Musings from Mrs. Galvan

My Algebra kiddos recently (well two weeks ago; it too me forever to get around to grading these) completed their how to videos on factoring. I assigned kids different problems. They create a presentation with the step by step solution and take a Jing video of their explanation. I collect these via our LMS (Canvas) and grade them with a handy-dandy, clickable rubric. The rubric makes it easier, but grading 56 videos is still time consuming. Thankfully, it was rainy on Sunday so I had time. Here are a few of my favorites: Opal Angie Lucas Prompt: Step 1:  Find your assigned problem  (Links to an external site.) Step 2: Solve your equation Create a google presentation in which you add a step to your solution in a new slide. Use daum and save as a new image as you add the steps. Add hints, tips or define key terms using call outs, text boxes or arrows. Step 3: Practice Rehearse explaining your solution while you advance your presentation. This video sh...

I am still playing catch up on the blog! In January we had a great faculty meeting, (not a joke, from time to time we actually have informative faculty meetings that forward our professional development). A colleague, who attended a conference given by Research for Better Teaching , reminded us of the importance of "framing the learning" by providing a road map of the daily lesson for our students each class. The four parts of the lesson frame are to state the learning objective, write an agenda of activites, link the objective to a larger goal and state the criteria for success. We were asked to bring a sample lesson plan to share at the meeting. I felt proud because I had clearly stated the objective in SWBAT form on my lesson plan and I always  write an agenda on the board in class. Two of the other strategies hit home though. While I spend a lot of time discussing our goals (especially since embracing Standards Based Grading), I don't always link individual goals ...

I celebrated the 100th day of school yesterday by giving my Algebra students a test on factoring. Traditionally this has been a challenging unit and I was anxious to see if the more frequent assessments and feedback via Standards Based Grading would bolster their results. I haven't tabulated results yet, but I noticed students are still struggling to know when to use which rule. General trinomial factoring with a coefficient of x squared was confused for grouping and sums of squares were too often factored into conjugates. The good news is that I will continue to assess these skills (albeit infrequently) through the end of the year. Active Grade will continue to track their progress. I am 2 chapters into Make it Stick and I am already an Inter-leaver! I spent the weekend reworking my assignments to include random "spiral review." Review questions will pop up on skill quizzes and unit tests too. Lastly, I am thinking of reordering the order I teach the concepts. No...

My classes for most of the month of January have been kinda boring. Sure, students listened, took notes, stayed organized, practiced concepts and demonstrated understanding on assessments, but save a game day or two and a Socrative Space Race, things haven't been fun. We haven't even added to our digital portfolios! Excuses: 1. Grades and comments were due January 21 2. Polynomials 3. My husband, two kids and I got the flu for a week 4. I had to go to meetings 5. Not enough class time (yes, I always use this one) Effect: My geometry students took the biggest hit. They learned about the interior angles of polygons without doing much exploration or any application. Similar polygons was covered with a boring lecture in which I presented one example. Then they did a worksheet at their seats. I have made my peace with the fact that not everyday can be a trip to Disneyland, but I do think I take my students' motivation and good study habits for granted. Recovery : ...