A question, and a piece of feedback:
For what duration, and with what frequency, do your classes meet? As I read what you are doing, I try to figure out how I would squeeze it all in! My classes are 69 minutes long, and meet 2 out of 3 days.
Also, it’s hard to see your hyperlinks with the new format. I don’t know if that’s a coloring choice you could alter if you choose, but currently the bolding barely stands out from the rest of the text.
Hi Paul,
First of all, thank you so much for the feedback. I will definitely check it out tonight and see if I can make it better.
With regards to your questions, we meet 4 out of 5 days, with a rotating schedule… it’s kind of complicated, but we have a total of 234 minutes a week. I tend to make kids come in during my “free” time, so I make myself available for 30 minutes before school, during the entire 50 minute lunch, and 30 minutes after school. In addition, I use my prep periods most days. It is a lot to take on, meeting with 100 kids in 10 minute meetings over 2-3 weeks. And then mopping up the stragglers! But my colleague, Dave, does use class time for it. He has a collaborative teacher though, so he can give an assignment and then talk one-on-one with students while the other teacher keeps the rest on track.
What do you teach? Could you try it out with one class and see how it goes?
Hi Elise-
I teach physics in Massachusetts. This is my first year in a long time teaching honors physics, and next year I will be teaching AP Physics C as well. I did a little conferencing with my Honors Physics students during our first semester, but what you have done takes a lot longer than what I did, and I see the benefit of the longer time frame that you are providing. In many ways, this year I am test-driving an “ungrading” approach, and trying to make enough notes for myself to do it WELL next year, with my Honors Physics.
A question, and a piece of feedback:
For what duration, and with what frequency, do your classes meet? As I read what you are doing, I try to figure out how I would squeeze it all in! My classes are 69 minutes long, and meet 2 out of 3 days.
Also, it’s hard to see your hyperlinks with the new format. I don’t know if that’s a coloring choice you could alter if you choose, but currently the bolding barely stands out from the rest of the text.
Hi Paul,
First of all, thank you so much for the feedback. I will definitely check it out tonight and see if I can make it better.
With regards to your questions, we meet 4 out of 5 days, with a rotating schedule… it’s kind of complicated, but we have a total of 234 minutes a week. I tend to make kids come in during my “free” time, so I make myself available for 30 minutes before school, during the entire 50 minute lunch, and 30 minutes after school. In addition, I use my prep periods most days. It is a lot to take on, meeting with 100 kids in 10 minute meetings over 2-3 weeks. And then mopping up the stragglers! But my colleague, Dave, does use class time for it. He has a collaborative teacher though, so he can give an assignment and then talk one-on-one with students while the other teacher keeps the rest on track.
What do you teach? Could you try it out with one class and see how it goes?
Thanks again for the note!
Elise
Hi Elise-
I teach physics in Massachusetts. This is my first year in a long time teaching honors physics, and next year I will be teaching AP Physics C as well. I did a little conferencing with my Honors Physics students during our first semester, but what you have done takes a lot longer than what I did, and I see the benefit of the longer time frame that you are providing. In many ways, this year I am test-driving an “ungrading” approach, and trying to make enough notes for myself to do it WELL next year, with my Honors Physics.