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    Cross Visiting Grid Sla

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    Cross Visiting Grid Sla

    Uploaded by

    api-232996589
    35 views2 pages

    Original Title

    cross visiting grid sla

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    35 views2 pages

    Cross Visiting Grid Sla

    Uploaded by

    api-232996589

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Cbserver: nell Moakley

    uaLe: 11/27/2014
    School: Sclence Leadershlp Academy

    !"#$%&' )
    *%+%,
    -./012134 -.5&'1&%2 !".6.12134 -.5&'1&%2 7"%2'1/32 5389/.
    :06,1&5'1/32
    CeomeLry SLudenL Leacher had
    excellenL command of
    sLudenLs, as good as mosL
    pracLlclng Leachers l've
    seen.

    ro[ecL-based learnlng had
    sLudenLs drawlng and
    measurlng and consLrucLlng,
    much of whlch ls absenL
    from our geomeLry classes

    SLudenLs freely asked
    quesLlons, and seemed
    leglLlmaLely concerned wlLh
    undersLandlng maLerlal,
    raLher Lhan geLLlng an A ln"
    maLerlal
    Small class slzes seems a
    necessary prerequlslLe
    Lo pro[ecL-based
    learnlng.

    LlmlLed Llme for dlrecL
    lnsLrucLlon means LhaL
    whlle sLudenLs may have
    a deeper undersLandlng
    of maLerlal, Lhey've
    covered far less of Lhe
    currlculum Lhan our
    more LradlLlonal classes.
    Can pro[ecL-based learnlng
    be susLalnable ln smaller
    rooms wlLh larger
    enrollmenLs? Should lL be?

    ls Lhere a way Lo Lweak Lhe
    balance of lnsLrucLlon for
    sLandards-based masLery"
    (ul, dlscovery, whaLever)
    and pro[ecLs? 1he pro[ecLs
    are awesome for sLudenL
    engagemenL (see algebra ll,
    below), buL uC slow Lhe
    pace of underlylng
    undersLandlng.
    Algebra l 1hls Leacher had a much
    more LradlLlonal approach
    Lhan l'd come Lo expecL
    from SLA. noLhlng wrong
    wlLh lL, buL lL felL ouL of
    place ln comparlson wlLh
    Lhe oLher classes observed.

    SLudenLs were very chaLLy
    durlng warmup-abouL as
    chaLLy as l leL Lhem geL ln
    my classes-buL almosL
    CCMLL1LL? on-polnL abouL
    Lhelr work. 1hls was
    surprlslng here because lL
    !"#$%& pro[ecL work.lL was
    acLually relaLlvely dull polnL-
    slope calculaLlons.
    1eacher seemed less
    aware (or maybe [usL
    [aded, glven her
    surroundlngs) of Lhe
    exLenL of sLudenL
    Llnkerlng and dlscovery
    golng on around her.
    She Leaches ln a slmllar
    formaL Lo me, aL SLA,
    Lhough, Lhls feels bland.
    Per freshmen sLudenLs were
    sLlll confldenL quesLloners,
    Llnkerers, and explorers,
    even glven Lhe relaLlvely
    low-level Lask. Pow dld Lhls
    happen? ls lL someLhlng SLA
    screens for? ls lL bleed-over
    from oLher classes? Cr
    maybe oLher days of Alg l
    are very dlfferenL? (l dldn'L
    geL LhaL lmpresslon)

    !"#$%&' )
    *%+%,
    -./012134 -.5&'1&%2 !".6.12134 -.5&'1&%2 7"%2'1/32 5389/.
    :06,1&5'1/32
    Algebra ll CaLapulLs! SLudenLs were
    hard aL work wlLh saws and
    sawhorses and hammers
    1hls ls Lhe mosL fun Alg
    ll class l've ever seen,
    buL l reallzed afLer Lhe
    1hls ls a lesson
    on.quadraLlcs? Llke Ceom.
    above, lL's lnsanely
    and Lools, bulldlng caLapulLs.
    Lvery slngle person was
    engaged ln class maLerlal
    facL.Lhere's noL really
    much algebra 2
    happenlng! SLudenLs are
    bulldlng caLapulLs (a
    mulLl-day pro[ecL) Lo
    measure Lhe Lra[ecLory
    of Lhelr.bulleLs(?).and
    compare Lo Lhe
    expecLed ouLcome of
    Lhe quadraLlc LhaL
    deflnes pro[ecLlle
    moLlon.
    engaglng, buL also vL8?
    slow-paced. Pow does
    everyLhlng geL covered?

    l loved LhaL Lhls class was
    happenlng, buL lL almosL felL
    llke an exLra-credlL
    opporLunlLy. l can'L lmaglne
    how Lo keep up LhaL level of
    exploraLlon whlle coverlng
    essenLlal currlculum.
    8lology
    (AnaLomy
    Lab)
    SLudenLs were welcomlng of
    guesLs ln Lhe classroom (l
    was one of Lwo), and several
    enLhuslasLlcally Look me on
    a gulded Lour of Lhelr work,
    dlsplayed on Lhe walls.

    SLudenLs were all greaL. 1wo
    or Lhree ln parLlcular were
    "'"()$*. 1hey asked
    quesLlons of Lhelr
    classmaLes, probed and
    prodded (llLerally and
    flguraLlvely) Lhelr dlssecLlons
    wlLh curloslLy, verballzed
    whaL made Lhem quesLlon
    and wonder, and explored
    Lo creaLe con[ecLures. lL was
    ouL of a LexLbook on
    engaged sLudenLs" aL
    Llmes, l was really
    lmpressed.
    1hls lab was a seL lL and
    forgeL lL". A
    conLlnuaLlon from a
    prevlous lesson, each
    group reLrleved a feLal
    plg or frog (Lhelr cholce),
    and goL Lo work.l have
    no ldea lf Lhe Leacher ls
    greaL, Lerrlble, or ln
    beLween.
    Sclence labs should be SLA's
    bread-and-buLLer, buL l sLlll
    don'L see Lhe maglc
    formula/how Lo LranslaLe lL.
    My own hlgh school sclence
    labs were nomlnally
    sLrucLured ln preclsely Lhe
    same way, buL we cerLalnly
    dldn'L have Lhe level of
    lnLeresL/engagemenL, nor
    splrlL of exploraLlon, LhaL
    Lhese klds dld. l wlsh l could
    geL Lo whaL's golng on
    behlnd Lhe scenes.
    (l don'L llke Lhese caLegory names. ls surprlslng pracLlces" meanL as a euphemlsm for Lhlngs LhaL were
    dlsappolnLlng and unexpecLed?" 8ecause for me, whaL ls +,*)&)'"&,+- surprlslng of ofLen synonymous
    wlLh whaL l flnd ./0')#)$*. lor LhaL reason, l'm essenLlally uslng Lhese columns as good" and bad".)

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