Skip to main content

BCAMT 2023 - Helping Students Enjoy Pre-Calculus 11, 12 and Calculus Courses - Ron Coleborn

What does it look like when students are enjoying a course? 

  • The thinking process, as long as we feel confident and have support
  • Getting the thinking and not feeling like we have to know it right away because of a test tomorrow, etc.
    • Assignments, Desmos (activities and regular graphing calculator)
    • Not easy because there is a lot to cover!

Presentation Folder

  • Most of the assignments in the folder should take ~4 days, so give a week or so. 1-1.5 class periods, the rest is outside of class. 
  • Contact Ron: ron.coleborn29@gmail.com


  • Seeking to find material that fits into both content and competency - what hits the learning standards as a whole? 
Desmos: 
  • Inserting picture and create graphs/points around that
  • Mystery Functions - creating using piecewise functions
  • Desmos Selfie - picture behind and create a graph pic (PreCalc 12 for transformations, could do PreCalc 11 with more simplistic functions)
Leap Frogs - Quadratics
  • Either with counters and squares or the online link
    • After a while, start with the NRICH link to collect some data (don't let the frogs move back and forth, only forward)
    • Could be as activity or hand-in assignment
  • Make a pentagon over an area of interest - break into non-right triangles and calculate to compare with actual area

https://twitter.com/cafedepruner?lang=en

Assessment: 
  • A = excellence or outstanding (from Ministry)
  • B = very good
  • C+ = good
  • C = satisfactory
  • C- = minimal
Marking Guide Example (Concepts and Communication)

  • Proficient = right on the edge of "very good" and "outstanding"
  • Extending = really sophisticated thinking and communication
Students like to ask you to judge a final painting before the painting has even been painted. The averaging at the end of the [semester].







Labels:

Comments

Post a Comment

Popular posts from this blog

BCAMT 2023 - What is Extending? - Phil Stringer

 New Reporting Order has been followed up with videos Chris Hunter bit.ly/BCAMT2023 What does "extending" look like in your math classroom? Working in how to calculate using spreadsheets ("if", etc.) Extension is not synonymous with perfection! How do students set up, attempt, demonstrate, etc? We make answer keys with mistakes ALL THE TIME, and we are extending at Grade 9 math! Play with AI or ChatGPT to get extending and synthesizing questions.  WrongMath on Twitter -- collection of photos with bad math @xphils     pstringer@croftonhouse.ca
Post a Comment
Read more

BCAMT - Peter Liljedahl - BTC: Closing the Lesson

 BTC: Closing the Lesson Consolidating a Lesson Have a conversation Teacher scribe "I've put up three questions from today's lesson, but I may have put them up in the wrong order. What should the order be and why? Turn and talk." Once they've decided and shared, do the questions together. You are scribing , not instructing.  This is the first opportunity for students to notice and name the variation. They get the questions one at a time, so don't really have time to compare and contrast during  the lesson.  [Guided] Gallery walk -- only relevant for a divergent task (every group does it differently and now we can look at all of those different options for solving) Do/Give Some Notes Not everyone wants students to have notes to look back on -- linear progression from K to 12 Notes help PARENTS see what's going on in the classroom.  Because of this, we've become way too obsessed with note HAVING, leading to becoming too obsessed with note TAKING Writing ...
Post a Comment
Read more