Day 2 schedule had me flustered. When speaking with others, they felt the same way. So I started Day 3 by apologizing the students for allowing my frustration with the time constraints to fly. We spent the first part of class reviewing all the things we should have covered the previous class.
I’m not so sure that the take away of Write It, Do It was really owned by the students. The takeaway was that computers need to be told in clear, specific, and detailed language. The students named some coding languages they have heard of. Personally, I studied Pascal in high school –I’m sure that gives away my age. They did pretty well with the Quick Quiz question of when do we take a QQ – not only did students answer everyday…they also said at the start of every class every day. I love that they understand that it’s part of our routine.
We went over the teacher view of Classkick. I showed how Lovely Llama has not opened up any of their Classkicks and Brainy Bear has completed all of their assignments. I think once they realize that I can see what they’re doing (or not doing) coupled with accessing the retakes, the 9th graders will be more motivated to complete their homework more regularly.
When designing their experiments. I felt like maybe I rushed it. Students understand that the Independent Variable is “the thing you don’t change.” They took that to mean that the quantity can never be changed. I’ll have to reiterate the variable itself versus how much of the variable. Some of the students changed their drop/release height. One group did not change the drop/release height. We briefly touched that everyone’s data looks different. Students said that they saw when the drop/release height increased, the bounce height also increased. No one made a graph. But, it’s only the Day 3. I’m sure they’ll be making graphs in no time.
Next Quick Quiz will be on variables. Crossing my fingers that we get it!
Learning with Ms. Medrano 