural log of x (ln x). In China they say the function as "loin". I taught them and corrected them when they said that. I did this so that if they were discussing or talking about a problem with someone in America they would be understood. Students also asked me how to read x^2 or x^3. I told them to say x squared or x cubed. These are common examples I came across and there are more. So I want my students to understand or see how it is a language. I went to a talk at the National Teachers Council of Mathematics (NCTM) conference that introduced activities or strategies to support ESL students in mathematics. One activity was sort of like mathematical telephone. One person had to read an equation while two people listened. The people listening had to write down the equation. You switched roles until everyone had a turn reading an equation. I found it difficult to do as a reader because I had a very complex equation the had a bunch of fractions and parentheses in it. So I had to make sure I was very clear about what went where. I want to try this with my students on the first day. I was thinking I could use equations or expressions that they already know. For example equations that will help them review or prepare for the new content. I thought this would be a nice ice breaker and help get their brains thinking of the math they already studied. I think it would also demonstrate how math is a language. I would have students discuss what they learned or how they felt after the activity. Through this discussion I would guide students to think about how math is a language. Then I would have students write whether math is a language and why they believe that.
I want to try to incorporate writing assignments and writing prompts like this one during the year. I am hoping I could alternate between content specific journal entries and more general entries about the field of math. Below are a few ideas for writing prompts that I have. If you can think of more or have some resources I would greatly appreciate it. I am hoping I will get inspired by my colleagues, students, and friends as the year goes on though.
There was an article I read a while back of a study that proved that when people look at a beautiful math equation the same part of the brain lights up if that person was looking at a beautiful piece of art. I think I could give the students the article and then ask them to respond in their own words whether they think math is beautiful. They would have to support their answer with examples and could refer back to the article if they wished.
Then related to the concept of beauty and art that was mentioned in the last one. Have students explore and write about how math is related to art. There is a big push and some resources out there to change the field of Science Technology Engineering and Math (STEM) to include Art. So instead of thinking about STEM you would think of STEAM. This is because with those fields you need to experiment, fail, and explore. That requires some creativity and ingenuity that often is learned through art. I am working for the Calculus Project right now which strives to help students of color succeed in math and to reach Calculus. Numbers show that students of color are under represented in Calculus and other upper level math courses. In Oregon where I student taught most of the students in my lower level course that went twice as slow as the standard course were on free and reduced lunch. So there are factors outside of academics that could impact a students success in math as well as in other subjects. So the program gives students a preview and head start of the next years material. The program also brings in speakers and takes students on field trips. Recently a company called DEILAB came and ran a team building activity. They talked about the students to motivate them to succeed. They explained how art, creativity, and innovation were related to STEM. I like how they pointed out the Da Vinci painted art and was also an inventor to show art and STEM go hand in hand. Afterwards students got to design a robot that would win. They did this with lego pieces and a motor. The robot had to be a certain height. Then they would turn on the motor and the robot would spin to hit the other robot with arms and other weapons. Students would design and use their creativity to build a robot. Then they test their design and if it failed they were taught to learn from their failure. They were encouraged to fail so they could improve their design. It was amazing seeing students creativity and determination to perfect their designs and ideas. So I would like to have students write about how math and art are related. They could discuss how math is used in music or art. However I think they could also write about how you need the creativity from art to succeed in math. There was a book I read for an Education class that showed how math was used in art and in nature for kids. I think I could let students use that as a resource for the writing. As well as find a good article that explains how math is used in music.
I thought about how I would grade these. I would put these in the journal entry category of the grade. I would hope that these pieces would raise their grade in the journal entry category. I have a high expectation for the content entries and make getting a high grade on the assignment hard. So I would hope these more open and creative entries would be easier and raise grades. I was thinking of a rubric that would be fast and easy to use on these. So I am not spending forever grading these. I think these are the elements I would look for:
1. Answers question fully/Answers all parts of question
2. Includes math examples
3. Includes other non-math examples (art, music, or other topic that is discussed in prompt)
4. Connects/compares math examples and non-math examples
5. Organized/clear and neat
I think I would give them a check or a check minus in each category. A check would be two points and a check minus would be one point. So it would be a ten point assignment that they could get at least 5 points on. As long as they include all the pieces then they would get full points. However if they use unclear examples or their connections are unclear then they would lose points in the last category. So I see students losing points in the last category or the first.
