Grades

Grades (Random Thoughts)

8.8.13

• More worried about mastery than playing the points game.  Can the student successfully complete a certain mathematics problem?  Yes or No.  If yes, great, let's move on.  If no, then we need to work to strengthen that student's weakness.
• How do I put this into a gradebook which deals strictly with points, percents, etc.?  Where is the opportunity to write comments, observations .... feedback, feedback, feedback?
• Core standards, Intermediate standards, Advanced standards
• core - base skills that everyone is expected to be able to solve
• intermediate - more complex than core (i.e. fractions, decimals, etc.)
• advanced - complex, challenging
• Want to try something like the equation below to formulate overall grades for units (again goes to how to show this in my online gradebook) ...

• Creation of the core, intermediate, advanced standards also something I need to address.

Algebra I - Unit 1

Shelly and I met this week to lay out our "topics" for Algebra I - Unit 1.  This unit will get us to the first midterm of the year and should give both of us a better idea of strengths/weaknesses of our students/classes overall.

Unit 1 - Base Skills

Algebraic Expressions
Solve Equations (One Step / Two Step)
Solve Multi-step Equations
Solve Equations involving Distributive Property
Solve Two Sided Equations
Word Problems:  Set up & Solve One Step/Two Step Equations
Word Problems:  Solve Multi-step Equations

Word Problems:  Solve Equations involving Distributive Property

Word Problems:  Solve Two Sided Equations

There are "Skill Checks" for each topic - checking for mastery - these can be retaken to improve scores.  Specifics of retakes and improving understanding still in the works.

We are going to give end of unit assessments - common.  We have one created for this Unit.

*We also want to work on strengthening our students' mathematic vocabulary, but are unsure how to best go about doing this.

Kieron Boyle

Edgewood High School

Freshman Experience Algebra

First Quarter Review - One Week Left

First off . . . the Android Acer has changed the whole dynamics of my classroom.  I have gone nearly paperless for close to two weeks now!!  And I love it.  The students are doing really well with the new software programs and the numerous steps that are being thrown at them.

This coming week is the final week of the quarter so . . .

Algebra - end of quarter assessment!  Here's a link to the topics / practice problems:  click here
This quarter has been about developing student confidence in their ability, creating trust between students and between students and I, as we move onto the second quarter and more difficult material.

Geometry - my focus in here has really been on the use of projects to fill in the gaps for the students.  Battering students with notes & worksheets becomes tedious and I really question how much the students are learning in this type of set up.  So, students are creating and creating and creating some more.  I will share a picture of my Honors Geometry Amalgamation projects when I get a chance.  They are awesome and we made a "visual quilt" out of them!!

Next quarter tech goals:  student google sites!  use progressbook with students!  use socrative on the Acer!  continue to create a better google class site!

Check out my class site if you get a chance . . . I would love feedback as right now all I am doing if throwing stuff on it, but am looking for a better more fluid way to present material.

tinyurl.com/flippingmathboyle

Week 4 Reflection - Let's talk SALSA!

Algebra - man oh man the range of abilities in my Algebra classes!  And that's in terms of effort, motivation, comprehension, so on and so on.

So, here's what I tried and it worked out really well - Tiered Tasks.  Tiered tasks is the idea of working on the same topic but setting up activities which work at varying levels.  I called it . . . SALSA!

Unit Focus - Solving Equations
Problem Set A - mild salsa (one step equations / two step equations)
Problem Set B - spicy salsa (two step equations / distributive property / combining like terms)
Problem Set C - inferno (solving equations of all sorts, sizes, and shapes).

This set up was awesome as I went around as the "waiter" and got the students' order - if the problem set they chose was too easy, then I gave them the next one up . . . and it could work the other way, but students didn't take this option = motivation/increased effort when stuck.  Win win!

Then to top it off, I gave the students "desert" - a quick summary question/worksheet to tie it all together.

The students joked that I didn't give them an "appetizer" so will need to work on an opener next time.

Today I had students asking to do the A,B,C activity again.  That's what I'm talking about.

I need to come up with some more variety in terms of set up, but the premise of having tiered tasks is something that I think will be a consistent in my lessons.

Might use it for this week's assessment coming up.

Next topic ahead - inequalities.

Geometry

Focus this past week was on midpoint, angle bisectors, segment addition, angle addition.  Lots of algebra here . . . amazing how they freak out about solving for x!

