Comments on: Geometry – Week 1 – 2007 /2007/geometry-week-1-2007/ less helpful Tue, 23 Dec 2008 20:35:43 +0000 hourly 1 https://wordpress.org/?v=6.8.2 By: Brian /2007/geometry-week-1-2007/#comment-73938 Thu, 20 Mar 2008 22:08:04 +0000 /?p=355#comment-73938 That’s a good lesson plan for geometry. I’ve been teaching it for a number of years but am always learning new techniques and way to make it more interesting to the students.

Brian

]]> By: dan /2007/geometry-week-1-2007/#comment-18912 Wed, 05 Sep 2007 17:32:28 +0000 /?p=355#comment-18912 Having something ready for them on the board certainly speeds the quieting down process.

We spend anywhere from 5 to 10 minutes on each. I’ll walk around about 7 minutes in and start stamping openers depending on how much work they’ve completed. If they’ve tried every problem I stamp it.

I collect the opener sheets (and all the stamps) at the end of two weeks.

They can work together but I want them to know what they themselves know first.

]]> By: Per /2007/geometry-week-1-2007/#comment-18812 Wed, 05 Sep 2007 06:55:57 +0000 /?p=355#comment-18812 I like your opner. Seems like a good way to get the students to use the time from they get it untill it quiet down so the class really can start. I guesse it also speed up the process to quiet down. Some questions about them.

How much time do you spend on them? (about)
Do you collect the work?
Can they work together?

/Per

]]> By: A. Mercer /2007/geometry-week-1-2007/#comment-18569 Mon, 03 Sep 2007 20:22:41 +0000 /?p=355#comment-18569 Looking at it again, it was more than a metaphor, it was actually a personification. You know when the kids are laughing they are often remembering it better, so I hope you take that as a cue to do it more and often, lol.

You did a good language arts teacher thing there. It’s not separate stuff anywhere except in education (especially comprehensive high schools).

]]> By: dan /2007/geometry-week-1-2007/#comment-18525 Mon, 03 Sep 2007 15:55:04 +0000 /?p=355#comment-18525 You mean the “no friends” gag? Hm. It got a chuckle (and a buncha eye-rolls) but I hadn’t pondered its significance to math comprehension until now.

]]> By: A. Mercer /2007/geometry-week-1-2007/#comment-18522 Mon, 03 Sep 2007 15:13:07 +0000 /?p=355#comment-18522 Dan, Choosy mothers may choose Keynote, those of us given free laptops and software by our district live with HP and MS. A projector is a condition of my employment even at primary level. Digital projectors, they’re not just for college/high school classrooms anymore.

Big cheer/suggestion: I love day 2 slide 2 Notes where you use a story metaphor to explain points. You then go back to non-narrative explanations of the other terms. The use of that analogy is FANTASTIC! Don’t STOP! Try to mix it in more in your definitions.

There. That’s it.

]]> By: dan /2007/geometry-week-1-2007/#comment-18439 Mon, 03 Sep 2007 03:52:12 +0000 /?p=355#comment-18439 Projector calibration issue. Wish I was around to tweak settings for you. I’d end up mashing buttons same as you, though.

]]> By: Jackie /2007/geometry-week-1-2007/#comment-18435 Mon, 03 Sep 2007 03:42:45 +0000 /?p=355#comment-18435 Really, really dumb question…so, I’m trying the gradient thing. Looks great on macbook, yet each looks gray on-screen. Any ideas? suggestions of tech people…keep trying different colors

]]> By: dan /2007/geometry-week-1-2007/#comment-18424 Mon, 03 Sep 2007 02:09:27 +0000 /?p=355#comment-18424 Nah, these are good questions. Here’s my shot at some answers:

  1. We do five hours a week split up into three periods, one regular period and two block periods. The blocks are two hours long. You’ll know a particular lesson is a block period if you spot the Break / Show and Tell combo.
  2. I use an LCD projector, supplied by my school. If I ever leave this school, I will be so ballsy as to make an LCD projector a condition of my hiring. I can’t teach at this level without one.
  3. No.
  4. No.
  5. Sometimes. If the projector and bulb are good enough and my slide-text large enough there’s no need for this.
  6. Maybe a little. Negligibly so, though. My students’ drowsiness, whether the lights are off and I’m moving through a lesson or the lights are on and they’re doing book work, depends more on my ability to stay mobile, issue encouragement, and show them success than something like lighting.

Good questions, thanks.

]]> By: Mike /2007/geometry-week-1-2007/#comment-18422 Mon, 03 Sep 2007 01:42:37 +0000 /?p=355#comment-18422 Dan,

Your work is nothing short of genius. You really must have a lot of energy to create such knockout presentations day after day.

A couple of technical questions, if you don’t mind. These may seem dumb, but …
1. How long are your class periods?
2. Do you use an LCD projector?
3. Is it ceiling-mounted?
4. Are all your school’s classrooms equipped thus?
5. When you present your slides, do you turn out the classroom lights?
6. If you turn out the lights, do students sometimes get a little drowsy?

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