As the year draws to a close, I look back to see what went well and what didn't go so well. Since I am doing Standards Based Grading, I have not been grading homework/practice problems. In fact, since I stopped grading homework, I have done a rather poor job of even checking to see if my students have done the homework/practice problems at all. This needs to change for next year. Somehow, I need to not only check to see if my students are doing practice problems, but I think I need to factor it into their grade somehow. At least if it's in their grade, they do make some attempt most of the time (even if they copy it).
However, I am not real thrilled about putting in some sort of homework grade. I feel that if it's practice, they shouldn't be graded on correctness. They are still learning the material and won't necessarily have it all correct. When I used to grade homework, I did it by completion - 5 points all done, 3 points partially done, 0 points not done (or not much). I don't want to go back to that - it would put a huge imbalance towards homework/practice problems based on how I do my grading now.
So, what do you do about homework/practice problems when you are doing Standards Based Grading? I know true SBG doesn't factor in homework at all. For my students, I don't think that is the best answer. How would you incorporate a homework/practice problems grade to help encourage students to do the practice problems? Or what would you do differently to ensure that students do practice? I look forward to your comments.
Wednesday, May 29, 2013
Monday, May 20, 2013
Things I Have Forgotten
We are coming up on the end of the year. This is our last full week. Seniors are taking their finals (not in our classrooms) and we're not too far from the underclassmen doing the same. I am preparing to give my final regular assessment in my Algebra 2 classes tomorrow. We are finishing up rational expressions and I pulled out the folder review (original post from Mrs. Graham is here) I had used last year and tweaked it to fit what they were reviewing for tomorrow's assessment. In all four of my classes, students worked. Not every student, but the vast majority of them. For it being a Monday and 8 days left in school, I felt that was great.
As my last class was working on the review and I was making the rounds, it hit me. When I design activities that "force" them to work, most students do what is needed to be done. When they actually practice, they do well. What I have been doing in the classroom this year has not done that well at all. The best students will practice the homework problems, but for the most part, since I am not grading the homework and I am not sitting there finding a way to make them do the problems, many do not practice as they should.
So, how do I restructure my class to make sure that my students practice their mathematics? How do I provide enough structure that they feel they can attempt the problems on their own without being the "sage on the stage?" I feel that the guided notes I have created to help them take notes has helped, however, there are still too many who don't even bother to fill them in. Without having a textbook right now for students to refer to for help, I still feel that giving some direct instruction with guided notes is important. I also realize that they need in class practice time without it being a social/free-for-all time. How do I blend it all together?
As my last class was working on the review and I was making the rounds, it hit me. When I design activities that "force" them to work, most students do what is needed to be done. When they actually practice, they do well. What I have been doing in the classroom this year has not done that well at all. The best students will practice the homework problems, but for the most part, since I am not grading the homework and I am not sitting there finding a way to make them do the problems, many do not practice as they should.
So, how do I restructure my class to make sure that my students practice their mathematics? How do I provide enough structure that they feel they can attempt the problems on their own without being the "sage on the stage?" I feel that the guided notes I have created to help them take notes has helped, however, there are still too many who don't even bother to fill them in. Without having a textbook right now for students to refer to for help, I still feel that giving some direct instruction with guided notes is important. I also realize that they need in class practice time without it being a social/free-for-all time. How do I blend it all together?
Sunday, May 19, 2013
My Weekly Diigo Links (weekly)
-
Intersections | The Adventures of Captain Packer and Team Awesome
we had our launch party for our online journal, and it went super spectacularly! here it is, finally published: http://t.co/hn8OGmK6oW
-
Harvard Kennedy School - New Study Examines Benefits of Freshman High School Math Intervention
RT @Harvard: New study examines benefits of freshman high school math intervention http://t.co/yP8dLRVcVS
-
5 Mobile Apps To Help Teachers & Students Adapt To The Common Core Standards
5 Mobile Apps To Help Teachers & Students Adapt To The Common Core Standards http://t.co/rEPIvzYTG1 via @zite
-
7 Habits Of Highly-Effective Teachers Who Effectively Use Technology
7 Habits Of Highly-Effective Teachers Who Effectively Use Technology http://t.co/Z2ZtVwCFB0
-
Worksheets and Differentiation – Not Always Mutually Exclusive! | mathcoachblog
Bob Lochel's differentiation strategy for practice problems (point based).
-
Long tails of \int_e^r est: Precal Problems
Review problems for trig parts of PreCalc
Sunday, May 12, 2013
My Weekly Diigo Links (weekly)
-
60On trusting the algorithm too much | Quarters Magazine
Love and "On Trusting the Algorithm Too Much" http://t.co/B8PYbnys8A #algorithmchat
-
ACT Plans to Move to Computer-Based Exam - NYTimes.com
ACT Plans to Move to Computer-Based Exam http://t.co/lKqsdx2rl0
-
Have questions about Student Learning Objectives in Ohio? This new FAQ document can help. http://t.co/jpjtR8hunf #ohioed
-
Students should be pattern sni
@maxmathforum Students should be pattern sniffers, tinkerers, guessers, experimenters, describers, visualizers… http://t.co/GoT1JTnLKM
-
Common Core Standards: Mathematics
Have you seen this? Bank of questions/exercises based on #CCSSM http://t.co/GOayiubjdl
-
Mathematics teaching reduced to 'Does' & 'Don'ts' : 04th may13 ~ E-Pao! Headlines
Mathematics teaching reduced to 'Does' & 'Don'ts' http://t.co/CEZADcaTc7 "teachers generally concentrate on the 'how' part" Agree? #matchat
-
MeTA musings: SBG is more than teach, test, reassess [A fable]
How SBG should work.
Sunday, May 05, 2013
My Weekly Diigo Links (weekly)
-
Have you seem this version of a CCSSM content map?
Have you seem this version of a CCSSM content map? http://t.co/xqGgKD8hYc
-
It's Just Common Sense.: Common Core - Good or Evil
A must read for anyone with questions about the Common Core or anyone with reservations. http://t.co/gmRmKcXpzr
Subscribe to:
Posts (Atom)