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?
Swear to gosh this kiddo could hardly write when he came to us last year. But group support and adult support (thank goodness for our awesome paraprofessionals!) and lots of solid scaffolding made this happen. Preparing for an individual test on Wednesday.What do you observe? What do you wonder?
Only fitting to end the Video Project with a video. But I’m too cheap for that WordPress option, so here’s a screenshot.
You can see the kiddo (kind of). You can see the tiles. What you can’t see is the kiddo speaking Tzeltal (an indigenous Mayan language).What do you observe? What do you wonder?
We’ve got jobs, now we have to start writing the scripts we’ll be using.
Each group gets to divide 3-4 jobs among their group. Everyone writes a script with the ability to choose something suited to their level of challenge (all levels feature solving equations with tiles).What do you notice? What do you wonder?
While this blog has helped me to reflect on my work, as well as to keep an archive of sorts, I fear that the thing I will remember most about today’s lesson is that a lot of the kiddos summarized the jobs they had to do for the Video Project instead of just writing their names like we wanted them to. Apparently no amount of mental wishing made this happen. English Language Development for the win (when just plain efficiency would have done).
Photo: Picking roles within the group to ensure that people get to do a range of videos explaining how to solve equations with algebra tiles:What do you notice? What do you wonder?
Friday is a short day. I always forget how long it takes to make posters, but how worthwhile it is and how weirdly groupworthy (there’s that word again) it is.
“Do a formative assessment,” they said.
We already had an individual menu activity planned since it was that part of the unit where the kiddos are knowing enough different things that some need to just practice and some wanted to explore harder topics.
So I put a few problems from each menu item into one paper and then had them try them out and choose an appropriate item.
I sometimes worry about kiddos over-estimating themselves, but that’s what a challenge is, right?
What do you notice? What do you wonder?
We do partner problems with solving equations with algebra tiles, which is all well and good, but also hard to document.
One of the kiddos who is routinely late to first period and another kiddo who is new and grappling with the idea of a weekly homework packet (“Problem sets”, I think of calling them in attempt to sound more like college….pft) come in after school to work on homework and are joined by a third student who mostly watches and probably just wants somewhere to be after school.
Trying to figure out how to make this happen on a more regular basis.
It’s nice to be back in a unit that we’ve taught many times before (this is, I think, the only unit we teach every year).
A stray Google comment by Curriculum Partner on 2 year’s ago lesson plan reminds us that our original reading guide was somewhat clunky. We go through and revise the questions to focus on one workable problem each.
Kiddos are still stymied by the idea of getting X alone (as we call isolating the variable) and most of them refer to it as “making the equation easier”. Which, true, but still confusing.