In the first class (of the double period) I asked for clarifying questions from the notes, homework, worksheets and activities that we have discussed over the past two weeks. We went over several examples and I asked them questions meant to push their thinking beyond what we had covered and into the realm of understanding instead of just remembering.
The test I designed had these things in mind.
I don't normally design my own tests and I consider that a major shortcoming of my assessment strategy. I designed this one. I picked questions that cover both mechanical and conceptual understanding.
I asked very few questions like ones in the book and many more practical application. The test started with the questions "In your own words, what is slope?" and "What things do we need to know to find the slope of a line?"
Since I've been drilling them on proper language, the majority of the students used the phrases "vertical change" and "horizontal change." A few even wrote "delta y" and "delta x."
I allowed them to use their notes and those who have been paying attention and taking good notes, did MARKEDLY better than those who haven't. I'm hoping that I can use this as leverage to show them that note-taking can be very beneficial.
My geometry students missed me. When class started today, several of them cornered me at the door and had a group hug. I missed them as well.
During my professional development yesterday, I had several tweets from them about what was happening in my absence.
@JustinAion we found our own problem. 😂👌👏 pic.twitter.com/MA4bsSYbAh<
— tiny spawn of satan (@oanhonguyen) December 11, 2014
I could not have been more proud of them.
They asked for more challenging problems today and I am not one to deny them a challenge.
This was a fantastic end to a pretty awful week. I am eternally grateful to my students, both current and previous, for reminding me why I teach.