Thursday, June 27, 2013
Student Reflections on my Class
So the students had to fill out this survey of questions to help the teachers to get an idea of what to write about in the letters of recommendation. I found the surveys very helpful for some students. Other students did not understand the question or the point of the question. Some students were too vague or didn't give really good specifics.
However I wanted to share with you some of the comments students made about my class and my teaching. Reading some of these made me feel like I was doing something right in the classroom. These are responses to why calculus is their favorite class (I did not edit the students answer so that you can see what level of English my students have).
Student 1: Seriously, I am very interested in Calculus. The teacher is very good at teaching and always gives us a lot of examples to practice which improves our knowledge of Calculus a lot. Miss Lomax is very interesting and we can play little games in her class. I like the challenging questions the occurring in Calculus which let me always want to do my best in this subject.
Student 2: Calculus is very interesting and can be connected with other courses such as physics. Calculus always brings up several methods for one question. Some methods used to solve the questions are miraculous. The solving process provides the opportunity of thinking. The in-class group discussions and fellow cooperation are quite excellent.
I put a lot of emphasis on solving problems or explaining problems in different ways which is what I think student 2 is referring to. I make sure students who solve problems in a different or unique way share their method with the class. I make sure which discuss the methods and compare them as well.
this student also enjoys solving problems different ways as well
Student 3: When solving one difficult question , I will have a feeling of fulfillment. Also, I love the approaches to working Calculus are cool and fantastic.
Student 4: Because the knowledge of calculus are practical, which can be used in many spheres of our everyday life to solve some common but cumbersome problems. Also the calculus teacher is really skillful who can keep attracting students’ attentions in class.
Oh here is one of my favorites
Student 5: Mathematics has been my defect for my grades for more than 6 years. However, when I first turn to the calculus courses, I was awakened. I never thought that mathematic problems could be solved in such amazing and interesting way. I have no interests in Math simply because I was not able to find the applications in real world. Derivatives and Integral opened a new gate for me. I then fell in love with this charming course.
Student 6: Because our calculus teacher is very humorous and kind. She always explain my questions patiently before making sure I truly understand the knowledge point. Also, I think Calculus is very important for my college study and even useful for my future work.
These are just a few that I read and enjoyed. I will read through more of the surveys and add more student comments.
However I wanted to share with you some of the comments students made about my class and my teaching. Reading some of these made me feel like I was doing something right in the classroom. These are responses to why calculus is their favorite class (I did not edit the students answer so that you can see what level of English my students have).
Student 1: Seriously, I am very interested in Calculus. The teacher is very good at teaching and always gives us a lot of examples to practice which improves our knowledge of Calculus a lot. Miss Lomax is very interesting and we can play little games in her class. I like the challenging questions the occurring in Calculus which let me always want to do my best in this subject.
Student 2: Calculus is very interesting and can be connected with other courses such as physics. Calculus always brings up several methods for one question. Some methods used to solve the questions are miraculous. The solving process provides the opportunity of thinking. The in-class group discussions and fellow cooperation are quite excellent.
I put a lot of emphasis on solving problems or explaining problems in different ways which is what I think student 2 is referring to. I make sure students who solve problems in a different or unique way share their method with the class. I make sure which discuss the methods and compare them as well.
this student also enjoys solving problems different ways as well
Student 3: When solving one difficult question , I will have a feeling of fulfillment. Also, I love the approaches to working Calculus are cool and fantastic.
Student 4: Because the knowledge of calculus are practical, which can be used in many spheres of our everyday life to solve some common but cumbersome problems. Also the calculus teacher is really skillful who can keep attracting students’ attentions in class.
