Exam Review Project

Ok, I will just start by saying that I love this project.  It's one of my favorite activities of the year!

So, the details:

• Our exams are coming up.  A week or so before the exam, I give my students a review packet.  For my Calculus students, I just given them practice problems.  My Algebra 1 students are given practice problems and a review of each unit we have covered.
• I assign students groups of about 3 people.  Each group is assigned 2 or 3 problems from the review.  They start by solving those problems and carefully checking their work.
• Each group uses an iPad to record a tutorial video in Educreations.  This is a free app (iPad) or website (PC/tablet).  It makes videos in the style of Khan Academy, recording students' writing on a 'whiteboard' and their voices as they explain the problem.  The videos average about 2 minutes.
• The tutorial videos are collected, checked, and posted on their class website.  Students can then view a short video to explain any problem on their review worksheet.

 Most of my students really enjoy this project.  Some are a little embarrassed to record their voices, but because we work in groups, they can contribute to the group in other ways.  They love watching their peers' videos, which gets them listening to math for an extra hour or so.  They make up intros and outros (Is that a word?), they rap the steps to solving the problem, they make a celebration page when they finish the problem.  It's great fun.

It does take some time to grade the videos, but the way I see it, my students are getting a good review, doing a project, and helping each other prepare for the exam all at the same time.  It's worth watching 100 videos.

What are your greatest Math projects?  How do you help prepare students for the exam?

Why do we have to learn this?

Calculus, that is.

I'm teaching 'basic' Calculus and AP Calculus this year, both for the first time.  My AP kids have been great and very easy - they love procedures, get things memorized, and generally do well on everything.  They ask good, specific questions and they help each other.

My regular calculus kids have been a struggle.  They had a not-so-great year in Pre-Calculus last year, with a teacher who was new to the school and new to the level of students and new to the material.  They did not learn a lot.  That's ok.  I'm willing to work with that.  Honestly, I think Pre-Calculus should only be a quarter or semester only, and we should not beat kids over the head so much with rational functions.

My problem with this class has been their attitude.  I have a 'change your words - change your mindset' bulletin board in the room that my students are quick to point out to each other, but their attitudes are not changing.  Everything is so hard, my examples are so hard, and then my examples were too easy and the homework is so hard.  They actually do ok on tests and quizzes, because they can learn the material.  But class is a struggle.  It really tests my patience.

These 28 seniors will probably all go to college next year, and most are anticipating needing some form of calculus for their major.  I studied Engineering and I worked as an engineer.  So at some point, they will realize that 'because you use it in Engineering and Sciences and Business' is not technically true.  But right now, related rates and implicit differentiation is new and therefore confusing, and they don't want to learn it.

So, my response to 'Why do we have to learn this.'
1) You don't.  It's not an 'everyday' type of math.  You can get through life and be entirely successful without it.
2) Studying calculus helps you practice abstract reasoning.  Beyond being used in traditional STEM fields, this is of utmost importance to lawyers, communications majors, journalists, teachers, and EVERY PROFESSION I CAN THINK OF.
3) Yes, it may be needed for you to earn your desired post-secondary degree.  Perhaps you will even use it in your future career, if you are one of the lucky ones. (And you choose a theoretical career)
4) You can see the beauty of math and by extension appreciate the beauty of our world.
5) By taking calculus in high school, you see wide-ranging applications which may spark an interest.


Maybe I'll make this into a poster.  Then when someone asks I can just point to it. 

I'm back...

Well...August and September sure were interesting months.  School has started wonderfully, my students are pretty great, and I have been feeling not great.

Sorry the blog was neglected!  Some days (and months), you just have to survive.

Back to regularly scheduled programming:

BINGO

My students love the idea of playing bingo.  And then we start playing, and it's actually a pretty quiet game, and I just walk around working with individual students.  But they ask, so we play.

I used to use an Excel template I downloaded somewhere.  It was great.  My only issues with it: 1) Sometimes math expressions don't work well in Excel, and 2) Every student received a different board (generated by the template), but many of the boards were really similar, so several people would win at once. 

A few weeks ago my Calculus students asked to play bingo.  So we did.  But they are cut-throat competitive, so I looked for a new Bingo card generator.

I ended up using Print-Bingo.com.  I typed up my 25 problems (finding derivatives) in Excel, copied them into the 'Word List' and printed 30 different boards for class.  Worked great and was easy for me to do!  I hope you find this resource useful!

Recapping an AP Summer Institute

As I mentioned before, I will be taking on two levels of Calculus this year.  My school has taught AP Calc for many years, and the wonderful Honors teacher retired this year.  So, I picked up AP (AB).  We also finally decided to add a regular-level Calc class, which I will be starting this year.

The retiring teacher gave me some advice about teaching AP, and #1 on his list was "Get to a summer institute".  I am so happy my school listened to his advice and made arrangements for me to attend.

I attended a 4-day institute at an Ohio college, which was co-taught by an experienced high-school teacher and a college professor/AP test reader.  They were a great pair, giving us tons of insight into teaching methods and mathematical processes.  The course was for both new and experienced AP teachers, giving us newbies a chance to pick everyone's brains. 

This course was mentally tough! I took Calc through Differential Equations in college, and I have tutored here and there, but it had been years since I sat down and worked on Calculus.  In the first three days of the conference, the instructors essentially retaught us ALL of AP Calc AB!  I was drained and starting to feel overwhelmed.  The final day of the course, we discussed logistics such as submitting syllabi, pacing, test prep, and extensions.  It was a whirlwind of a week, and I am so happy for it.

I left ready to tackle planning.  In the weeks since,  I have started prepping my notes, planned my year and syllabus, and gathered resources for test prep questions.  I am (close to!) ready for this challenge!