Assessment Reflection & End of Quarter Reflection

I had planned to blog about my End of Quarter Student Reflection, since they just completed them and I have been reading through them. Then yesterday I jumped in a Twitter conversation between David (@delta_dc) and Julie (@jreulbach) that started with David’s question “Is it okay if a student is surprised by his or her grade on an assessment?”. There were a lot of ideas shared and when I jumped in I mentioned my during assessment reflection that I have used in the past.  So now this post will cover both reflections. 🙂

Assessment Reflection
I have used this in the past (not yet this year) to help students slow down a bit during assessments and to help identify where they went wrong and why.  I’ve had it for years and created it with teachers at my school, but don’t know if it originally came from somewhere online (if it’s similar to something of yours, please let me know so I can properly cite!).

I’ve tried to upload the Word Doc file instead of the PDF to Scribd for you. However, it then formats funny and doesn’t use my fun/cute fonts.  🙂 I am sure you can figure it out.

End of Quarter Reflection
I had the students respond to a survey on Quarter 1, which included questions about my teaching, our activities, the ISN, SBG, etc.  I have compiled those results for an in class discussion on Tuesday so we can make changes, clarify misconceptions and move forward in our planning for Quarter 2.  I want my students to feel a part of the decisions I made and the things we do in the classroom.

However, the reflection I am talking about here wasn’t that one, instead I created a reflection for students to reflect on themselves as a student for Quarter 1.  I asked them to reflect on their mastery of skills, their participation as a group member and then write their own comment about themselves as a student for first quarter; similar to what a teacher might write about them.  This was a GREAT reflection to share during parent teacher conferences this week and students were honest, open and striving to improve in their performance during second quarter.

Overall, we did a lot of reflection at the end of the quarter. Students even reflected on the ISN AND I had parents reflect on the ISN; that was awesome to read, the good and the bad about the ISN. 🙂 I like taking the time for students to reflect AND taking the time on my end to read and respond to all of it.  It helps me become a better teacher, to reach the students I have THIS YEAR and it helps them learn that reflection is important, especially when you take something from it and work to improve or change.

Dance, Dance, Transversal

FINALLY, my post about Dance, Dance, Transversal with my Geometry classes.  I tweeted about this and promised I would blog about it, but told myself I wouldn’t until I got through the other draft blog posts I had started and not finished.  Therefore I have published 3 posts tonight and this is my 4th! Please ignore the fact that I should be grading…my quarter ends Friday.

Important Note: This is not my original idea…I got it from a teacher in my district, but modified it to fit my needs. I renamed it Dance, Dance, Transversal from his Dance, Dance, Geometry simply because we were dancing around the transversal.

How to play:
1. Purchase masking tape or painters tape for the floor.
2. Locate a large area to play that also has a computer and projector. Or move the desks in your classroom.
3. Tape two parallel lines & a transversal on the floor, one for each student. OR since I have 38, I did 19 and paired the students up. Here is a picture I took before I finished putting all of the tape on the ground in our house area.

ddt

4. Create a powerpoint that moves similar to Dance, Dance, Revolution with the words/locations flying up the screen.  Since this was not my idea, I do not want to share the powerpoint I received from my district teacher friend, but I will share a screen shot to give you an idea. You can do this by using powerpoint & creating a slide with the angles you want them to dance, like corresponding, alt. interior, alt. exterior, vertical. Then type the words of those angles at the top and copy and paste them at the bottom and then animate the words at the bottom in the following manner…. animations-lines-up-as one object. The more words you add at the bottom, the more will fly up the screen that the students have to dance to. Then you need to set the time; you can do different rounds by speeding up the flying of the words through…start after previous-duration. Change the duration to speed it up.  Add music to play during the slide. *

ddtslide
5. Send a text via Remind101 to your students the night before telling them to bring their dancing shoes for Dance, Dance, Transversal.
6. Play! We played in pairs so the student watching could help correct the student dancing.  This became very loud.  We also had a boy vs. girl dance off in each class where the boys and girls each chose their tribute dancer and then the boys judged the girl and the girls judged the boy. 
7. This does not take all period, maybe 20-30 minutes. We went back into the classroom and they had time to start working on their review for the test the next day. 

I did this as a review before a test, but also could see how it would have been a good activity to do right after learning about all of the angles around a transversal.  The students had a blast…it was LOUD, so warn the classes around you. The students had a blast, they were SOOOO bad at getting the angles right. It takes a lot of coordination especially when we got into the faster and longer levels. I would definitely do this again!

*I did not make the powerpoint I used, so my directions in step 4 are as detailed as I could get.  I was trying to figure it out the best I could for you, so you could make it for yourself!

How could this be modified for later concepts in Geometry? They definitely liked the dancing idea, I would love to find a way to harness that!

ICTM Presentation 2013

I attended and presented at the Annual Illinois Council of Teachers of Mathematics conference in Peoria, IL today.  My workshop was on Building and Maintaining Effective Cooperative Groups.  I got a test run this summer at TMC13, but this was a lot longer (90 minutes) and participants needed tickets to attend.  I found out a while back that it was sold out, which made me excited and nervous at the same time.  That means that there are teachers out there that really want to learn about Cooperative Groups and I wanted to make sure that I did it justice.

I had a SMALL room with tiny long tables; we were packed in there! I tried making it a little better for teachers to sit in groups of four, but it didn’t work quite the way I wanted.  However, I had a great group of teachers in my session and we made it work! Everything went pretty much as planned, but I ran out of time at the end to reflect with them more and have them share more ideas because it was going so well and we were sharing.  I need to cut something out somewhere when I present again in February (& maybe in WI in April).

Thank you to all who attended! A lot of great ideas were shared that I plan to implement in my classroom.

Anyways, here is my presentation! And a link to the follow up document I sent the attendees (I collected their email addresses as part of their name tags). https://www.dropbox.com/s/dwsvqau5r3lk2mb/ICTM%20Follow%20up%202013.pdf