*I have worked with the other seventh grade math teacher to create an inquiry based math curriculum to increase the problem solving skills of my students, allowing them to take more ownership in their learning.
Target Sheets
Target sheets are handed out at the beginning of each unit to the students. We go over what will be taught in the unit and they get a chance to think about how well they remember a certain topic. This helps to make connections to prior knowledge. The target sheets are filled out throughout the unit and turned in the day of the test with the evidence of knowledge filled out by the students.
Curriculum Map If you click on the link to the right you should be able to download a copy of the curriculum map we have reworked for this year. |
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Test Averages
I feel the test averages show a huge improvement over past years. It really encourages me to continue this style of teaching even though it does take more time and effort. I am very proud of my students.
My students' test averages have shown amazing improvements this year and a greater understanding of the material. One of my classes has really responded to working in groups and helping their group learn. That class has an average of 89% over the first four units! | Unit 1 Test Average = 79.8% Unit 2 Test Average = 85.7% Unit 3 Test Average = 82.8% Unit 4 Test Average = 86.3% |
Team Challenge!
One of the activities that I use on a regular basis to promote group problem solving skills is "Team Challenge". Students are randomly put into groups of three to four. They are given a paper with three to five story problems on it and about 20 minutes to solve the problems. They are not allowed to ask the teacher for help at this time unless the entire group is stuck after making a reasonable effort. They also must make sure that everyone in their group understands what they did and why they did it. Groups receive one point for each correct answer they turn in with a correct label. At this time I spin my "Wheel of Destiny" to see whose destiny it is to explain to the class what they did and why they did it. They also have to be able to answer any questions that they are asked about the problem without any help from their group. If they are able to adequately do this they earn a bonus point for their group. If they do not show they understand the problem or why they solved it the way they did then they lose a point for their group. I have had one class that has taken to this better than my other two. This class is combined with another class of at-risk students making a total of 27 students. Even with these challenges, this class has went above and beyond all my expectations for this year. There was one day where the entire class was "getting it". I was so happy I made the comment, "If I could do a cartwheel I would." Well, Mrs. Sterner, my co-teacher, said she would do one if every group ended up getting it right. As you can see from the pictures to the right, the groups got it right. Even Mr. Neps joined in on the fun with a headstand. |   |
Letters
I asked some of my students to write a short letter explaining what, if any, teaching practices I use have helped them this year. Following are the letters that I received.