Still don't feel like I have gotten into a groove yet with the classes, but they have some awesome personalities and effort/creativity has been great.  Check out some of the avatars they created.

Avatars - Honors Geometry

Once we get our tablets, google acounts, etc. . . . it's on!  I can't wait.  Neither can the students.

Busy weekend ahead . . . soccer games for the kids Saturday and working at the Bengals on Sunday.  If we can't beat the Browns, then it's gonna be a long year.

Variety with students grouped @ tables (Algebra)

One of the issues I am dealing with in my classes is the fact that I have grouped my students around tables.  This means that there are 5 students all within ear shot and eye shot of one another and each others' work.

I have a wide range of abilities in my classroom and sometimes it's hard to really see where some of my students truly are . . . especially my lower performing students.  I know it's natural to try and "look" like you know what you are doing, but as a teacher you know that's not what's best in the long run.

So, I came up with an activity that I used in my class the other day.  I create a set of practice problems for each student at the table and I placed the problems on the paper in the "spot" that the student is sitting in respect to the table.

Each student worked through the five problems in their "spot" - each set was different than the others.  The trick - I made each of the answers end up the same . . . but students couldn't copy right from their neighbor.

How'd it work?  Better questions from the students and some started to finally give in and say, "I'm not sure how to do this problem."  That's awesome.  These first three weeks have been so much about developing trust with the students so they will let me and Mrs. Harvey (co-teacher) give intervention and help.

Here's a pic of the problem set I created (I used photobooth which takes pictures mirror image style! #dealwithit):

Week 1 Reflection

Week 1 Reflection:

Overall - a great group of students with lots of energy, good senses of humor, and a lot of the same strengths/weaknesses of classes I've taught previously.  I really need to look at how I want to differentiate the students, the activities, assessments, etc.

Cons:  Technology is slow at this time - missing some connectors for my whiteboard and students do not have the Android Acer Tablet as of yet.  It surprised me this week how much not having access to my interactive whiteboard threw me off.  It allows so much flexibility and adaptability on the fly during class.

Geometry / Honors Geometry - focused on isometric drawings / basic constructions (daisy designs, angle bisectors / perpendicular bisectors).  I so want to rock geogebra with these students but will have to wait on that once the tech stuff is worked out.

Algebra - mixed it up throughout the week - focused on algebraic translation, evaluating expressions, calculator basics, and a handful of various activities to see student personalities, effort, motivation, understanding, etc. - there are definite, noticeable levels in these classes - some very strong, and some not so strong students.

Things to think about for next week - pre assessing / creating parallel tasks / creating "I can statements" = SBG grade set up.

Differentiating Algebra

Here's my plan to differentiate Algebra I this upcoming school year & include some SBG/flipclass ideas:

1.  Create topics list.
2.  Create assessments for each topic (pre-assessment).
3.  Use the pre-assessments to gauge student ability.
4.  Table groupings (we do not have desks in the classroom).

• Video Viewing - student has little to no idea whatsoever how to complete the problems.
• Basic Practice (proficiency) - could be a set of problems in the book/worksheet, matching activity, etc. - really looking to create opportunities for repetition.
• High Performing - this group would be looking at more difficult types of problem sets (i.e. involving fractions, decimals, word problems).
• Topic Capstone - student creations!  Students will create quizzes, how to videos, worksheets, peer teach a student in one of the lower levels.

5.  Assessment will be ongoing - each topic will be assessed, but then there will a larger unit assessment as well.  That way if a student is having an issue with a topic I can continue to work with that student throughout the year.

One of the major issues I run into each year is trying to give the stronger students opportunities to branch out more in a topic and to tap into their knowledge levels.  These students traditionally seem to be the ones who want to share their know how and I think the high performing/topic capstone is a great spot for them.

My hope is that I could get all my students into the high performing level, but am not sure if that's realistic.  The first few weeks the students will be focusing on evaluating expressions/distributive property/equations vs expressions vs inequalities, solving equations,  and solving inequalities/graphing solutions.

I plan to use a color coded style of grading to keep track of the strengths/weaknesses of my students - then use that to create a percentage grade.  Still working on that idea.

The flipclass idea is one that fits my teaching style.  I want to spend the majority of my time working with students to make them mathematically successful.  I see the use of video/how-to's as a supplement to the classwork.  I understand that there will be topics/strategies that I will need to complete with the entire group of students, and I will plan accordingly.  I think that will be a great opportunity to keep things in perspective for myself and the students as well.

