When I was young, I got hooked on the Choose Your Own Adventure series of books. As the reader, I got to make choices and the plot progressed based on those choices.
As a new AP Statistics teacher, I am trying my best to prepare my students so that they have the chance to reach whatever AP score they find desirable. For the first four weeks, I set a quick pace and assigned a good amount of homework to complement the work done in class. For many, the amount of work proved to be untenable. In response, I started making some of the textbook exercises optional. I explained to the students that by doing the required homework, I believed they were still being sufficiently prepared to earn at least a 3 or even a 4 on the AP exam. The optional exercises would be more important for those who seek the 5.
I have a variety of students in my class. One boy seems in over his head and a 3 will be a great accomplishment. A few students are very ambitious and will likely try for that 5.
And so, I give my students the chance to Choose Their Own Adventure. They can choose to go the easier route, maybe not be prepared for a 5, but still have sufficient preparation to pass the exam. Or, they can select the more demanding option and give themselves a greater chance at a 5. I wonder how many will take the second adventure...
Tuesday, October 13, 2015
Wednesday, October 7, 2015
Honeymoon's over
Today, there was a palpable difference in the attitudes of my students. The mystery and wonder of just what AP Statistics is has worn off. College application deadlines are no longer small specks off in the distance. Summer is now a long time ago. The senior fall outdoor trip is a fading memory. We are six weeks into the new school year and the word "new" no longer applies as a modifier for "school year".
Here we are. Here we go.
The students by now should fully understand the expectations and demands of this course. As they juggle the many demands on their time, they are likely finding it a bit harder to give as much attention as they might want on certain subjects, such as AP Statistics.
I do not think their dedication has flagged, but I think the flood of work that comes in the first semester of the senior (or, in a few cases, junior) year is wearing them down. So while they still aspire to certain outcomes, their energy is lower.
A few did not have their homework complete today. This even after I made a conscious effort to lighten the load. The spark was not quite as bright today in class, the attention not as sharp.
In reflecting on my use of class time, I know that I have kept it varied. They just completed a group project. This was an assessment that had a very different feel from the tests. They found their own data and used technology (StatKey and Google Spreadsheets in addition to their graphing calculators) to analyze their data. Then they wrote meaningful conclusions based on their statistics and displays. I have already evaluated their work and returned it. And, because I want them to produce the best possible work they can, I have given them the opportunity to improve on their work and re-submit it for a potentially better grade.
So, I am not taking the change in mood personally; I am not taking it as a repudiation of my teaching or of the course. No, I think it's just the normal rhythm of the senior year. At least for the near future, it will be an extra challenge for the students. Can they grind through it until the mood brightens?
Fortunately, for students and teachers alike, our two-day Fall Break is this weekend. Timing is everything.
Here we are. Here we go.
The students by now should fully understand the expectations and demands of this course. As they juggle the many demands on their time, they are likely finding it a bit harder to give as much attention as they might want on certain subjects, such as AP Statistics.
I do not think their dedication has flagged, but I think the flood of work that comes in the first semester of the senior (or, in a few cases, junior) year is wearing them down. So while they still aspire to certain outcomes, their energy is lower.
A few did not have their homework complete today. This even after I made a conscious effort to lighten the load. The spark was not quite as bright today in class, the attention not as sharp.
In reflecting on my use of class time, I know that I have kept it varied. They just completed a group project. This was an assessment that had a very different feel from the tests. They found their own data and used technology (StatKey and Google Spreadsheets in addition to their graphing calculators) to analyze their data. Then they wrote meaningful conclusions based on their statistics and displays. I have already evaluated their work and returned it. And, because I want them to produce the best possible work they can, I have given them the opportunity to improve on their work and re-submit it for a potentially better grade.
So, I am not taking the change in mood personally; I am not taking it as a repudiation of my teaching or of the course. No, I think it's just the normal rhythm of the senior year. At least for the near future, it will be an extra challenge for the students. Can they grind through it until the mood brightens?
Fortunately, for students and teachers alike, our two-day Fall Break is this weekend. Timing is everything.
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