Oh here is one of my favorites
Student 5: Mathematics has been my defect for my grades for more than 6 years. However, when I first turn to the calculus courses, I was awakened. I never thought that mathematic problems could be solved in such amazing and interesting way. I have no interests in Math simply because I was not able to find the applications in real world. Derivatives and Integral opened a new gate for me. I then fell in love with this charming course.
Student 6: Because our calculus teacher is very humorous and kind. She always explain my questions patiently before making sure I truly understand the knowledge point. Also, I think Calculus is very important for my college study and even useful for my future work.
These are just a few that I read and enjoyed. I will read through more of the surveys and add more student comments.
Sunday, June 9, 2013
Update on Pre-Calculus Course
So the meeting was super informative and helpful this weekend. It gave me a really good idea about what to cover. We met with a retired Chinese math teacher who works for the publishing arm of our company. He went over how the Chinese math curriculum was organized and designed. This helped show the areas in which are students were strong and others in which they were weak. We went through our current textbook and looked over what section was needed for AP Calculus AB, AP Calculus BC, AP Statistics, SAT II subject tests, and the Chinese graduation exams. So I will focus on the topics they will need for the AP tests. The Chinese math teachers prepare them for the SAT II subject test and I have a feeling my students don't take the Chinese graduation exam.
We are still discussing which chapter is important prep for some of those classes, but I have a basic idea about where to start.
I will still be flipping the classroom and got the resources from the other teacher who is currently doing that. This will make it so I don't have to use the 90 minutes I see the students each week on lecture. I will use this series of pre-calculus videos to support my teaching. He does not have videos for every chapter so that may guide me in what I teach and what I don't.
I will start with chapter 4 which is over trig. The Chinese math curriculum focuses a lot on trig, but does not focus on all six trig functions. They do not spend much time with cotangent, cosecant, and secant. The students easily understand and pick up those functions, but they need to be discussed. The Chinese math curriculum also does not spend any time on inverse trig functions. So starting with the trig chapter will help ease them into the class so that some of the stuff they are seeing they understand and some is new. This chapter comes with notes to take as the students are watching the videos. However does not come with worksheets to do in class. I will have to pull problems from the book or elsewhere.
I will then move onto chapter 3 which is over exponential functions and logarithms. The Chinese curriculum does not talk about these functions a lot or rather uses different notation than we do for these functions. So I will spend some time on that. This chapter does not come with any handouts. I will have to make my own following his format. I may make a very simple one for these videos just to check that they watched it. Then have them hand those in and grade them pretty easily.
Now I may pick and chose what I do in the beginning chapters. I know students are really strong in those beginning chapters. I don't think it will hurt to go over earlier stuff just because a lot of them know the math, but don't know it in English. I will make sure to put emphasis on the early stuff in lots of different ways as well. The students need to understand everything graphically, algebraically, and numerically. So I will make sure to include a lesson based on this video.
My colleagues say that the students are really weak in statistics. The Chinese math system does not do much with probability and statistics. The students are also not asked to explain, describe, analyze, or justify their answer in the Chinese math system. So statistics is about doing just that analyzing and describing data. So I will include a stats unit. I am afraid to do it, but it will help me get over my fear of teaching statistics. My colleague at the meeting was really trying to encourage me and give me advice about how to advance my career. So I will include a unit on Chapter 9 which is an overview of stats and probability. This unit has worksheets and notes which will help immensely since I don't know much about stats. I am thinking of having the students design or complete an experiment. I think I will work with the 10th grade science teacher to see if we can take that on together.
Now that content will probably only take me a semester and maybe just a little bit over. I doubt I can stretch that into a year. I will look at what other chapters are suggested, but the problem is I won't have pre-made videos to use. I think it would be weird to switch back into a normal class and I don't want to make the videos. I will look around to see if there are other videos I can use or at least good power points I can use. The text book came with a set of power points to use. They look like pretty good ones with examples and things. So I can make the videos my self using those power points. It will probably not be as good as the other videos since I won't have the nice set up that he does and I will probably be making them must faster. But then I won't have to spend my time in class going through the power points and just focus on the students understanding of the concepts.
