Musings from Mrs. Galvan

Hello readers (all three of you)! I am so excited to announce my most recent pedagogical discovery. The key to learning new things is flashcards. I know, this discovery is cutting edge and innovative. Students make a card for every theorem or definition that has a diagram and/or a given statement on the front and the (correct) If-Then statement on the back. Then, they use the flashcards to quiz themselves or a friend. I know that I should immediately run out to publish my discovery in a journal. Maybe I should present at an upcoming conference? The world needs to know!!! All silliness aside, learning many new rules day after day is hard. They not only need to know the correct wording, they also need to master when to use each one so that they can correctly draw conclusions. In years past I hadn't required flashcards, but inspired by increased attention to learning strategies that are supported by cognitive science (read Make it Stick , you just have to), flashcards seemed t...

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...