Hi Everyone,
John and I are sitting in an "Internet in the Classroom" workshop and the current discussion has turned to blogs. I was reminded of this lovely project that I, unfortunately, abdandoned in the midst of the murky year. I would like to revisit it at least once more now as we culminate our work in this curriculum for the year.
There are only a couple of days left of teaching, the final and Regents are coming and I am wondering how it all turned out. My 10th period class is immersed in looking at quadratics and will NOT finish in time, but, alas, I am not surprised. I know it is a difficult question to address before we actually see the first Regents, but while we are closing up shop what would you like to change about your own implementation of the curriculum this year (I need to change my speed and the depth of focus I gave to certain topics) and what things worked for you (I am still not sure about that)? What parts of the curriculum seem to be strong ones for your students (scatterplots and statistics for me - big surprise) and where do they falter (retention, retention, retention... it seems all topics were OK when we were working on them, but, as usual, I seem to be in the minority of those in the room that actually remember they were EVER discussed!)?
Post your comments.
2 comments:
i feel like there were many things that could have been cut out in the beginning, and doing so can leave time for the more important topics of chapter 11 and 12. I almost want to say get rid of chapter 1 because if i remember correctly it was a basic overview of topics that are again in later sections.I'm definitely not finishing with any of my classes, how this happened i don't know. I think we should go through the state curriculum and compare it to our pacing guide and get rid of topics that are not in the state curriculum.
One way to combat the time pressure of turning a 3 term curriculum into a 2 term curriculum is to double up topics as much as possible. For example, area and FOIL, perimeter and addition of polynomials, probability and rational expressions. Granted, you're only working with the top third (if that) when throw out higher level problems out to the group, but differentiation is the name of the game, no? Looking back, I would have spent less time trying to hammer home every orphan topic (inverse variation, anyone?)and more time looking for problems that traversed topics.
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