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Working Backwards - instructional strategy

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Working Backwards - instructional strategy

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Working backwards helps with generating questions and seeing how students look at the material. Seeing how the students generate the questions provides insights into what the students are internalizing.

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The ten for ten and circuit training activities are really great to help students become comfortable with evaluating their own work and making those decisions that they will need to have during the exam. It feels like a great warm-up for when they start grading their own and each others' FRQs to help them get more comfortable with the exam.

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Coming from a small public-charter school, it could be a way to bolster confidence and enthusiasm for math. I can see it emulating aspects of the MIT integration bee (to a significantly less degree of immediate rigor)

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I like this type of activity over a worksheet. Students always seem to be more engaged with something like this over a worksheet or text homework.

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Nice visual way to connect slope of tangent to increasing and decreasing sections of graph, max/mins

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I really like the way that the foldover activities are organized and you can get really creative with how you want those organized and the things that you want to include. I will definitely be using those in my classrooms.

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Graphic for remembering behaviors of functions and their derivatives

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Graphic for remembering behaviors of functions and their derivatives

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Jennifer showed our breakout room this handy trick for remembering the behaviors of a function (analyzing for concavity or increasing/decreasing behavior).

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CED suggests a task analysis activity for helping students break down word problems and extract the correct rates, given values, and other facts that the problem gives them. I wonder if spending one 90 minute period may burnout students from the task analysis.

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I really like the triangle puzzle and am planning on using it in my classroom. An extension or a project could be students coming up with their own version of the puzzle which could also be fun.

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Great questions on the Kahoot you did with us today.

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A volume project is such a great and fun idea for students to not just play with shapes that they are already given, instead make their own shapes. Can't wait to see what my students will come up with when I'll do it with them.

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Alpha - F4 for a quick shortcut for the y functions

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Quizizz is another online resource (that's free) and already has TONS of math question (including Calculus) already written out. You can "play" it live in class with students or assign as homework. It has options to allow students to try problems more than once, etc. And if you use Google classroom, it can be linked right into Google classroom.

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Quizizz is another online resource (that's free) and already has TONS of math question (including Calculus) already written out. You can "play" it live in class with students or assign as homework. It has options to allow students to try problems more than once, etc. And if you use Google classroom, it can be linked right into Google classroom.

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I like that it's not just a worksheet and allows students to have a way of not only checking their work, but also having a nice brain-break activity.

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I like how visual it is for the chain rule and it breaks it down for students. I did this activity when I was in high school and it was very helpful when trying to learn chain rule.

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I liked this activity that we did together today. I knew how to do most of it. However, I did not know that you could take the limit of combination functions where one the limit of one of the functions is undefined, so long as the limit of the combination as you approach from the right or the left is the same.

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I think the shock word with a different use/meaning is a great way to grab students attention.

You can show this clip:  https://www.youtube.com/watch?v=1NAKg46s1DA

Then let the quotient be where O is what’s “on top” and B is the “bottom”

Then  =  (O/B)' = {BO'-OB'}/{B*B}

multiple B’s are on the bottom...so it is BOOBIES

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I like the activities that have 10 questions that have 0-9 as answers. That is a good way for students to work and self check since all digits should be used.

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The quiz-quiz-trade activity seems pretty interesting and I really enjoy the group quizzing aspect. My students are highly competitive with each other so I think they will like the interactive part.

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I was definitely interested in the idea of this activity. I like that it has both individual and partner aspects and that students may have the chance to teach their peers.

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As someone who loves Sudoku puzzles, I am definitely intrigued by this activity and am excited to learn more about it.

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My students are always engaged during scavenger hunts. I love the self-checking aspect of it as well as the opportunity for students to get up and move around.

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This activity gives students the opportunity learn something well enough to create their own problems. If students can accurately make their own problems, they are demonstrating true understanding of the topic.

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I like the idea of this but will likely use it as a supplement to notes. It is a colorful way to present notes and organized to make it easier for students to find. I will probably use it throughout the unit so it is easier for me to grade weekly versus at the end of the semester. I may adapt it to double the width of the foldable so I can have my own examples on the left and the student's on the right.

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I like all the card sort activities for the self checking so students can practice while assessing themselves. However, this one goes a step further since it makes students try to analyze which question does not follow the pattern. This also encourages students to check all of their work unlike with matching where the last problems/answers don't need to be solved.

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For some reason I really struggle with inverse function derivatives. I know the concept is cyclical, but it just doesn't click for me. The way it was explained here definitely helped a little bit. I just wish there was an easy way to remember it by.

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I really like the approach of labeling the word problems dealing with related rates. I think staring with the ladder problem with students would really give them a great concrete example of what related rates actually accomplish.