Project-Based Learning
I recently decided to make one of my classes a project-based class, meaning no tests, just short lessons and projects. I decided to make my Transition to Algebra classes project-based because all of these students are taking another math course. Students were wasting too much time taking tests in both math courses. The first day of the third nine weeks, I told my students "No more tests!" I followed this with a stern warning that they would still do work every day, but I emphasized that I wanted them to do more learning and less testing. They agreed to give it a try.
It has been my greatest success. I structure each class, which is 90 minutes long (way too long for freshmen), so that the students have a warm-up, a short lesson, and then I let them go. Each project is done individually, but they are allowed to help each other. Their work is done in the classroom, so I know that each student has done their own work. If a student finishes early, they can move on to the next project, instead of wait for the other students. They have been suprisingly motivated to complete their work. On each of my current assessments from the assistant principal, he has noted that all my students are "excited" and "engaged" in their work. They are very proud of their work. Project-based learning would be supported under the behaviorist theory of learning because the students feel rewarded by the work they are accomplishing. Once they have completed one project successfully, they see that they are capable of continued success in the class. When a student studies for a test and still fails the test, that student feels defeated. My students see that if they put in the effort, they will do well in the course. When they make mistakes, I explain their mistakes and allow them to make corrections. This way the students learn from their own errors.
After a project is due, I give the students a 5 question "Follow-up." It's 5 questions that look like state test questions. I give it to them to see if they can apply what they have learned from the project to a written assessment. It never takes more than 10 minutes to complete, and I give all the students a 100 just for attempting it. They grade their own work, and write me a note if they are still having trouble with the objective. I either write them back or I pull them aside later to go back over what they are confused about. It forces the students to reflect on their learning, and be very honest about their learning. I've tried to take away that feeling that the only thing that matters is their grade.
Learning Centers
I went to a workshop that divided us by elementary, junior, and high school teachers. The elementary teachers saw a speaker on learning centers. I have not been to any workshop on learning centers, so what I know about them I heard from other teachers. I took the idea and tried to apply it to my high school math classes. Basically, the students, in small groups, rotate through different centers set-up by the teacher. The information the students need to learn is chunked so that they learn part of it at each center. The teacher monitors the students and facilitates as needed, but the centers are mostly student-led.
I first implemented learning centers in my classroom when I was teaching my students how to use formulas and how to manipulate given formulas to solve for different variables. I divided the room into eight different centers. Each center was on a different shape. The students had two packets to take with them to each of the centers. One packet had a different shape on each page, so that the students could take notes about each shape on a designated page. The other packet had word problems, three or four relating to each of the shapes.
When the students got to a center, they copied notes that I provided at the center into their packet with the blank shapes. I gave the students standard formulas for that shape. For example, at the center for squares, one of the formulas given was A = lw. The students had to figure out that l = A / w and w = A / l. When they finished taking notes and finding other formulas, they would work on the word problems for that shape. Each center took about 15 min. and then the groups would rotate. This is my Lesson Plan.
Learning centers fit my teaching style because it gives the students more responsibility. They have all the information they need if they want to learn. It makes some students become leaders in their groups. It makes the students work together. It makes the students work faster because of strict time constraints. I have to put in a lot of preparation before class, but then during class I just walk around and check on each group. The students ask more me more thoughtful questions because they have to check with their group members before asking me.
I have been observed doing learning centers in my classroom by my principal, assistant principal, literacy coach, math coach, and two math teachers outside of the school. I taught the math department at our school how to do learning centers. I'm also doing professional development on learning centers for our feeder pattern schools in February.
Jeopardy
I use Jeopardy to review with my students. They get very into the game. I set-up the game using my dry erase board and post-it notes with different point values. Every time a group answers a question correctly, they get the post-it note. I divide the class into two or three groups depending on how large the class is. However, to make sure every student can participate, I give every student a small dry erase board, marker, and eraser. This also makes the students quieter because they have to write their answers, not shout them out. I use my overhead to put up the questions which are written on transparencies. We talk about answers to questions as the game is played so I can make sure every student knows how to get the answers. I reward the winning team with a few extra points on some assignment, such as a notebook check.
Differentiated Instruction
My school uses block scheduling, so the students have me for about 90 minutes. I quickly learned that ninth graders have a difficult time staying focused for very long. During a normal day, I start with a warm-up that lasts about ten minutes, and then I give a short lesson, about 30 minutes long. After that, I have practice problems for the students to work on the rest of the period. I like to give the students choice during this part because they seem to get more involved in their work. When I finish my lesson, I say, "This is what I want to work on, and I don't care if you work by yourself or in a group. You can move the desks any way want." I trust that by now my students know their learning styles, and they will arrange themselves accordingly. This also involves a good bit of moving, which my students need in a 90 minute period. I certainly did not let them do this at the beginning of the year, but by now they can handle the responsibility.
Once the students have settled, I pull small groups of students aside to work with me on different objectives that I noticed they are having trouble with. Some students I pull to give them more difficult problems. Because I pull all the students at some point during the week to work with me, none or them are embarrassed when I work with them. I learn a lot by working with the students in small groups. I can see where they are having difficulty. There is usually a small misunderstanding keeping them from working the problem correctly. If I notice that a lot of the students are having trouble with the same thing, I know it's something I need to address in the next lesson. The students are more focused than when I do large group instruction because they know I'm going to ask them specific questions, and I only keep them for about 15 minutes. Differentiated instruction is supported by the contructivist theory of learning. I need to know what my students already understand and build on their previous knowledge.