How is prep period first thing in the morning? I’m afraid I would rely on it to get all my work done and get behind. Also, I like the idea of impact period! How long is it?
I have a love hate relationship with 1st hour prep. I love when my 1st hour prep falls on a Monday (which is every other week) because it allows me to make sure I have everything ready for the week. Friday's I would rather have prep towards the end of the day only because I would rather be able to grade homework/tests/projects prior to the weekend, but I cannot because I have prep before I have students. I used to do all of my work for the day on my first period prep, but had to change my thinking and really push myself to spend prep to get head not play catch up. Our Impact period is 30 minutes long 4 days a week. It is REALLY great in theory, but students just do not want to get help. I try writing passes for kids to come, but they just don't want to. We have been talking as a team about how to make it more productive.
Have you ever heard of eMATHinstruction? It’s a curriculum developed by a NYS teacher. NYS is in the process of transitioning from CC to NextGen Standards. He has notes and homework already made in Spanish. I’m assuming he’ll do this for Geometry (since those standards won’t be taught until next year); take a look at the Algebra 1 materials to see what I’m talking about. The lesson on probability you taught today is something I used to teach when I taught 7th grade math. I’m surprised you say “reduce”. We say “simplify” fractions because reduce means to make smaller and we don’t want our students to think 1/2 is smaller than say 3/6.
I have not heard of eMATHinstruction. I will have to take a look at it!! Yes, the probability lesson was a VERY basic lesson. Quantitative Reasoning is a college class for non-STEM majors, so it is very basic math. We start off learning how to convert between decimals, fractions, percents. It is a 100-level college class, so we do not get into anything very complicated. We do a little more with probability, but nothing like they would see if they were in a Stats course. I use Reduce and Simplify interchangeably. I do find it interesting hearing different word usage in different parts of the country/world. Our old curriculum definitely used both. I see reduce to mean you are making the numerator and denominator numbers smaller rather than making the fraction "smaller". I did a bit of googling to see, and it looks like both are commonly used. This is just one more reason math is difficult for students! There are so many terms and some mean different things in different contexts.
How about supporting them with a Spanish video based on what you thought in English and then they can listen to it as needed. You can also reinforce it during a small-group to make they are understanding. However, I find the ELL students do not have a solid math foundation and are many years behind, at least in my state.
I have posted videos before. My worry is that they are explaining things wrong, and I would hate to have them learn something wrong. I think I am going to make it my goal to start posting more videos in Spanish for my kids. Thank you for the reminder!! I would agree that many do not have the foundational skills to be in Geometry in the first place, and that is a big part of their struggle.
How is prep period first thing in the morning? I’m afraid I would rely on it to get all my work done and get behind.
Also, I like the idea of impact period! How long is it?
I have a love hate relationship with 1st hour prep. I love when my 1st hour prep falls on a Monday (which is every other week) because it allows me to make sure I have everything ready for the week.
Friday's I would rather have prep towards the end of the day only because I would rather be able to grade homework/tests/projects prior to the weekend, but I cannot because I have prep before I have students.
I used to do all of my work for the day on my first period prep, but had to change my thinking and really push myself to spend prep to get head not play catch up.
Our Impact period is 30 minutes long 4 days a week. It is REALLY great in theory, but students just do not want to get help. I try writing passes for kids to come, but they just don't want to. We have been talking as a team about how to make it more productive.
Have you ever heard of eMATHinstruction? It’s a curriculum developed by a NYS teacher. NYS is in the process of transitioning from CC to NextGen Standards. He has notes and homework already made in Spanish. I’m assuming he’ll do this for Geometry (since those standards won’t be taught until next year); take a look at the Algebra 1 materials to see what I’m talking about.
The lesson on probability you taught today is something I used to teach when I taught 7th grade math.
I’m surprised you say “reduce”. We say “simplify” fractions because reduce means to make smaller and we don’t want our students to think 1/2 is smaller than say 3/6.
I have not heard of eMATHinstruction. I will have to take a look at it!!
Yes, the probability lesson was a VERY basic lesson. Quantitative Reasoning is a college class for non-STEM majors, so it is very basic math. We start off learning how to convert between decimals, fractions, percents. It is a 100-level college class, so we do not get into anything very complicated. We do a little more with probability, but nothing like they would see if they were in a Stats course.
I use Reduce and Simplify interchangeably. I do find it interesting hearing different word usage in different parts of the country/world. Our old curriculum definitely used both. I see reduce to mean you are making the numerator and denominator numbers smaller rather than making the fraction "smaller". I did a bit of googling to see, and it looks like both are commonly used. This is just one more reason math is difficult for students! There are so many terms and some mean different things in different contexts.
How about supporting them with a Spanish video based on what you thought in English and then they can listen to it as needed. You can also reinforce it during a small-group to make they are understanding. However, I find the ELL students do not have a solid math foundation and are many years behind, at least in my state.
I have posted videos before. My worry is that they are explaining things wrong, and I would hate to have them learn something wrong. I think I am going to make it my goal to start posting more videos in Spanish for my kids. Thank you for the reminder!! I would agree that many do not have the foundational skills to be in Geometry in the first place, and that is a big part of their struggle.
I can double check the videos for you! I am a native Spanish speaker and am looking into the field of education. I currently work as an engineer