If I make it so that I have 6 or 7 groups that have to present then I can stretch this small part out. I want to keep the group size small and want to make one person from each group present. So I think I will still have it so first period students work in groups to solve a problem and then work on how to present the solution. I will have as many groups present in the second period. I will have a minimum of four groups present in a period. Then have 3 or 4 groups present the following week. Then have some time to review or ask questions. Then have a quiz over the content that was just presented on. We may not get through as much content, but it will help their English abilites and presentation abilities so much more.
I think each week I will give them a handout to fill out while watching the video. We may not talk about the content in the video each week, but that gets them working ahead. It allows them two weeks to watch the video, rewatch the video, and ask questions about the video.
So the break down of the class will look like this:
Final: 20%
Tests/Midterms: 20% (Tests every month)
Quizzes: 15% (One every other week)
Presentations: 15% (Each student will present every two months graded on these rubrics)
In-class: 15% (presentation exit slips, class dojo, any other activities)
Homework: 15% (filling out notes worksheet on video every week)
If you want more resources/information going to this post about my pre-calculus course or this post about my calculus course.
We are still discussing which chapter is important prep for some of those classes, but I have a basic idea about where to start.
I will still be flipping the classroom and got the resources from the other teacher who is currently doing that. This will make it so I don't have to use the 90 minutes I see the students each week on lecture. I will use this series of pre-calculus videos to support my teaching. He does not have videos for every chapter so that may guide me in what I teach and what I don't.
I will start with chapter 4 which is over trig. The Chinese math curriculum focuses a lot on trig, but does not focus on all six trig functions. They do not spend much time with cotangent, cosecant, and secant. The students easily understand and pick up those functions, but they need to be discussed. The Chinese math curriculum also does not spend any time on inverse trig functions. So starting with the trig chapter will help ease them into the class so that some of the stuff they are seeing they understand and some is new. This chapter comes with notes to take as the students are watching the videos. However does not come with worksheets to do in class. I will have to pull problems from the book or elsewhere.
I will then move onto chapter 3 which is over exponential functions and logarithms. The Chinese curriculum does not talk about these functions a lot or rather uses different notation than we do for these functions. So I will spend some time on that. This chapter does not come with any handouts. I will have to make my own following his format. I may make a very simple one for these videos just to check that they watched it. Then have them hand those in and grade them pretty easily.
Now I may pick and chose what I do in the beginning chapters. I know students are really strong in those beginning chapters. I don't think it will hurt to go over earlier stuff just because a lot of them know the math, but don't know it in English. I will make sure to put emphasis on the early stuff in lots of different ways as well. The students need to understand everything graphically, algebraically, and numerically. So I will make sure to include a lesson based on this video.
My colleagues say that the students are really weak in statistics. The Chinese math system does not do much with probability and statistics. The students are also not asked to explain, describe, analyze, or justify their answer in the Chinese math system. So statistics is about doing just that analyzing and describing data. So I will include a stats unit. I am afraid to do it, but it will help me get over my fear of teaching statistics. My colleague at the meeting was really trying to encourage me and give me advice about how to advance my career. So I will include a unit on Chapter 9 which is an overview of stats and probability. This unit has worksheets and notes which will help immensely since I don't know much about stats. I am thinking of having the students design or complete an experiment. I think I will work with the 10th grade science teacher to see if we can take that on together.
Now that content will probably only take me a semester and maybe just a little bit over. I doubt I can stretch that into a year. I will look at what other chapters are suggested, but the problem is I won't have pre-made videos to use. I think it would be weird to switch back into a normal class and I don't want to make the videos. I will look around to see if there are other videos I can use or at least good power points I can use. The text book came with a set of power points to use. They look like pretty good ones with examples and things. So I can make the videos my self using those power points. It will probably not be as good as the other videos since I won't have the nice set up that he does and I will probably be making them must faster. But then I won't have to spend my time in class going through the power points and just focus on the students understanding of the concepts.
