Musings from Mrs. Galvan

T his year in geometry, I am striving for a more constructivist approach. Many concepts (like perpendicular or supplementary) are familiar. The challenging part is to write the definitions in polished, conditional form and then integrate them into two column proofs. Approaching new material this way is more engaging and promotes retention. Rather than announcing the definitions from on high, I have been having students discuss the terms and attempt the if-then form in small groups. Sometimes instead of discussion, they investigate the concept using geogebra or math open ref . Then we collect the attempts and discuss as a class. Once we agree on the ideal wording, they add it to their flash card deck with an accompanying diagram. Most lessons close with students using the new theorems along with ones they already know to write a two column proof with their partner. Starting class with more generative activities, making time for retrieval practice (with their flash cards) a...

So last year I began making a concerted effort to have fun in class... and while I made clear progress on that front in Algebra, I have been less successful in geometry. Yes, my geometry students create digital portfolios and complete engaging projects and tasks . Yes they use geogebra .... ...but we don't play enough. It is quite evident that they desire to do so. I have a handful of students this year in geometry that had me last year for algebra. These kids are wondering when we are going to play zombie grudge and I am giving them lessons that look like this: That agenda just screams fun! Remember my excuse to be boring though. With our school's schedule I only have 135 class sessions that are 40 minutes each. That has to cover a rigorous proof based course (We use Geometry: for Enjoyment and Challenge ) and allow time for assessments. My colleagues are regularly confounded that I have any  time to blog, use geogebra, or generally do anything other than te...