Reflection: Shared Expectations Transformations Overview: Focus on Reflections - Section 3: Participation Quiz: Reflections and Analytical Geometry


Participation Quizzes have helped me teach and maintain the norms I want for my classes so they can ultimately become mathematical learning communities.  Students do not necessarily know how to work well in groups, nor do they know how to support their peers so they can engage in a productive struggle.  For example, students think they help their peers by answering questions or telling them what to do--in actuality, these students take away an opportunity for their peers to learn something important on their own.  This is why Participation Quizzes can be particularly effective; they help the teacher to publicly validate the positive community-focused behaviors and tie these behaviors to learning gains.

Managing Participation Quizzes, however, can be a struggle.  It can be difficult to hear everything, and it can be hard to document observations in a clear and efficient way.  For many years, I would take notes while tethered to my document camera, straining my eyes and ears to capture everything I thought would be useful for students to read.  Recently, I decided to type out my observations on my laptop--this allowed me to move about the classroom freely while providing a fuller and richer sense of the positive community behaviors occurring in the classroom.  Students  were able to see the observations as they took place in real time.  They were able to then adjust their own behaviors and see them reflected in the notes I took, which further supported the messages I was trying to send.  I was glad to have found a way to make Participation Quizzes work for me in my classroom because they have helped me to be clear and explicit about classroom norms.

  Teaching Norms Through Participation Quizzes
  Shared Expectations: Teaching Norms Through Participation Quizzes
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Transformations Overview: Focus on Reflections

Unit 3: Transformations
Lesson 1 of 4

Objective: Students will be able to discover and apply the characteristics of reflection and explain (using words and symbols) the position and orientation of 2-D shapes after transforming them.

Big Idea: Remind students of the meaning of transformation and motivate students to learn more about rigid motions in the plane.

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