If I make it so that I have 6 or 7 groups that have to present then I can stretch this small part out. I want to keep the group size small and want to make one person from each group present. So I think I will still have it so first period students work in groups to solve a problem and then work on how to present the solution. I will have as many groups present in the second period. I will have a minimum of four groups present in a period. Then have 3 or 4 groups present the following week. Then have some time to review or ask questions. Then have a quiz over the content that was just presented on. We may not get through as much content, but it will help their English abilites and presentation abilities so much more.
I think each week I will give them a handout to fill out while watching the video. We may not talk about the content in the video each week, but that gets them working ahead. It allows them two weeks to watch the video, rewatch the video, and ask questions about the video.
So the break down of the class will look like this:
Final: 20%
Tests/Midterms: 20% (Tests every month)
Quizzes: 15% (One every other week)
Presentations: 15% (Each student will present every two months graded on these rubrics)
In-class: 15% (presentation exit slips, class dojo, any other activities)
Homework: 15% (filling out notes worksheet on video every week)
If you want more resources/information going to this post about my pre-calculus course or this post about my calculus course.
Tuesday, June 4, 2013
Pre-Calculus Course
Grade breakdown:
Final: 20%
Tests/Midterms: 20% (Tests every month)
Quizzes: 15% (One every other week)
Presentations: 15% (Each student will present every two months)
In-class: 15% (presentation exit slips and class dojo)
Homework: 15% (taking notes on video every other week and short assignment from book the other week)
Alright so my bosses trust me and my knowledge of the system to teach pre-calculus. They don't want to give pre-calculus to the new teacher coming in because they don't really know what they are getting. This would allow the other teacher time to get their footing at the beginning of the year and teach classes that have a specific outline of topics given by the collegeboard. I will take this as a sign that my bosses think I am capable and trust that I will do a good job. So this is my idea for the class right now. I will get more specific and add more resources after I go to the mathematics company department meeting on Friday.
First off let me say that there will be three sections of Pre-calc and each section will meet once a week for 90 minutes. There should be about 24 or 25 students in each section of the class.
I am thinking of flipping the classroom and putting all the learning/teaching on them. I know a colleague of mine is doing this with the pre-calculus class here in China. I want to do it too and will talk to him about how he does when I see him at the math meeting on Friday.
My idea is that each week the students watch a video over content. Then they come to class and discuss it in small groups. My hope then is to assign a problem that they should know how to do after watching the video to each small group. Then have one person in each group present the problem to the class.
My plan is that the first 35 minutes to 40 minutes of class the students will be in groups of four discussing what they learned from the video and solving an assigned problem. They will also work on preparing a presentation for the class for the next period. I think I will make each group mixed ability as much as I can. I will try to make the problems fairly challenging so that even the smarter students have to work at it a little bit. I am not sure where I will pull the questions from. I might modify free response questions from the AP site or use AMC questions or problem of the week questions. I am worried I will be searching around forever for the questions though. I will also look in the textbook to see what questions I could use, but I find that those are usually not challenging enough. I will have to decide on what content I am teaching and which videos I will be using before deciding on questions. I will talk to the other teacher who flips the classroom about the videos he uses. Also at the meeting we will be discussing and writing the syllabus for pre-calculus. So I will do a lot more planning when I get back from Nanjing on Friday.
My idea is after the students have discussed and prepared then they will present in the second period of class. So I am thinking that there will be 8 groups of 3 or 7 groups of 3 with one group of 4. I will ask one student from each group to present. I am thinking that the presentations should be at least 5 minutes long so we can get through several in a period. If they go over 5 minutes I think I will just cut them off at 7 minutes. So we will try to get through as many as possible and the ones we don't get to will present the next week. The following week the remaining students will present.
I will have students fill in an exit slip during the presentations. My principal suggested I implement something like this to help keep students engaged during presentations. This will be collected at the end of each day that there are presentations and will be included in the in-class category. It will be their responsibility to turn it in at the end of the day and if they don't they will get a zero. I will read the exit slips and then use the answers to plan review on the days where only a few students are presenting. Then after my guided review I will give the students a quiz.
