There are a few ideas/questions banging around in my brain. No school tomorrow here so I can relax a little more than usual on a Sunday night. I’ll try to be coherent and I hope to get some feedback here or through twitter (where I can be found as @mrdardy)
On Friday our school had the day off and we have been encouraged to use this as a professional development day by our administration. I chose to travel a few hours to visit a school where an old friend is working. The school does some interesting work in the STEM arena and they balance an IB program as well as AP expectations. I gathered some ideas that I will be bouncing off of my colleagues and administrators, but more importantly I just felt energized. I walked away excited to have made some new contacts, happy about many of the things we do at our school so well, interested in figuring out how to develop cultural pieces to support some ideas that work there, and filled with some ammo to talk about the need for schedule changes at my school. As a young teacher I never visited another school. I have long had the habit of visiting other classes at my school and I never feel like I do that enough. It has only been since I moved north 8 years ago that I started making the effort to visit other schools and I cannot recommend this enough. Where I live I pretty much have to drive two hours or so and I have done that the past two years. Every time I have reached out to another school I have received nothing but positive responses and a generous expense of energy in making the visit happen. I also want to take this space and time to extend an invitation to anyone who wants to come and see our school in action.
On Thursday my AP Stats classes had a group quiz. I stood at the door with playing cards in my hand. Students took one (blind) from me and were randomly assigned to groups. Each class had four groups and each group had a different quiz. There was one question in common to all quizzes but otherwise they each had five different questions. It was SO much fun to listen in as they wrestled with these questions and as they explained ideas to each other. There were some healthy debates but it never got tense or unpleasant. Our school has a very international flavor and I was especially pleased to hear the voices of my international students in these conversations. So much of the material in this course is based on careful reading and vocabulary and I sometimes worry about whether this gets in the way of these students accurately showing me what they know. Have not graded them yet – that is tomorrow morning’s task – but I fully expect them to shine.
On Thursday my AP Calc BC class took a test on integration techniques. The last question on the test was this – Divide a pizza of 14 inch radius into three equal portions with two parallel lines. Most of my students wisely chose vertical lines. Two chose lines in the form y = mx + b, a bad choice. I went into this intending to give full credit even without a numerical value for the line equations. Setting up the integral appropriately is where the calculus is in my mind. Here is what I find myself wishing after this test and after looking at their work – I wish that they had access to desmos or geogebra while they were taking this test. I wish that they had something much more powerful than their TI calculators to visualize this, to try out ideas, to narrow down where the solution needs to be. I had to struggle through some ugly algebra and some calculus that should have been cleaner and more obvious. I’m impressed by the patience and perseverance I saw but I am frustrated since I know that better tools can help them work smarter on a problem like this one. How many of you out there have a setup where your students have access to these tools on assessments? Am I overthinking this by worrying about internet access during a test? Should I just trust that reasonably written questions can allow them to show me what they know and allow me to judge my students’ progress? I’m thinking hard about this and I would love some ideas.