That sinking moment when it becomes clear you didn’t teach vocabulary as much as you should have. There were some things that went well with this unit and a whole lot of new ideas for the next time we teach it, but I wish I’d done a better job emphasizing academic language, especially when the kiddos mistake “similar” for “same”, which is…reasonable, but problematic.
Similarity group test to prepare for Friday’s individual test. Relatively solid in most of the classes
Student work from the solving equations individual test. Onwards to Similiarity…
We’re still fiddling with the review day between the group test and the individual test to figure out how to make it worth the while of all of our kiddos.
I did find at least one group test where kiddos read the rubric and then made revisions. Now how to make this change happen for all kiddos…What do you observe? What do you wonder?
We got scripts (mostly). Now it’s time to practice what we’ll be saying, with tiles.What do you notice? What do you wonder?
(PS Color helps see the tiles a little better, so let me know if you’d prefer a color photo?)
“And just like that it’s over.”-somewhere in Hamilton, I think.
I partner up the kiddos, give them time to practice their presentations (some with Google Slides, most just with their hefty packets), have them present, and then we vote for the best design in each class (which is a pleasant throwback to our elections unit).
I collect the packets. I will grade them later. I will tally the votes later. We’re onto coordinate geometry tomorrow.
(I also remind myself that, no matter how ridiculous it sounds, if I have the kiddos staple their new pages to their packet every day, their turn-in rate is much higher).
What do you notice? What do you wonder?
With the writing theoretically behind us, we move on to presentation preparation. We write up a basic script, then try to transfer it over to Google Slides. This is largely to get our kiddos ready to do presentations for their semester portfolios (which are rapidly approaching).
Most kiddos log into their Google accounts and make a copy of the template. That’s good enough for now.
Some kiddos get a little further. What do you notice? What do you wonder?
As a school with 100% emerging multilinguals, there is English Language Development integrated into all of our curriculum. It means we do quite a bit of reading and writing, even in mathematics.
This is convenient when doing projects as we get a chance to help the kiddos connect and summarize what they’ve learned.
We are in an odd place today since half of our kiddos walked out in protest on Friday (and about a quarter of those kiddos trickled back in towards the end of the day, meaning classes and groups are in very different places).
Photo: writing by one kiddo, who was gone Friday, but got some support from their group today. What do you notice? What do you wonder?
Today we took the cost equation and table and graphed it. Then, we graphed the revenue equation and table for each of 2 prices onto the same graphs.
Here’s one of the first work samples that we used as a model for the class. (In grading the projects, a lot of kiddos only have one line and I need to think about how to make that clearer when we teach it again in 2 years).
What do you notice?
What do you wonder?