So that means that every other week the students will be getting guided review and a quiz. The quiz will be multiple choice and be very short. I am thinking only 5 questions.
I hope to have longer multiple choice exams periodically through out the year. I don't know when I will have them. I hope to have them every month or every two months. Hopefully get through three rounds of presentations, which will take six weeks, before giving a big exam. So big test in mid October and then the midterm a month later in mid November. Then have a test at the end of December and the final at the end of January. That means two tests, midterm, and final. So that means I will have two tests and a midterm in that category. The midterm will be worth more points in that category, but there will be three exam scores in the category. Which will make so each exam is around 7% of their grade. If I weight the midterm it will mean the midterm is 10% of their grade while the other tests are around 5% each. That will even out nicely. However it will be hard fitting in more content in between some of those tests. I might need to put new questions over old material on the tests to make them long enough. This will help show students improvement and make sure they are not forgetting anything.
I did the math and this means students will be presenting about every six weeks. I will ask for volunteers in the beginning, but then I will choose the students who will present to ensure everyone presents once before beginning their second presentation.
I will grade the students presentations on this rubric. It is the rubric I use with my calculus class I just took out the focus on the AP test.
General Rubric
Detailed Rubric
I wanted to grade the students notebooks in this class, but I think I will be able to do that better in Calculus since I see them more often. I will teach them how to take notes using the cornell or two column note taking system that I will expect them to use next year. I will have to model how to watch a video and take notes in this format. I will have them take notes on the video and take notes during class presentations following the two column format. I could periodically check that they are taking notes and include this as a homework grade. I could assign the video and expect that they take notes on the video following that format. Then when they will turn in their notebooks. I won't grade the notes as closely as I do with my calculus students. I will just check that they toke notes and hand them back.
Then to prepare them for the quiz that is coming I will assign 10 problems from the book that will be due the following week.
That means every other week I am either checking notebooks really fast or I am grading short assignments from the book. I will try to make the book assignments easy to grade so I can get them done really fast. I want to make this not add too much to the amount of grading I have to do. I want to focus on my calculus class more because the students and company put a lot of pressure on getting good results.
I will use class dojo with this class as well. I will use it more during that period where students are discussing the video and preparing the presentation. This are the criteria I will be using:
Negative:
If the students use a unique solution method or solve the problem using multiple methods in their presentation I will give points to the group. I will have to listen to students discussion to catch their critical thinking. If the students ask questions during presentations then they will get points and if a discussion using critical thinking skills starts after a question has been asked I will give the appropriate student points. I will watch how the groups work together and give the points to those who help their group members. This will encourage the students to work together as a group and really collaborate. I will have to switch groups every two weeks so they work with different people.
Final: 20%
Tests/Midterms: 20% (Tests every month)
Quizzes: 15% (One every other week)
Presentations: 15% (Each student will present every two months)
In-class: 15% (presentation exit slips and class dojo)
Homework: 15% (taking notes on video every other week and short assignment from book the other week)
Alright so my bosses trust me and my knowledge of the system to teach pre-calculus. They don't want to give pre-calculus to the new teacher coming in because they don't really know what they are getting. This would allow the other teacher time to get their footing at the beginning of the year and teach classes that have a specific outline of topics given by the collegeboard. I will take this as a sign that my bosses think I am capable and trust that I will do a good job. So this is my idea for the class right now. I will get more specific and add more resources after I go to the mathematics company department meeting on Friday.
First off let me say that there will be three sections of Pre-calc and each section will meet once a week for 90 minutes. There should be about 24 or 25 students in each section of the class.
I am thinking of flipping the classroom and putting all the learning/teaching on them. I know a colleague of mine is doing this with the pre-calculus class here in China. I want to do it too and will talk to him about how he does when I see him at the math meeting on Friday.
My idea is that each week the students watch a video over content. Then they come to class and discuss it in small groups. My hope then is to assign a problem that they should know how to do after watching the video to each small group. Then have one person in each group present the problem to the class.
