Phase 5
(I’d like to give a brief thank you/acknowledgement to my colleagues, Pat and Chris, and to my wonderful students for participating in the focus group. They’re the best!)
Report of Conferencing with Colleagues and Student Focus Group
I presented my project to my coworkers and included it in the context of the entire MSUrbanstem cohort. I also included my hopes and potential dilemmas implementing the project. The dilemmas included potential lack of assessable student work due to timing and scope of project and a second issue with the range of quality of student work itself.
My colleagues stressed not to pressure myself into forcing student work into their portfolios that did not reflect current topics studied. Instead, they advised to gradually add to the portfolios with work that fits with curriculum. As the rigor of the Algebra class increases, the sophistication of the student work will follow.
As far as the potential wide range of student work, my friends said a thorough rubric should solve the problem. If the students present work that fits the criteria, this would minimize any work that would be deemed “low quality.”
When meeting with my focus group, I briefly introduced the project and started with the Big Question: Where does Math come from? Based on their responses, one would assume that Mathematics has only been in existence for a few centuries and was invented by “really smart people.” At this point, I presented the challenge that students make their own math through their own observations. How is this done? Is it possible to look at some random space and see math? What spaces are better than others? Why is this so?
After presenting some of my own photos and videos with explanations, I asked students what the theme of the project is. Here are some responses:
“Math is everywhere.”
“Mother nature provides all the tools we need to do math.”
“We’re going to manipulate the rules and find a different way to look at math.”
I mentioned potential dilemmas and students added some advice:
“start small”
“keep it fun/interesting”
“keep it challenging.”
“include step-by-step instructions” “make it easy to follow.”
They also advised to add an audio option in addition to the photo/video requirement.
As I am ready to move forward with project, I will combine the advice from colleagues and students and will be sure to very deliberate and to take things very slowly at the onset of project.
With the “step-by-step” instructions, a detailed rubric, and samples, student success should increase.
I would love to include audio option in the project, this could be exciting and is definitely student-centered (if music is involved). Regardless, giving another option for demonstration of knowledge is always a good thing.
(I’d like to give a brief thank you/acknowledgement to my colleagues, Pat and Chris, and to my wonderful students for participating in the focus group. They’re the best!)
Report of Conferencing with Colleagues and Student Focus Group
I presented my project to my coworkers and included it in the context of the entire MSUrbanstem cohort. I also included my hopes and potential dilemmas implementing the project. The dilemmas included potential lack of assessable student work due to timing and scope of project and a second issue with the range of quality of student work itself.
My colleagues stressed not to pressure myself into forcing student work into their portfolios that did not reflect current topics studied. Instead, they advised to gradually add to the portfolios with work that fits with curriculum. As the rigor of the Algebra class increases, the sophistication of the student work will follow.
As far as the potential wide range of student work, my friends said a thorough rubric should solve the problem. If the students present work that fits the criteria, this would minimize any work that would be deemed “low quality.”
When meeting with my focus group, I briefly introduced the project and started with the Big Question: Where does Math come from? Based on their responses, one would assume that Mathematics has only been in existence for a few centuries and was invented by “really smart people.” At this point, I presented the challenge that students make their own math through their own observations. How is this done? Is it possible to look at some random space and see math? What spaces are better than others? Why is this so?
After presenting some of my own photos and videos with explanations, I asked students what the theme of the project is. Here are some responses:
“Math is everywhere.”
“Mother nature provides all the tools we need to do math.”
“We’re going to manipulate the rules and find a different way to look at math.”
I mentioned potential dilemmas and students added some advice:
“start small”
“keep it fun/interesting”
“keep it challenging.”
“include step-by-step instructions” “make it easy to follow.”
They also advised to add an audio option in addition to the photo/video requirement.
As I am ready to move forward with project, I will combine the advice from colleagues and students and will be sure to very deliberate and to take things very slowly at the onset of project.
With the “step-by-step” instructions, a detailed rubric, and samples, student success should increase.
I would love to include audio option in the project, this could be exciting and is definitely student-centered (if music is involved). Regardless, giving another option for demonstration of knowledge is always a good thing.