Algebra 6.3 day 3

Reflection

Today, I had some success with the gradual release model.  I started the students in seminar, had them do a warm up that was to jog their memory of our last lesson on multiplying with exponents, and gave them a problem they could do that would prepare them for today’s lesson.  The warm up was effective because several students didn’t recall how to do what they’d learned on Monday.  (We had no class yesterday due to the math HSPE).

The lesson went as planned. Students worked in pairs or groups of 3, compared answers, and helped each other.  I’d changed the PowerPoint so that it was clearer on what they should write in their notebook.  I also wrote the homework on the board, under today’s date, so that they could write this down as soon as they entered class.

After doing 2 examples, one guided and one on their own, I let the students work independently in class and called on a smaller group of 5 students who all had trouble getting the “constant multiplier” on the last quiz.  Of the 5 students, 4 participated actively, 1 said she had a headache and would not participate.  I reviewed several examples with this group and by the end of the examples, all were finding the constant multiplier.

The time got away from me, or I would have had the students do an exit task.  Next time, I’ll assign a timekeeper so we have time.

Lesson Powerpoint lesson plan is in notes section of Powerpoint

Students as Learners Feb 1 reflection

This week, I learned the “brain rules” on short term memory (repeat to remember, elaborate memories still around better), long term memory (remember to repeat or it will fade), multi-sensory learning (more avenues to make it last) and vision trumps all (what you see wins over what you thought you knew).   I also read about changes in cognitive processing as students develop.  After reading, listening to the screencast, and reflecting on the discussion board postings, here are what’s clear and unclear to me.

Clear:  Short term and long term memories are fragile, are reconstructed upon their recall, and repetition is key to retention.  Elaborate details help recall.  Stimulating multiple senses helps memories grab hold.  Vision trumps all; we trust what we see more than the rest of the senses.  I need to have more visual effects to use as hooks.  There’s shallow learning (name, recite…basically the bottom of Bloom’s taxonomy) and deeper thinking (compare, contrast, apply…midlevel and higher in Bloom’s)

Unclear: How do I help my students with these new understandings?  For instance, is there a way students can review their math notes 90 minutes later if they’re in another class at that time?  While the reading about self-regulated learning was what I want my students to do, how much should I be taking on in math class? For instance, regarding study skills, does it make sense for me to show one way to take notes in math and another teacher to show another way?  I’m still trying to figure out where 9th graders fall into the spectrum and what are reasonable but still challenging expectations for self-regulation.

In addition…

I have already shared many tidbits with my geometry class about what I’m learning from brain researchers. They have a favorable impression so far, since it’s why they are taking stretch breaks.  They are interested in the tidbits, and I may be able to get some to set a time (90 minutes after class) where they set an alarm and try reviewing their notes from class.

My algebra class is in dire need of help with strategies for what to do when stuck.  I’ll give my students what I’ve borrowed from the AVID teachers, and what AVID students are taught.  Because it’s been a successful approach with this age group, this will keep 9th graders cognitive development in mind.

student prep for final

I gave finals in my geometry classes yesterday.  Monday and Tuesday were spent reviewing problems that captured the big ideas of the units.  I told students that they could bring one piece of paper with notes, and use it on the final.  I didn’t give the students time in class to write these notes.  I told them they needed to do it at home.

I was surprised that fewer than 1/3 of my students had notes.  I see that I need to teach them strategies for reviewing and preparing.  Because some of my students are in AVID, I expected them to each have notes.  Not so. 

Next week, when we start the new semester, we’ll be revisiting classroom norms and each person’s strategies for success.  I scanned the notes that were used.  As a class, we’ll go through examples of student notes, for the purpose of discussing how they had an impact, in the process of preparation and in the availability of some information during the final.

I think I will also have more open-note quizzes, with some type of weight given to the notes they prepare.