My plan is that the first 35 minutes to 40 minutes of class the students will be in groups of four discussing what they learned from the video and solving an assigned problem. They will also work on preparing a presentation for the class for the next period. I think I will make each group mixed ability as much as I can. I will try to make the problems fairly challenging so that even the smarter students have to work at it a little bit. I am not sure where I will pull the questions from. I might modify free response questions from the AP site or use AMC questions or problem of the week questions. I am worried I will be searching around forever for the questions though. I will also look in the textbook to see what questions I could use, but I find that those are usually not challenging enough. I will have to decide on what content I am teaching and which videos I will be using before deciding on questions. I will talk to the other teacher who flips the classroom about the videos he uses. Also at the meeting we will be discussing and writing the syllabus for pre-calculus. So I will do a lot more planning when I get back from Nanjing on Friday.
My idea is after the students have discussed and prepared then they will present in the second period of class. So I am thinking that there will be 8 groups of 3 or 7 groups of 3 with one group of 4. I will ask one student from each group to present. I am thinking that the presentations should be at least 5 minutes long so we can get through several in a period. If they go over 5 minutes I think I will just cut them off at 7 minutes. So we will try to get through as many as possible and the ones we don't get to will present the next week. The following week the remaining students will present.
I will have students fill in an exit slip during the presentations. My principal suggested I implement something like this to help keep students engaged during presentations. This will be collected at the end of each day that there are presentations and will be included in the in-class category. It will be their responsibility to turn it in at the end of the day and if they don't they will get a zero. I will read the exit slips and then use the answers to plan review on the days where only a few students are presenting. Then after my guided review I will give the students a quiz.
So that means that every other week the students will be getting guided review and a quiz. The quiz will be multiple choice and be very short. I am thinking only 5 questions.
I hope to have longer multiple choice exams periodically through out the year. I don't know when I will have them. I hope to have them every month or every two months. Hopefully get through three rounds of presentations, which will take six weeks, before giving a big exam. So big test in mid October and then the midterm a month later in mid November. Then have a test at the end of December and the final at the end of January. That means two tests, midterm, and final. So that means I will have two tests and a midterm in that category. The midterm will be worth more points in that category, but there will be three exam scores in the category. Which will make so each exam is around 7% of their grade. If I weight the midterm it will mean the midterm is 10% of their grade while the other tests are around 5% each. That will even out nicely. However it will be hard fitting in more content in between some of those tests. I might need to put new questions over old material on the tests to make them long enough. This will help show students improvement and make sure they are not forgetting anything.
I did the math and this means students will be presenting about every six weeks. I will ask for volunteers in the beginning, but then I will choose the students who will present to ensure everyone presents once before beginning their second presentation.
I will grade the students presentations on this rubric. It is the rubric I use with my calculus class I just took out the focus on the AP test.
General Rubric
Detailed Rubric
I wanted to grade the students notebooks in this class, but I think I will be able to do that better in Calculus since I see them more often. I will teach them how to take notes using the cornell or two column note taking system that I will expect them to use next year. I will have to model how to watch a video and take notes in this format. I will have them take notes on the video and take notes during class presentations following the two column format. I could periodically check that they are taking notes and include this as a homework grade. I could assign the video and expect that they take notes on the video following that format. Then when they will turn in their notebooks. I won't grade the notes as closely as I do with my calculus students. I will just check that they toke notes and hand them back.
Then to prepare them for the quiz that is coming I will assign 10 problems from the book that will be due the following week.
That means every other week I am either checking notebooks really fast or I am grading short assignments from the book. I will try to make the book assignments easy to grade so I can get them done really fast. I want to make this not add too much to the amount of grading I have to do. I want to focus on my calculus class more because the students and company put a lot of pressure on getting good results.
I will use class dojo with this class as well. I will use it more during that period where students are discussing the video and preparing the presentation. This are the criteria I will be using:
Positive:
Different solution method
Critical thinking
Questions
Helps others
Negative:
Unprepared
Speaking in Chinese
Off task
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