These are my "overhead projector" hands that cause lots of interesting conversations along the vein of "Ew. Take a shower, piggy."
I've tried the Learning Log for all my classes just once now, and I love it. I left 5 minutes at the end of class to quickly say why I was doing this (I get a chance to answer questions that may not otherwise be answered and I get a chance to "converse" with students that never say a word in class). Then I after I explained the procedure, they had at it, and I collected it before they left. It didn't take me too long to look through them and respond to everyone - either a "check" or smily face if there were no questions, or a "good job in class" message to the quiet kids who always do the right thing and are not squeaky wheels and who sometimes get ignored, or an explanation to answer their questions (either on the paper or on an attached large sticky note).
That day in trig we were learning how to "draw pictures in your head" to quickly without writing anything down be able to calculate sine and cosine of special angles all around the unit circle. And in calculus AB they were learning derivatives of trig functions. And in calculus BC they were learning implicit differentiation.
Here are some of the trig questions/issues:
How do you place 3pi/4 on the circle?
How do you tell when the answers are positive or negative?
Is your hair naturally blonde?
I'm still not getting the "quick" special angle calculations...
I liked learning the fast way to do this ...
Here are some of the calculus questions/issues:
Could we have more practice?
Do you always sprinkle dy/dx anywhere you have a "y" in an implicit function?
Is there a way to figure out "y" in an implicit function if you find dy/dx?
I'm hoping as this becomes more of a routine, more of the kids will use it effectively.