The students are gone (well, graduation is tomorrow), and I’m cleaning up my room for the last time here at Rehoboth. I’m actually starting to get a bit nostalgic already, so I started taking pictures of things around the room. Thought I’d share them here, perhaps to remind myself next year of what worked and what didn’t.
Tag Archives: Classroom Culture
Every Friday I give a quiz . I know some teachers are against that, but it helps establish a routine, students expect it (no more “what, there’s a quiz today?!?”), and it gets my class into a rhythm so I know I need to cut out unnecessary fluff if we’re working too long on one topic.
Anyway, I’ve always struggled with what to do after a quiz. Last week I tried something new that I think I’m going to do more often next year. After they turned in their papers, I gave students the quiz on Google Classroom . But this time the whole class is sharing the same quiz. So students who did well on the quiz can jump on and start answer the questions. Students who didn’t do so well can jump on and ask questions (or just watch to see what the answers are… including work shown.) The whole class does a collaborative effort (ideally).
Students seemed to like the idea. I don’t know if it’s the novelty for most of them, but several definitely liked the immediate feedback this offered. Of course we could just go over the quiz, but this is so much more interactive (and immediate). Also, I can keep an eye out for misconceptions that the whole class has on certain topics.
There was some distraction, but fortunately in Google Classroom I can see all edits, so I warned students not to put anything on there that they would be ashamed to show their parents.
2nd Period Chemistry:
4th Period Chemistry:
What do you do in your post-quiz time when students finish at different rates?
 Right now this is only in Chemistry, but I’m hoping to do at least some sort of adaptive checkup in Precal and Physics next year.
 Some topics take longer, but I hope that the flexibility in adjusting labs allows me to be adaptive and yet rigid at the same time.
 If you don’t have Google classroom, you can still share the quiz with students by collecting their e-mail addresses and sharing the document with everyone in the class.
My school is fortunate enough to have a ropes course on campus. Not only had I never done it, but most of my students hadn’t done it before, and for Physics students that’s a tragedy. So I decided to do it, not as a physics lesson, but as a team-building activity. We’ll definitely look at the physics later on, but to start, I care more that they learn a few other lessons. Here are some pictures of one challenge, which is definitely Physics-heavy.
BFPM, anyone? Here are the things I typed down that I wanted them to take away from today’s “lesson”.
- You can learn so much by trial and error, but if you aren’t willing to make mistakes, you’ll never learn.
- It is more rewarding, I think because you learn more, to learn without someone telling you how to do it.
- I specifically asked not to do the course with you guys. What do you think would have happened if I had been working on it with you? What does that mean about the classroom?
- Talking about opposing forces: be as specific as possible. Take time to analyze.
- Use your partners/teammates. “A cord of three stands is not easily broken.”
We already did the Marshmallow Challenge. I hope these things are working to build the type of classroom culture that is best for learning physics using a Modelling curriculum.