Creating Assessments - Unit 0

Here's my quick write up of Unit 0 quick assessments. Looking at creating something "larger" that students must complete to show understanding (i.e. interview, online journal, poster/video how to, etc.).

Unit 0 Assessments

It's a start . . . will begin to look at Unit 1 Intro to Functions tomorrow.

Algebra Unit 1: Functions

1A:  Coordinate Plane
1B:  Relations-Domain-Range-Mapping
1C:  Tables & Relations
1D:  Graphing Linear Functions
1E:  Exponential Functions
1F:  Functions

Have almost all the videos for this Unit 1 completed.

I am going to have to put a lot of time & effort into my classwork assignments for this Unit . . . going to need a lot of reflection, discussion, collaboration/group work to go beyond the basic idea.

Algebra I Progress . . . even a little feels great!

Spent an hour this morning getting my videos put into a "playlist" on itslearning.  I am going to back this all up on youtube along with keeping them at screenr.com.

I have a couple more videos to create for Solving Equations, then I will move into Inequalities.

The biggest thing for me is development of quality, varied in class work . . . this is where I think I'll need to put the most focus and energy over the next 2 months.

But excited to finally have something after all the thinking I've been doing these past few weeks.

You Tube Channel

So finally started to make my flipclass videos for Algebra I.  I have Unit 0-1: Expressions completed, and now have gotten half of the Unit 0-2: Solving Equations completed.

Kind of strange without an audience to talk to and kind of guide through . . . I am a "feel" type teacher. If I sense the majority of the class has the material down, then I can move quicker.  And vice versa.  It's going to be interesting to see how the different levels of understanding are going to become apparent I think more quickly in the flipclass set up.

Also, those with motivation/effort issues will be apparent quickly as well.

themathboyle you tube channel

I am using screenr.com to create the screencasts.  Just seems so simple at this point.  I'm not worried about the editing and all that.  I really want to get the content side of the videos together . . . as I become more experienced with the flipclass, then I'll look more into the editing.

Would love to get some feedback and ideas on how to make the videos more student friendly.  Not sure how to set up question spots and other options.  I think those will be videos I create on the fly when I realize that there's a need for a special focus video.

Algebra Unit 0 - Intro "revised"

Here's my revised idea for the Intro to Algebra I.  These topics seem to flow together better, build upon each other smoother, and give lots of opportunities for students to move ahead or get intervention where needed.  Also, these are a great indicator for me as to my student's ability, effort, focus, motivation, understanding, etc. etc.

Module - Expressions

Variables and Expressions

Open Sentences

Distributive Property

Expressions Review

Module - Solving Equations

Solving Equations by Addition or Subtraction

Solving Equations by Multiplication or Division

Solving Multi-Step Equations

Solving Equations with Variables on Both Sides

Solving Literal Equations/Formulas

Review

Module - Solving Inequalities

Solving Inequalities by Addition or Subtraction

Solving Inequalities by Multiplication or Division

Solving Multi-Step Inequalities

Solving Compound Inequalities

Review

Unit 0 "Construction"

Looking to create a "pre-algebra" unit for the students to begin the year with and to get used to all the itslearning LMS, googlesites, etc. etc.

This will be a good opportunity to see where my students are in terms of motivation, knowledge level, ability to take chances, to make mistakes.

So far . . . I have the pre-assessments for most of the sections.  Have included a link to my google site for help videos and practice.  For this unit, the videos are more of a support than a "lesson leader".  Once I get into the Unit 1 material, I plan to then create more lesson focused videos.

Progress has been made, so . . .

Notes:
itslearning and googledocs seem to work well together
created a voki as a welcome to my google class page

Algebra Unit 0 - Introduction

Algebra I - Unit 0 Introduction

Sections:
0-1:  Evaluate Expressions
0-2:  Algebraic Translations
0-3:  Combine Like Terms (basic)
0-4:  Solve One Step Equations
0-5:  Complete Tables
0-6:  Graph Ordered Pairs / Give Ordered Pairs
0-7:  Slope (positive, negative, zero, undefined)


For each section:
Pre Assessment via itslearning
Help Videos via class googlesite
Practice (.pdf's) - choice board
Post Assessment


*score well enough you go straight to post assessment (therefore showing mastery 2x's).