If you're new to my pull up project, click on the label "Pullups" to see all my posts about it.
This month's theme is to BE CONSISTENT. So, yeah. I did nothing to move forward with this project during the first half of October. Then on October 15th it occurred to me that I only had about two weeks to make some progress. At that point, I tried to do pull ups at least every other day. I'll admit, I tried to cram for a pull up test and although I made progress, it wasn't near what I wanted to accomplish this month. BUT I did make progress, and that is important to move forward and not backwards.
Here is the link to this month's video: Pull Up Project October Update
Sunday, October 28, 2018
Thursday, October 11, 2018
Station Rotation: 10/9/18
I think the station rotation I did two weeks ago was a success and I plan to continue to use this on a regular basis in my Algebra classes. Here are the station that I used this week:
The class is 90 minutes long. We started class with one set of entrance cards. Students were randomly assigned to a station. The students spent 15 minutes at each station. Finally we closed with an exit ticket.
Classroom timer: Click here.
I put instructions in acrylic frames at the stations where there is no adult. Click here for those.
Students were permitted to choose between stations 2&3. They did not need to do both.
I put instructions in acrylic frames at the stations where there is no adult. Click here for those.
Station 1: New Material with Para
At this station the students are graphing equations that are not given in slopeintercept form. This is something we have not covered in class yet and the small group instruction will be perfect for that. I used a worksheet that I generated from the KUTA software that my school district purchase. I assume I would be violating copyright if I shared that with all of you. So instead, here is a link to their free worksheet similar to what I gave the students.
Students were permitted to choose between stations 2&3. They did not need to do both.
Station 2: Create Something
Before class, I wrote out 60 index cards that each have an equation in slope intercept form. At this station I put the index cards, poster paper, glue, graph paper, rulers, markers, color pencils, and tape. The students were required to pick an index card and create a poster that had that equation on it, stated the slope and yintercept, and had a graph of the equation. Here is a small sampling of their posters.
Station 3: Digital
I found this quizizz on slopeintercept and decided this was a perfect addition to this week's rotation. I wanted all my classes to use the same quizizz. In order for it to stay open all day, I logged in on my iPad but didn't answer any of the questions.
Station 4: Something Old with Me
The students are still struggling with equations. I suppose we just have to keep at it. This week we went over equations that have variables on both sides. Again this was generated from KUTA. Below is the link for the free version from them.
Station 5: Interactive
I always want to have a station where the students are forced to interact with each other. This time around I picked a Sum of 3 (or 4) activity. Again I went for an old topic that needed revisiting: Evaluating Expressions.
Exit Ticket
I created this exit ticket so that it incorporated one question corresponding to each station. I collected these and did comments only grading.
Sunday, October 7, 2018
Why I LOVE task cards
If you have never used task cards, you are missing out. When I first heard about task cards, my thoughts were that they were kind of silly. I mean, all you do is take the problems from a worksheet and print one problem on each card. Why not just print the flippin' worksheet? Here's why...
 Task cards get the student up and out of their seats.
 Task cards don't overwhelm the students. They focus on one problem at a time. I especially noticed my IEP students having less anxiety with the cards rather than a worksheet.
 Task cards encourage selfteaching. I like to use task cards that have QR codes so that the student can selfcheck and correct misconceptions right away.
 Task cards with QR codes are a novelty to my students. My students like to use new technology and surprisingly many of them have never used or scanned a QR code before they came to my class.
Before class I will make 2 sets of the cards and laminate them.
I place the task cards on a table near the front of the room and the students are allowed to take 13 cards back to their seats depending on how many students are in that class. As the students finish the problem, they need to scan the QR code to check the answer. If they are correct, they take that problem back to the table and get a new problem. If they are incorrect, they must fix the mistake.
Here are a few to get you started:
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