Sep 022014



Today was mostly successful for my learners! Yay. I am behind in the book keeping / grading department so I won’t talk about that much. This is always my downfall, and it is so easy to have a conflict of interest between grading effectively and timely, and time spent producing interesting fun lessons that teach! It is worse this year for me because of grad school on top of it.  Enough about the Failure, on to the Success!

AP Statistics

I did a “I have, Who Has” exercise with vocab from Experimental Design and Surveys. It was tough going at first. I screwed up the instructions and suggested they trade cards in the first period. Don’t do that. I think better instructions are:

1. You all have a card with a word, the “I have experimental design” for example.

2. Underneath that word is a definition. It is NOT the definition of the word above, but the definition to a different word.

3. Find the person who has the definition of your word, and then stand next to them.

4. When you are done, you will have a giant circle of definitions.

5. AFTER the exercise is over, I let them take the 4 pages of cards with them. Yes, I made copies for every single learner. Now they did the exercise AND there is a set for them to take with them with which to study.

The biggest problem I had when doing this is the learners looking to me for validation. One class today dove right in and struggled with it and asked me almost no questions. The other class, oh boy. They wanted me to validate every answer. Every time I tried to get them to validate the answers themselves they were frustrated and really tried to get me involved. I finally had to tell the class, “No.” Stop and think about it as a group.

In the end, both classes today were successful, but I wanted greater fluidity. One problem is neither class really had a leader who took charge. It is a work in progress for sure.

 Algebra 2

This was a failure. I did @Cheesemonkey’s Speed Dating (and @mathymeg07 and I typeset files her files too) and was horrified by the lack of understanding of transformations of functions.


By the end of the period they were doing them okay. Not with any fluidity, not with any sense of understanding. I will do this exercise again. Absolutely.

They were frustrated and I was too. They wanted to do a table for every single function. Not good. By the end of class, I heard, “Aha, this is so much easier” and “Okay, I think I am getting it now.”

Next class we really need to get to, “Okay, Waddell, give me your best shot.” Eventually we will get there.

So, my lesson for tomorrow’s Alg2 class is already written. Do today over.

Time to grade more work again. Must get more things into gradebook!

  2 Responses to “I Have, Who Has in Stats; Speed dating in Alg2”

  1. I’m totally stealing for i have cards for my honors class. I might even use it for my AP kids. A suggestion that has worked for me. Make a set of the cards for each group of students. I have 36 kids to a class so I either do 12 groups or 9 groups depending on the activity. The student then create the circle of cards on their desk. The task is self correcting and you get to spend your time listening to the academic discussion and perhaps correcting fallacies in thought.

  2. I like that idea. Thank you! I absolutely will be doing it in smaller groups next time.

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