a High School Mathematics Teacher
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I’m planning on posting new notes, videos, and assignments every Friday night. Quizzes get posted on Wednesday’s due by Sunday. Due dates are important for time management. Most learning platforms will give two dates: preferred date for turn in and absolute last chance. If the assignment says “late” some kids will not like it and get more organized.
Last spring, I gave daily review questions only available for 24 hours. I used it for attendance. Kids tried to do old ones. I never would check on the old ones. Too much to check. Kids did catch on to the time I closed the questions and they would do one day an hour before deadline and then do the next one after it posted. As long as we are consistent with our schedule to post work, the kids will work out a schedule for them to do it.
Those who didn’t do it in class before will be the ones to follow up with.
My first assignment is going to be a student survey where they can upload a picture. This way I can see who they are when they show to office hours. Second is a math pretest. I need to see how much review I need to embed into the weekly notes.
Weekly reviews or daily reviews? I’m planning on weekly right now. Our district voted to let kids have their full schedule online. I don’t want to over load the kids with work either.
I love the idea of daily practice problems. It’ll give them something to at least check-in with everyday and keep the concepts in their mind daily.
You used them just for attendance? Do they get a grade for attendance? This might be a cool activity as a discussion board question...kids can’t see each others answers until they post. Easy way for them to see some formative feedback based on others answers?
Thanks for the idea!
Rather than live instruction during the spring, I recorded my screen and voice on zoom meetings and then shared the link. Gave students more flexibility than requiring them to meet at a specific time. We gave them a few assignments for the week. We used IXL but this year we don’t have as many licenses so I will be using delta math (free). When students had questions I would send them recorded responses back. The kids liked it and were more likely to ask questions than in the typical classroom.
Thanks for the reply! In the spring I put notes and videos on Schoology for them to watch then they had to complete some practice problems to test their understanding. My biggest issue was that the freedom of being able to work at their own pace fed into their procrastination at home and they didn’t manage their time well.
What did you do to prevent this? Or do you have any ideas to give them the flexibility to work at their own pace but also help them with their time management?
Also how did they ask you questions? Through the website? I like the idea of recording a response specially to them!
I LOVE YOUR QUESTION! These are the kinds of posts & conversations we should all be having as educators! However - sorry, I’m not a math educator. I teach art and photography. Yet, we do a lot of math within many assignments. Zoom with entire class & record, post and require those who did not make it to take notes for a grade (as well as those who attended). There are apps online that you can use...Quizlet, I believe is great for math.
I will keep researching with you! Go you!
Thanks for sharing!! How did you handle your ‘classroom management’ within zoom? I felt like I struggled with giving kids the ability to communicate freely because of the bad feedback that came through my speakers. We ended up muting everyone and I felt like my classroom became teacher centered instead of student centered. Any ideas?!
I know I’m Middle School. Last year I did a lot of videos in YouTube and put the links into Schoology. I also creates a parent Facebook Page, but I teach 6th grade. It was needed.
I am currently in a math training and we used a website today called Nearpod. It allows you to put videos in it and allows students to be interactive. So students who might meet with you in real time can do it with you, others can do it later, if by chance we are ever back in school those students could still do it on a device.
I’m so currently working on making a notebook with graphic organizers and such for the students in OneNote as we will be doing all Office 365 and Schoology this year.
Hope something I said was helpful to someone.
How do you use/create an ‘ interactive notebook’? That sounds interesting. What math courses do you use this with? I’m likely going to be teaching some in person and for virtual. Looking for ideas.
During spring distance learning I would teach my daily lesson using Google Meets. I used Google Jamboard to show all my slides and examples and to work out problems with the students. Students could join me live, or I recorded all Meets so they could watch it later at their own convenience. Some of my kiddos were working full time through the pandemic, so this just made sense. Then I posted their assignment (Google Forms), along with the daily video, to Google Classroom. Students would then answer the questions on Google Forms and upload their notes that they took from watching my video and workout sheets. That way I could be sure they were watching the videos and showing their work. I only assigned 10 problems a day, 4 days a week.
I’m going to post everything online this year too. I was going to do it prior to Covid just to help with some other issues I was having. I’m going to use a standards based grading system. I’m going to have “I can” statements for each lesson. I’m also creating practice activities with formative assignments and then a final summative assessment. Only final summative will be taken for a grade. Students can retake summative after doing more practice.
I have taken the standards and turned them into student friendly language. Example: I turned our standard M.3HS.1 into 3 separate “I can” statements. One of them is “I can determine the mean and standard deviation of a data set.” The students will have practice (not graded for the grade book) and a formative assessment (not graded for a grade) to determine if they will need more instruction prior to the summative assessment for that standard. As I move further into the course, I plan on inserting problems from prior material into the summative assessment for each standard(s). Just to keep what they have learned in their memories. I’m also going to include prior standards covered in the “bell ringer or warm up” of future activities. I was hoping to expose the ideas covered just often enough to keep in their memory.