I tested in all my classes today. I re-remembered (?) a strategy I've used before for particularly chatty/social classes - the ones that take about 5 minutes to settle down to start a test. I stand at the door and hand them the tests as they enter the room. That way, they immediately put their stuff away and get to work, and I don't have to "shhhh, shhhh" them at all. Note to self - don't forget this strategy. Note-note to self - who are you kidding.
I also noticed yesterday that my precalculus classes were all stressed out because I was going to make them remember trig sum/difference/double/half formulas. So I pulled out another trick today. I "sold" them a formula sheet for one point off their exam (out of 30 points). If they chose not to use it, I added a bonus point to their exam. Sheesh. I hope it worked for some of the kiddies.
I again differentiated my calculus exams. They're onto me now, though. As I'm handing them out, they all (the upper level ones) pipe up with, "are there different versions?", and they watch how and to whom I pass out what, and I don't even say anything, and then they answer themselves with, "yea, different versions."
Okay, now I get to grade the things. Yay, grading.
I like the idea of “selling” a sheet of notes as a way of teaching students how to make their own crib sheets. I’ve often let students make a “notes pamphlet” for use on tests. Some times I require it as a way to force them to study, lately I make it extra credit. They often don’t know what to put on it or make a half-hearted attempt. I’m going to take your tip next time and sell a notes pamphlet for 5 points. If they make their own I’ll add five points.
ReplyDeleteFunny, I just did that too (sold the use of review notecard for 5% off their grade). Only one out of 20 took me up on it...just having made it made them feel like they knew it. However, I was thinking that instead of "note" cards, where they often put on useless crap (like redoing HW probs), I wanted them to create "prompt" cards. So in the case of graphing log functions, they would prompt themselves "what does +1 do to the graph" (or some prompt about transformation does); or in the case of solving log equations, they would say "when can I apply log rules?" etc. It needs more fleshing out though, and for the time being, selling self-made note cards might be the way to go. I can't say I am up for the challenge of grading differentiated tests...I so admire your dedication!
ReplyDeleteThank you for sharing some really effective classroom strategies for differentiated learning and classroom management. I will defitinitely be putting those in my bag of tricks to use when I start teaching in my own classroom.
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