Tuesday, March 28, 2017

Missing assignments questions

I was finishing up 3rd quarter grades this morning (woo hoo for 4th quarter!) and was noticing the large number of missing assignments from my three Math 3 classes.  And yet nearly not as many in my Honors Precalc classes.

Here are the numbers:

In CP Math 3:   total of 220 missing assignments for 78 students = 2.82 per student

In Honors Precalc:   total of 37 missing assignments for 48 students = 0.77 per student

I know there are a lot of factors that go into this.

For me really boils down to a student determining if it's worth their time to complete practice problems.  I don't give a lot of problems; my Math 3 assignments are typically around 5 problems (maximum 10, I'd say) and Precalc is more than that.  This shows the amount of effort someone is willing to put in to be successful.

Another big factor in success is attendance. And again, there's quite a big difference in those numbers.
In CP Math 3, the average number of days missed during the 3rd quarter is 2.58
In Honors Precalc, the average number of days missed during the 3rd quarter is 1.63

This doesn't take discern between regular absences and field trips; the precalc kids are the ones more likely to miss because of a school activity.  So their number would probably be quite a bit lower.

I tweeted out these numbers and Robin Mathews (@romathio) responded.

I hadn't even thought about tracking, which I think separates the students based on ability.

So herein lies my new quandry.
Is tracking helpful because students have shown that they're going to perform thusly?  Or do they perform this way because they're tracked?

Which came first? The chicken or the egg?

(And just 8 more days til spring break. But who's counting?)

Wednesday, February 1, 2017

Try, try again.

Do you ever read blogs and twitter and be in awe with the awesome teachers whose class you want to be in?

Me too.

And can't they also be intimidating?  Like nothing ever goes wrong for them?

At least those are my thoughts. And my insecurities raising their ugly heads.  So today I'm going to be an illustration of how things can go terribly wrong.

I decided to try something I'd never done in class to review operations with rational expressions. I've read a lot of people describing how they've used Speed Dating (K8's description was the first I'd seen) in class so I decided to give it a shot.

Class #1:  Ouch.
So many problems.
1.  Rational expressions (aka fractions) aren't easy for a lot of kids. And the problems that I used were too hard to do in a short-ish amount of time.
2.  In creating the problems and answer cards yesterday I did a super bad job. Lots of mistakes in the answers. Ugh.  (But there was celebrating when they got something right that I messed up.)
3. I didn't think through the physical arrangement of the room. I was asking kids to move their desks, but then we didn't have enough room and had to move more, etc. And to add to that, we have concrete floors so every time a chair (or desk) moves, it makes a horrible screeching sound.  I was really feeling bad for my downstairs neighbor because I know they can hear everything.
4. We didn't have a whole lot of time, especially considering the previous 3 statements.

I was seriously tempted to scrap it.  But I didn't.  Instead, I took my free period (which thankfully was right after that horrible episode) and tried to fix things. I simplified the problems, I corrected the answers.  I thought about how to arrange the room.

Class #2:  Much better
And so thankfully this time many of the issues had been worked out. The kids weren't a big fan of actually getting up to move (they would have rather just traded problems) and didn't use the "expert" as much as I would have liked, but things were much smoother.  Doing the activity felt justified to me.

Class #3:  Perfection (if there is such a thing)
I was happy to end my day with this group.  I decided that, instead of moving desks, we'd just flip the chairs around so I didn't have to hear the desks screeching (and put back the room afterwards).  The kids did a great job of working through the problems, checking answers, and asking questions if they needed to.  They still didn't want to move and groaned about it, but it worked out ok.

Will I do this in the future?  Maybe.  I think it would be better for simpler problems in which we could rotate every minute (or set time amount).

Did the kids get better practice than they normally would have?  I don't know about that. We got at most 4 problems done, but they had a chance to check answers and ask questions on a specific skill.  Some of those kids would have just skipped a problem on a worksheet that they didn't know how to do; today they didn't have that option.