Let me start by saying not all of these are things I've come up with. My fellow teachers and I have had a lot of conversations recently, and I work with some really smart people! I've also gotten some idea from other blogs.
1. What about giving "in class" problems that students must work in groups or individually to solve in class? These problems would use the new material that we learned in class in different way. They would start with basic problems and if they do those fine in class there would be more challenging problems. This would be a natural way to differentiate. Then students would be expected to do 6-10 problems outside of class over their spiral topic. (Either spiral from a day or two before or spiraled from a previous unit.)
2. I want to go back to giving "Important Notes." I'm not sure yet if I want these to be on stapled pieces of paper on the syllabus? Maybe I could put a spot for it on the syllabus. This section would contain the big ideas, formulas, things they would write down, tips and tricks, etc... Then in their notebooks I want to do just 1 or 2 examples and have them spend the rest of class trying to figure out the in class problems.
3. I am definitely going to continue expecting kids to leave their cell phone before they leave the room for almost any reason.
4. I want to challenge kids and get them excited about trying a challenging problem. Extra credit will not be allowed at all next year. Maybe I can offer different types of rewards. Maybe if a student tries a challenge project or problem, they could be exempt from doing some of the homework problems. Perhaps there could be a wall of fame for students who have the most creative solution, the most different solutions or ways or checking their solutions, or the most well explained solution. Maybe every few weeks I could update the wall of fame.
5. I found an idea on another blog that I want to use every week in my regular Algebra 2 classes. I don't know if I want the students to have a separate notebook where they keep these or what, but I really like the idea of using this same structure every single week to look at a different type of function. Some weeks we might use it as a learning tool. Other weeks it might be a chance for them to fill it in with groups for a formative assessment or review activity. I really like that it has an x,y chart. I also like listing the different forms, showing the actual graph to tie it in with the equations and the x- and y-values as well as doing domain and range every single week.
6. Another teacher had a great idea for Geometry. She suggested that we get the kids in the habit, model, and then expect them to always, 100% of the time write an explanation for the equation they are setting up. For example, a lot of our kids at this point have learned that, when in doubt, they should try setting things equal to each other or to 180. There are kids that get test questions correct because they have found that pattern but really have no idea why they should set their two expressions equal to each other. If we expected them to write a few words saying something like, "Vertical angles are congruent," or, "Diagonals of a kite are perpendicular," then we could tell if they actually understand the Geometric properties and relationships we're supposed to be teaching them. This would also allow us to increase the rigor which we feel is lacking lately in an attempt to experiment with a new spiraling system and the pressure of all kids needing Algebra 2 to graduate.
7. I need to follow through on tardy consequences. I started the year using a sign in sheet which worked at first, but I started forgetting to follow through with students that had come late and signed the sheet multiple times. I want to use the clipboard from the beginning next year, but actually follow through if students are late more than once.
8. I tried going part of the year without any seating charts. That won't happen again : ) It wasn't necessarily bad, and in fact I think it started fine, but the students' ability to handle sitting next to a friend without talking or sharing something at inappropriate times got worse and worse as the year went on.
9. Make-Up Test folders changed my life this year. I had a folder for Geometry and a folder for Algebra 2. On the day of a test, I put a test in the folder for each student that was gone with is or her name on it. Then, when the student needed to retake the test it was easy to find and manage.
10. Having a folder for my test keys and made up tests that still needed to be graded was another huge life saver this year. The left folder was for test keys. The right folder was for tests that had been graded and needed to be returned/filed. Tests or assignments that were handed in but still needed to be graded just went loosely into the folder until I had a chance to go through them.
1. What about giving "in class" problems that students must work in groups or individually to solve in class? These problems would use the new material that we learned in class in different way. They would start with basic problems and if they do those fine in class there would be more challenging problems. This would be a natural way to differentiate. Then students would be expected to do 6-10 problems outside of class over their spiral topic. (Either spiral from a day or two before or spiraled from a previous unit.)
2. I want to go back to giving "Important Notes." I'm not sure yet if I want these to be on stapled pieces of paper on the syllabus? Maybe I could put a spot for it on the syllabus. This section would contain the big ideas, formulas, things they would write down, tips and tricks, etc... Then in their notebooks I want to do just 1 or 2 examples and have them spend the rest of class trying to figure out the in class problems.
3. I am definitely going to continue expecting kids to leave their cell phone before they leave the room for almost any reason.
4. I want to challenge kids and get them excited about trying a challenging problem. Extra credit will not be allowed at all next year. Maybe I can offer different types of rewards. Maybe if a student tries a challenge project or problem, they could be exempt from doing some of the homework problems. Perhaps there could be a wall of fame for students who have the most creative solution, the most different solutions or ways or checking their solutions, or the most well explained solution. Maybe every few weeks I could update the wall of fame.
5. I found an idea on another blog that I want to use every week in my regular Algebra 2 classes. I don't know if I want the students to have a separate notebook where they keep these or what, but I really like the idea of using this same structure every single week to look at a different type of function. Some weeks we might use it as a learning tool. Other weeks it might be a chance for them to fill it in with groups for a formative assessment or review activity. I really like that it has an x,y chart. I also like listing the different forms, showing the actual graph to tie it in with the equations and the x- and y-values as well as doing domain and range every single week.
6. Another teacher had a great idea for Geometry. She suggested that we get the kids in the habit, model, and then expect them to always, 100% of the time write an explanation for the equation they are setting up. For example, a lot of our kids at this point have learned that, when in doubt, they should try setting things equal to each other or to 180. There are kids that get test questions correct because they have found that pattern but really have no idea why they should set their two expressions equal to each other. If we expected them to write a few words saying something like, "Vertical angles are congruent," or, "Diagonals of a kite are perpendicular," then we could tell if they actually understand the Geometric properties and relationships we're supposed to be teaching them. This would also allow us to increase the rigor which we feel is lacking lately in an attempt to experiment with a new spiraling system and the pressure of all kids needing Algebra 2 to graduate.
7. I need to follow through on tardy consequences. I started the year using a sign in sheet which worked at first, but I started forgetting to follow through with students that had come late and signed the sheet multiple times. I want to use the clipboard from the beginning next year, but actually follow through if students are late more than once.
8. I tried going part of the year without any seating charts. That won't happen again : ) It wasn't necessarily bad, and in fact I think it started fine, but the students' ability to handle sitting next to a friend without talking or sharing something at inappropriate times got worse and worse as the year went on.
9. Make-Up Test folders changed my life this year. I had a folder for Geometry and a folder for Algebra 2. On the day of a test, I put a test in the folder for each student that was gone with is or her name on it. Then, when the student needed to retake the test it was easy to find and manage.
10. Having a folder for my test keys and made up tests that still needed to be graded was another huge life saver this year. The left folder was for test keys. The right folder was for tests that had been graded and needed to be returned/filed. Tests or assignments that were handed in but still needed to be graded just went loosely into the folder until I had a chance to go through them.
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