Give students the answers so it’s about the process of how to get it, not what the answer is.įinally they talked about the Navigation Tool. Again, this session mentioned the power of choice and branding problems as Mild, Medium and Spicy. At my school we meet every other day so it’s vital to have students completing work on those off days. The next topic was Check Your understanding, the re-branding of the dreaded homework. The logistics too are again working at whiteboards on the notes and then transferring it to paper to not lose it. As a side note, I want to post a picture of completed Meaningful Notes on my class LMS page for them to reference if there’s didn’t turn out as great. They also talked about the graphic organizer where you can fold the paper into 4 quadrants, with a scaffolded example with fill in the blanks is top left, Example 2 with no scaffolding, Example 3 where you create your own example, and the final box being “Tips and Tricks” or “Things to Remember.” I like how students can latch onto this language as it reminds me of video games and also is basically a reminder to their future forgetful self as Peter puts it. It’s basically ranking easiest to hardest, and seeing how they all have a similar first step, and seeing where the difficulty level cranks up.įor meaningful notes, I love the re-branding by saying note “making” not note “taking.” This is big. I also saw this presented by Peter and the Make Math Moments podcast hosts in their recent webinar last weekend. Basically, thin sliced tasks are convergent tasks which have a better consolidation with thinking about the order the problems should be given in, not reviewing answers. The four main topics were Consolidation, Meaningful Notes, Check Your Understanding, and the Navigation Tool.įor consolidation, they mentioned the latest research Peter has been sharing about it. I really liked the overall structure of this session because it was split into 4 parts, and in each part we the participants try a task, then we watch a video of Tom consolidating it with students, and then we debrief and reflect. Their slides are at bit.ly/BTC-CMCSouth2023. I also stumbled upon it by chance as another BTC session was full, and I’m glad it was because this one rocked. This was easily one of the top two sessions I attended. The thing is, when you show up to a session about non-traditional grading, we are already sold on why traditional grading sucks.įrom Collecting Synergy to Individual Learning by Christen Northrop and Tom Lewis session 573 Another one was about assessment, but we never really talked about the methods they were using and just about the modules of the program they were using and why the traditional grading system sucks. Just looking at data from their for sale diagnostic program. Basically, one had an awesome description, but there was no math being done in the session. I only went to two clunker sessions, and will not share whose they were. I think blogging is super important to me, because a blog post about Plenty of Parabolas, became one component of the presentation proposal I wrote. So I imported the expressions I had with the initial project to them too.In this blog post I am going to recap my hand written notes from the sessions I attended and also share the materials from the session Bob and I presented. While making a chaotic map for a double pendulum I realized I could do the same for my other separate unrelated (chaotic) projects as well and also across various parameter spaces.
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