If you’re not a math teacher, this probably won’t get you that excited, but if you are… BEHOLD! My brainchild!
The bulletin board behind me in the photo tracks students’ progress as they learn to simplify expressions with the order of operations and then, expressions mastered, to solve more and more challenging algebraic equations. It’s student-powered (they move their own stickies, which saves me work), it builds investment (overheard while waiting for the bus at summer school: “I’m on level three!” “Well I’ll beat you to level five!”), it differentiates assessments for me, and it provides me with useful data about which students and groups of students are where (The names on the sticky notes are color coded by class period).
Every few days at the beginning of school, then every week, I’ll give a level quiz. Each student knows his or her own level and asks for the appropriate quiz, which prevents a total organizational nightmare. As each student completes the quiz, I grade it. If the student answers three out of four problems correctly, he or she moves up a level immediately.
I’ve taught objectives that correspond to the levels for the last two days, so I’ve allowed students who have demonstrated mastery on their exit tickets to progress. Seventy-five of my students didn’t have a chance to take today’s level quiz/exit ticket, so the four kids who are on level two came from a sample of just twenty-five. All things considered, we’re doing well so far.
7th period was 45 minutes of the best class time of my life. During the lesson, I burst into happy laughter when a boy in the front row said “oh. Oooohhhhhh! I get it!” You can’t fake that lightbulb. It happened twice today! During practice, I had a girl stand up from her desk and shout “YES!” at the top of her lungs when she simplified an expression correctly. I got a bad case of the joy giggles, but my kids couldn’t hear me anyway over the roar of thirty 9th graders making purposeful MATH TALK. It felt like all I had to do was open the gate and let them stampede. They asked for time to work in groups to analyze their mistakes, so I let them. WHAAAAAAAAAAAAA? I had volunteers explain their errors, and doled out star stickers for courage and helping others learn, (I had to move on without calling on all of my volunteers!) then just turned them loose on another problem. I hardly said a word after the first twenty minutes of class. It was un-friggin-believably awesome.
Bonus Kid Joke, courtesy of W.
2 thoughts on “Week 1: More silly faces and a look at the level tracker”
And all this going on in a room without a teacher who isn’t passionate about math? I think not….This post makes me want to teach high school again (or, maybe just for a while)!
Thanks Mary! I’m feeling pretty good about things tonight, but I know I could be so much better if I really loved math. High schoolers are pretty fabulous kids, though. I wouldn’t trade them for anything.