Tuesday, March 8, 2016

Day 116: Exit Ticket & Analyzing Feedback w/ Desmos Marbleslides re-engagement tomorrow

Today's estimation was a pie that was more than half eaten. I liked when a student said it looked like at least one fourth or 90 degrees left, plus half of a fourth so about 3/8 of pie left so 5/8 has been eaten. We had interesting discussions about the degrees.
Students were given a quarter sheet of binder paper to write 3 names of students they can cooperate with and 3 they have a hard time cooperating with. That lead me to grouping students for at least the rest of this chapter and chapter 9 together. This will test whether they can be productive with people they are more friendly with. I want students to be empowered by the choice.

We started by reviewing 10 to the 3rd power, all the way down to 10 to the negative 2nd. Students reasoned how you are dividing by 10 as you go down. I asked how 10 to the positive second power and the negative second power were related. Then we looked at 2^3 all the way to 2 to the negative 3rd power. A lot of students generalized since 10 to the -1 was .1 then 2 to the -1 was .2. This is even after we had discussed that it was multiplying by 1/2 or dividing by 2 as the exponent decreased.
Exponents of base 10, then base 2.
Then students worked on the classwork with this strategy:

Pairs Check~(Rally Coach)
  • Each pair has one paper and pencil.
  • Student #1 writes what Student #2 explains OR Student #1 does the first problem while Student #2 only watches, listens and asks questions. 
  • Then roles are reversed for the second problem. 
  • Then each pair checks their work with the other study team pair. 
  • Continue on to the next pair of problems.
I have to make sure students are working on 2 similar difficulty level problems because they said how different they were. They realized how hard it is to listen and only write, and not talk and respond to what someone is saying. Some of our introverts were truly tested. Here is the information I included o the exit ticket which I will launch tomorrows class with, corrected, and not graded:
First off, I incorrectly marked 3^-2 wrong as .1 repeating, which is correct. Main impressions are students struggle with 3 to the negative 1 and 2. More were successful with writing a number in standard notation, but writing it in scientific notation continued to be an issue. Also this was their first exposure to correcting scientific notation in incorrect form. We will review how the first factor must be at least 1 and less than 10.
In accelerated, students re engaged with their poster feedback. I think they realize that feedback that talks about organization and neatness does not move the learning forward. When they are specific about the math that they notice and ask good questions, it moves the learning forward. Students actually said how a student was tactful when he wrote "I wonder if equation I in vertex form is correctly written?" Students voted on their fingers, 1 being the least helpful feedback, 4 being the most helpful.

Students got 10 minutes to improve their posters afterwards. I thought it went very well, and students had a chance to post new feedback on posters 10 minutes before the period ended.

The slides are posted on the blog post from yesterday, day 116.

Here's how the PDF file turned out looking when printed out as 4 slides per page, then back to back printed. So 8 slides total that happened to line up perfectly with the previous slide that had the graph related to the feedback.

In accelerated students will re engage with Desmos marbleslides, without computers. I used Google slides and screen shots to copy and paste the slides. Here is a link to the PDF file that can be printed out on 1 piece of paper double sided. I think you look at it portrait and can fold it.

There will be two learning goals:
  • They will highlight and analyze feedback from the Google slides
  • Then draw on the slides to show how they could implement some of the suggestions they agree with. They can also write a summary statement.

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