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Monday, April 29, 2013
More PreCal INB pages....(trig)
I posted about my plan to implement interactive notebooks in my classes next year. Here are more pages I came up with for my PreCal INB....These are just rough ideas, so the handwriting is a little sloppy and I'll probably color code a little more/better than I did here, but you get the idea.
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Friday, April 26, 2013
My Weekly Diigo Bookmarks (4/26/13)
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Quizdini - Create Online Quizzes That Give Students Instant Feedback
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Student Made Geometry Booklets Improve Assessments – Creativity Strikes Again!
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Eighth grader designs standardized test that slams standardized tests
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Teachers, Professors Differ on What It Means to be 'College Ready'
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Transitioning to Standards Based Grading: Retakes and No K's.
Monday, April 22, 2013
Friday, April 12, 2013
Wednesday, April 10, 2013
The Beginnings of a Pre-Cal INB
I've started trying to plan out pages for my Interactive Notebook for Pre-Calculus. Here's what I've come up with so far:
Tuesday, April 9, 2013
Taking the Plunge
but I still have questions....
I am determined to implement some form of SBG next year. Here are the lingering questions I have (for now).
1. How do you handle SBG within the frameworks of "grading cycles". In other words, if a student hasn't yet mastered a concept, but the grading period is ending and report cards are coming out, how do you handle their reassessment?
2. If I'm going to follow Dan Meyer's format for SBG and allow students to get a "5" after they get two 4's, meaning they don't ever have to assess that concept again, how do I make sure they retain the knowledge? In other words, can I not spiral back?
3. Also, if I follow Dan's format and don't allow a student's "grade" on an assessment to drop, and I choose to try and spiral back, how can I hold them accountable for the material at a later date? In other words, let's say I've assessed a concept twice in the first grading period, and student made a 3 on the first assessment and a 4 on the second assessment, but then later in the third grading period I want to assess that concept again, what motivation does the student have to do well? Because I'm counting it as a new grade on this grading period? But if they're a student who made two 4's before and thus received a 5 assuring they would never have to assess that concept again, are they exempt from my assessment for retention where a student who never receive a 5 is? Or does assessing for retention go against the tenets of SBG? (I hope this rambling question made some sense...)
4. What rubric do you use? 4 point? 5 point? 10 point? What are your descriptors for each level in your rubric? Do you have to translate your rubric to a grade for reporting purposes? If so, how do you do it?
I am absolutely in love with the idea of SBG and am so excited to try it out. My real reservations come from making it work while still having to report grades in a standard format (100 point scale).
I am determined to implement some form of SBG next year. Here are the lingering questions I have (for now).
1. How do you handle SBG within the frameworks of "grading cycles". In other words, if a student hasn't yet mastered a concept, but the grading period is ending and report cards are coming out, how do you handle their reassessment?
2. If I'm going to follow Dan Meyer's format for SBG and allow students to get a "5" after they get two 4's, meaning they don't ever have to assess that concept again, how do I make sure they retain the knowledge? In other words, can I not spiral back?
3. Also, if I follow Dan's format and don't allow a student's "grade" on an assessment to drop, and I choose to try and spiral back, how can I hold them accountable for the material at a later date? In other words, let's say I've assessed a concept twice in the first grading period, and student made a 3 on the first assessment and a 4 on the second assessment, but then later in the third grading period I want to assess that concept again, what motivation does the student have to do well? Because I'm counting it as a new grade on this grading period? But if they're a student who made two 4's before and thus received a 5 assuring they would never have to assess that concept again, are they exempt from my assessment for retention where a student who never receive a 5 is? Or does assessing for retention go against the tenets of SBG? (I hope this rambling question made some sense...)
4. What rubric do you use? 4 point? 5 point? 10 point? What are your descriptors for each level in your rubric? Do you have to translate your rubric to a grade for reporting purposes? If so, how do you do it?
I am absolutely in love with the idea of SBG and am so excited to try it out. My real reservations come from making it work while still having to report grades in a standard format (100 point scale).
Slope Fields Resources
The summer before the first year I taught AP Calculus, I went to an APSI at TCU. Let me tell you, I would not have made it through that first year if I hadn't gone to this institute! The lady that ran it was AMAZING. She brought us all of her materials and her syllabus and gave it to us in a binder. I happened to use the same textbook she did, so I was able to use everything she gave me! It was a lifesaver! These are two of the things I got from her and I still use these every year. Most of the older Calculus textbooks don't really address slope fields at all, and resources are hard to come by, so I've been thankful to have these....
Slope Fields Card Match
Slope Fields Worksheet
Slope Fields Card Match
Slope Fields Worksheet
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