## Reflection: Student Feedback And Write That! - Section 3: Wrap It Up

When I asked my students to summarize our class discussion in their notes the immediate and overwhelming response was negative.  One student asked why I hadn't told them to take notes during the discussion and another said he couldn't remember everything we'd talked about.  They were correct...so I changed the assignment and volunteered to scribe on the front board  while we reviewed the discussion as a class.  My students were not resistant to having notes under those circumstances, they were just frustrated by what they saw as a surprise assignment.

Sometimes students resist an activity or assignment because they don't see the value and then it's my job to help them find reasons to try.  In this instance they resisted because they felt I was unfair in the way the activity went forward and because I agreed with them, I immediately changed the lesson.  I've also added a piece to the lesson itself so I don't make the same mistake next year!

Making it clear
Student Feedback: Making it clear

# And Write That!

Unit 8: Interpreting Functions
Lesson 14 of 19

## Big Idea: Build your understanding of what that exponential function actually represents by rewriting them to reveal key features.

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Standards:
Subject(s):
Math, algebraic function, Algebra, Function Operations and Inverses, Algebra II, master teacher project, 11th Grade
50 minutes

### Merrie Rampy

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