So I decided to talk with the students about proof. Students are definitely challenged by the concept and this is going to be a long road. To ease the road, I decided to introduce the two column version and flowchart version of the vertical angles proof. I think that this is the beginning of paving of a long road. The lesson ran a bit long and I decided to spend time on making sure the explanation was sound and did not spend time on a solid formative assessment. I look forward to building on the concept.
I walked into school and learned that I will have to leave early and my last period class was cancelled. In my regular geometry class, I spent the better part of the period trying to teach the nuances of proof. It is now abundantly clear to me that this topic will take a lot of time to learn. I also think my model of the vertical angles theorem will have to be revisited. (I do not think that supplementary angles can be stated as a given. This causes some confusion in the class.)
After the second round of trying, students are finally getting the fact that I mean I will grade by my rubric when they hand in the Problem of the Month. I have done projects for 4 years and this is the first time I am getting student responses that solid. They are trying hard and getting better and better grades.
I believe my due date policy is the difference. Each problem of the month is due on the last day of the month. If a student turns in the project by that day, I will grade in pencil and give them one week to make corrections. I will accept projects up to a week late, but the grade will be in pen and no edits will be allowed.
Out of all of the challenges that I have this year, I am thrilled by my little successes 🙂
Today, I had my first taste of proof and it was not pretty. I made a rookie mistake of not thinking through the whole lesson. If I did, I would have copied the material for them to paste in to their notebooks. Beyond that, I did not expect how difficult the concept of proof would be. As I go through the year of learning how to teach Geometry, I think this will be one of the many lessons I learn and I look forward to learning.
I am testing some materials from the Meaningful Math Curriculum for Geometry this year and this is the first lesson I found a way to fit into my unit plan. I was impressed by the questioning behind the axiom exercise and I look forward to using it some more in the upcoming days/weeks.
During the past few weeks, one of the struggles that I have had is getting enough practice in the classroom on the topics necessary to be successful in the regents. After going through the base topics with the students, I am realizing that they need additional practice. A bit of research later, I realized that JMAP.org exported test questions in Examview format and with a couple of moves I have a library of all of the questions on schoology.com. It will take some time for all of the library to be built, and with completion students can practice on any topic. This will resolve my Monday issues when I cannot teach my 8th period class and for my class that needs to take the regents again. Students seem to have success logging on. Let’s see how successful this is.
Unit 2 scares me. I have not done proofs in almost 20 years and it is densely populated with proofs. I am not concerned about understanding them myself. I am not concerned about teaching them, that much. I am really concerned that I have to teach proofs with Triangle congruence, Parallel and Intersecting lines and Parallelograms in less than 25 days. I see this as being a hurdle. Today, we had a small glimpse of how difficult it will be for students on a pre-assessment. They really have little to no exposure on the topic. (no surprise)
In other classes, I did my first 3 act task. It went off ok. I definitely see room for improvement. I also discovered schoology which I plan to use for practice for NYS Regents. I will report on progress with the website as students try it.
Today was a test day. Nothing really special, I have good routines for test day and students do what their best.
Using a strategy that I found effective in the past, I had all of the students retake the Initial assessment and go through the responses for all of the assessment. Students get to see how much they have learned and feel some pride. I then had the students create challenge questions for their partners. However, the protocol that I used did not work. I motivated the students too much to create a difficult problem to stump their partner. They refused to give the problem to their partner because it was not difficult enough.
Here are the rules I set up… If you set up a problem (that you create a correct answer key) that they can solve, they get a point. If you set up a problem (that you create a correct answer key) that they cannot solve, you get a point. If you set up a problem (that you create an incorrect answer key) that they can solve, they get a point and you lose 2 points. If you set up a problem (that you create an incorrect answer key) that they cannot solve, no one gets a point.
I think this idea is motivating for students, I will have to rethink the rules of the process.
I decided to set a day aside to have students review their notes, determine what they did not know and improve on their notes. Whenever I put together a loose lesson, I do not get as good as a result as I would like. Students ended up chatting while I was hoping to get through the lesson. I like the idea of having students review notes, but I do not know if they gain much from it. I have to find the proper motivation and structure to make this happen.
I was a bit concerned about the start of the lesson, given that I did not have any kind of Do Now. For the day, I should have been concerned more about forgetting keys, leaving cut out copies in a locked drawer and having a half hour to make it right before the lesson. As a teacher, we get these moments of necessary efficiency that we push through and make things happen. This was one of those moments.
Right before the bell, I entered the class with all of the materials and the students went straight to work. I am finding that in a small classroom packed with students, I just cannot get to all of the students to gauge their thinking. This is sad and challenging. FAL lessons help them gauge each other’s thinking and promote learning. Over the span of the half hour, all of the groups produced a chart paper with their best efforts.
I then tried a new gallery walk protocol. I had half of the group defend the work and half of the group go and collect ideas. The goal of all of the groups was to get a perfect poster. The flaw in my plan was to forget to give the whiteboards to all of the students for collecting information. This cut off the opportunity for them to improve as much as possible. Another chance to improve.