A teacher in our school - who teaches Calculus - has his AP kids do the following to study for the AP exam. They are to create a notebook and on each page, define a concept (he provides them with a list of about 100) and give an example. Then, because this is an AP class, he asks them to provide a theme for the notebook that tells him something about the student.
I have been noodling this around for a couple of weeks, trying to figure out how to use this with my students and their end of course test. I have been doing a notebook with them, but I provide the notes and they copy. I have finally decided to do the same thing as Mr. Calculus, with a couple of changes. I will provide them with a list. They are to write a concept per page, define it, provide the steps and give an example. (They can intersperse the steps with the example if tht is easier for them) This will be an optional activity (as I can guarantee they won't all do this) and will replace their lowest test grade.
I have spoken with the math teachers I support - they are willing to let it replace their lowest test grade as well.
I am hoping this will help them with the math.
Showing posts with label writing. Show all posts
Showing posts with label writing. Show all posts
Saturday, February 28, 2009
Monday, February 23, 2009
Commentary
We are supposed to write commentary on student work and display it. It is difficult to do this with standard math work ("great job" - but how much more can you say?). I asked them to do some writing today, to analyze graphs. But they gave me numbers and no more.
In what I hope is a flash of brilliance, I came up with this: I wrote comments on the graphs which I will give them tomorrow with examples of commentaries I have written on student work. Then I will ask them to critique MY work with commentary.
First test: The students did poorly on this test [note: this was the same as test B on the first page]. While there were passing grades, in each class more than 75% filed the test. Look at the Top 25% in each class. The beginning number is less than 70 in each case and the top number is less than 70% in two cases. I would assume that the students were not prepared for this test and require remediation.
Second test: The students did much better on this test,. Three of the classes have passing grades in the bottom 25%. All of the classes have As in the middle 50%. Class C did the most poorly as over 50% failed the test.
Maybe this will get them thinking on the level I'd like. My writing is not long - it tends to be terse. Maybe this will help them see I am not looking for a novel, just understanding.
In what I hope is a flash of brilliance, I came up with this: I wrote comments on the graphs which I will give them tomorrow with examples of commentaries I have written on student work. Then I will ask them to critique MY work with commentary.
First test: The students did poorly on this test [note: this was the same as test B on the first page]. While there were passing grades, in each class more than 75% filed the test. Look at the Top 25% in each class. The beginning number is less than 70 in each case and the top number is less than 70% in two cases. I would assume that the students were not prepared for this test and require remediation.
Second test: The students did much better on this test,. Three of the classes have passing grades in the bottom 25%. All of the classes have As in the middle 50%. Class C did the most poorly as over 50% failed the test.
Maybe this will get them thinking on the level I'd like. My writing is not long - it tends to be terse. Maybe this will help them see I am not looking for a novel, just understanding.
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