|The percentage of "Always" decreased from 61% to 48%... and it makes sense, since the students who generally do what they are supposed to on time (hence they always watch the videos on time) also did the survey on time :)|
These percentages have stayed about the same, and this is where I want them to be. I'm going to have those students who don't really need my help. 26% is pretty high, it would be nice to break it down by class, but that will take a little time I don't have nice for in this post tonight :).
I did break the "I'm not really trying" down by class and it was even - 8 MA and 9 Alg1 (although I do have 30 more MA students than Alg1).
I'm still not that satisfied with class time in Algebra 1 right now. Math Analysis - for the most part I love it. My kids are having great discussions and I love the few different real-life and inquiry activities I have been able to incorporate in the last few units. I'm looking forward to continuing to build more into the lessons as the years go on! Math Analysis is not without it's trials, however. I have found that students still need structure, guidance, and deadlines. I have really had to figure out the balance between freedom and responsibility (hence my post titled that...). But, all in all they are really coming along, adjusting, and working hard.
Algebra 1...another story. At this point in the year, I feel like routines should be in place. Well, they are... but I mean that students should have the routines figured out. Many of them do, but enough of them still don't to drive me crazy. Finally, with permission from my admin, I separated the kids out and the "distracting" students that never really work are off to the side and all the students in groups are ones that focus and do their best (still heterogenous grade-wise though). If a student in a group is not working or following directions, they are moved to the side for the day. The next day they get another try. We are only 3 days in, but it's been going okay. I've had a few students from the "side" tell me that they actually like working better by themselves - what a great discovery for them and me! :) We will see how this continues to go...
I have noticed that students don't see the benefit to the writing part of the WSQ at this point. However, I know they are developing their writing skills and communicating mathematically. In addition, the written WSQ is really three things:
1) an accountability tool for me to see who has really watched it;
2) a tool that guides the discussion and tells me what I want the students to talk about and lets me know if we need to go over something as a whole class;
3) a processing tool for the students to think about the material, even if sometimes they feel like they are "spitting it back out", they have to understand it a little in order to do that clearly and concisely.
After seeing these results, I really thought through "What's the Point" of the assignments I give my students. I realized that while the purpose was clear to me, it wasn't always clear to my students. This really applies to the "student videos" part. Some of those numbers are skewed because my Alg1 students only did 1 student video in the semester and it was a little messy because of the technology and then we didn't really talk about them. So, about 15 of those 55 responses were from Alg1 students and I don't really feel like that accurately depicts the situation. For Math Analysis, I really took their thoughts seriously and went over in class WHY we do certain things... What is the purpose of the videos? (not for "extra practice" for them, as they thought - but as a form of assessment. Once they heard this, a lot of lightbulbs turned on). What is the purpose of the quizzes? What is the purpose of the WSQ at home and then in class? It was really a great conversation and reminds me that I need to do that more at the beginning of the year and whenever I introduce something new.