Kyle O'Donnell

work they did. Here is a table of contents page: docs.google.com/document/d/1dg… and here is an example of one cycle from the course: docs.google.com/document/d/1XK…

providing and solving examples, providing additional resources, etc. Students enjoyed contributing to their classmates’ learning and found it to be a valuable resource when they missed class or were studying for a test or the final exam. I was always impressed with the..

It’s been a while, but I wanted to share one of my most successful and meaningful practices from this year: The Collaborative Note (h/t @realJ_Mitchell). An ongoing Google Doc that students contribute to on a daily basis—summarizing our learning for the day in their own words,

@scottwestwell @mslongpre @realJ_Mitchell @fawnpnguyen @pwharris I too have a 1L/2L in sem 2 for the first time! Definitely keeping an eye on this thread 👀

@mslongpre @realJ_Mitchell @fawnpnguyen @pwharris Sorry for the long replies. I haven't had much of a chance to think about the course with the flurry of this semester coming to a close but your tweet really got me thinking about possibilities. Best of luck with the new course!

Curious: what is your policy for second (or third, etc) opportunities on evaluations? A written “re-test”? Conversations/observations? Making them correct the questions they got wrong before another opportunity? I’d love to hear people’s approaches!

@megransom @scottwestwell I provide students with a digital copy on Classroom. If they have their own device and prefer to use that then they can

@scottwestwell @MrO_Math21 Do you provide a digital copy of this as well or just print? How do you address Ss who have significant literacy difficulties (writing, spelling, reading)? This is what I am struggling with

One of my areas of growth this semester is having students write meaningful notes. How I’m emphasizing their importance is to have students try and recall what we did (and the important details) in the first few days of class full of non-curricular, highly engaging tasks. 1/2

@scottwestwell For sure!

@MrO_Math21 Let’s connect throughout the school year! Would love to hear how it’s going for you.

@scottwestwell Sounds very similar to what I’m doing/have done. Trying out a collaborative note this semester for the first time. Best of luck!

@MrO_Math21 -for the first few weeks, go through as a class and fill it in together, giving students a sense of what important takeaways are -as the semester goes on, get better and better at this, and have students take on more and more responsibility with less direction from me

@scottwestwell Do you have students fill in one of these for every lesson? Or use the outline for the beginning and then allow them to do what’s best for them? I’ve been using course note packs but am looking to try other methods

When these tasks are highly memorable, unique, and offer multiple entry points, and students *still* find remembering all the details challenging, it helps show necessity for writing down notes to their future forgetful selves. 2/2

@MsSmith2017 @JoviMath @realJ_Mitchell It varied student by student. Most just picked one question at random and answered it. For others I differentiated to what you described above. There was a written product portion of the summative where each student covered all strands

@MrO_Math21 @JoviMath @realJ_Mitchell Did they have to answer all questions or did you focus on the topics where they seemed to struggle during other assessments? To see if they ended up understanding near the end

I'm trying exit interviews as a summative task for the first time with my #MBF3C class. I wanted open-ended questions where Ss can demonstrate their understanding in a number of ways. Would love feedback! (one question borrowed from @realJ_Mitchell) docs.google.com/document/d/1q-…

@coleiroscience Hey Jake, this is fantastic! Would you mind sharing a template for this letter that can be edited?

I don’t give out a “syllabus” anymore, but I started sending out this letter to students and their families after the first week of classes in #MTH1W. Lots of credit goes to the many people who shared resources, ideas, and templates to make this 🙏🏼

@JoviMath @realJ_Mitchell I booked 15 min time slots so typically just one question but I asked a number or follow up/probing questions with each student

@MrO_Math21 @realJ_Mitchell How many did they have to answer in total?

@JoviMath @realJ_Mitchell They did not! They knew the topics that the questions would cover and they picked one at random

@MrO_Math21 @realJ_Mitchell Did students know the questions ahead of time?

Day 1: awesome experience so far. Covered 4 of the 7 ?s, easy to evaluate on the spot, and most students seemed relaxed. Very easy process to modify/scaffold. Some Ss did a full verbal explanation, others mixed in diagrams/calculations. Nice variety and clear, reliable evidence.

@MrRunions @realJ_Mitchell We did not, however we did record everyone’s average daily screen time and did some data analysis with that! Pretty eye-opening stuff which led to some good discussion

@MrO_Math21 @realJ_Mitchell I am curious about DM1! Did you talk about tik tok data during class? If so, how did it go?

@virgonomic Yes exponential decay. They measured bounce number and bounce height using the slow mo feature on their phone camera

@MrO_Math21 Exponential decay? What did they measure?

Bouncing balls and exponential regression today in #MBF3C with some holiday music playing in the background. Great way to wrap up the week and head into break!

Some examples of what the groups came up with

Design day in #MBF3C. A great way to apply what we’ve learned about geometry, nets, surface area, and volume. Still waiting for the day when there aren’t giggles across the room every time I use the word ‘balls’ 😂