Lost in Space − 23 August, 2007
(continued from previous days, starting here)
I try to make it clear how I am grading assignments. In the case of the storm tracking coordinates, I told the students up front I didn't care how many they plotted -- only that they plotted them correctly. What's the point, otherwise?
Also, I was assigning a grade based on teamwork. No one was to be left out in the groups, and no one was to be left behind. I was watching to make sure that one student didn't 'hog' the paper and plot all the points; I was watching to make sure no one got discouraged and disconnected.
1st and 2nd periods finished their assignment well. I moved on to something different the next day.
5th and 6th -- well, progress was slow. I watched them work, gave advice as needed, and tried to coach them as best I could. After another full day working on the project, though, very few groups had gotten the hang of it.
I decided right then: 5th and 6th were doing this one more day. The underlying concept, graphing, was so important for the rest of the year I couldn't let it slip away.
It worried me. I went home, and couldn't figure out a solution that night. I had explained latitude and longitude every way I knew how; I had demonstrated it again and again; I had stepped people through the process individually.
The next morning, this very thought gave me the plan that worked.
Continued tomorrow.
I try to make it clear how I am grading assignments. In the case of the storm tracking coordinates, I told the students up front I didn't care how many they plotted -- only that they plotted them correctly. What's the point, otherwise?
Also, I was assigning a grade based on teamwork. No one was to be left out in the groups, and no one was to be left behind. I was watching to make sure that one student didn't 'hog' the paper and plot all the points; I was watching to make sure no one got discouraged and disconnected.
1st and 2nd periods finished their assignment well. I moved on to something different the next day.
5th and 6th -- well, progress was slow. I watched them work, gave advice as needed, and tried to coach them as best I could. After another full day working on the project, though, very few groups had gotten the hang of it.
I decided right then: 5th and 6th were doing this one more day. The underlying concept, graphing, was so important for the rest of the year I couldn't let it slip away.
It worried me. I went home, and couldn't figure out a solution that night. I had explained latitude and longitude every way I knew how; I had demonstrated it again and again; I had stepped people through the process individually.
The next morning, this very thought gave me the plan that worked.
Continued tomorrow.
