Scatter Plots and Fits — 14.1-14.2

HomeworkToday’s assignment comes from the green book. We’ve come full circle, as we started with an inquiry lab delving in to scatter plots and association. Today we’ve made it back there, examining linear fits and making predictions based on scatter plots.

Try all the problems assigned. If you don’t know how to do it, try writing down what you know. You’ll be surprised how often that’s all you need to do in order to find the steps to keep going.


Weather Project Data Analysis

ProjectsThe data analysis for the weather project will be due on Friday, April 3, 2015. Since the handout said April 4, I will accept submissions by e-mail in PDF format only up to 5 pm on April 4th. Any submissions after that time will be considered late.

Don’t forget that you must show me your fourteen day data check today, and I must see all of your data including all actual data paired with forecasts by next Wednesday, April 1st. If you have everything on Friday, you’re ahead of the game and should breathe a sigh of relief!

Please review the attached rubric and instructions for completing your data analysis. Don’t wait until the last minute to ask me if you have questions. There’s no better time than the present!

Data Analysis Guide and Rubric

21st Century Classrooms—Transparent Assessment

Teaching PhilosophyEdutopia shared an article listing 10 Signs of a 21st Century Classroom. I’d like to discuss how I’m striving to incorporate these ideas in my classroom over the next 10 weeks. Like the article author, I’ll be addressing these ideas in no particular order, but in a different order than they’re listed in the article.

Transparent assessment is something that I would have dearly loved when I was a middle school student. I always felt like I was reaching for an invisible goal. I often felt that my teachers were constantly moving the bar and was rarely sure what I needed to do to succeed on an assignment.

I strive to clearly communicate my expectations to students on those assignments where right/wrong may be less than totally clear. On homework, I expect students to show an attempt at a problem—often this means simply writing down what is given. I can’t count the number of times I’ve pointed this out to a student and no sooner did pencil touch paper than a solution magically appeared. On projects, I’ll always specify clear due dates. I’ll provide a rubric for any product the students will turn in so that they know what to expect for grading.

Beyond the assignment of grades, constant formative assessment will help my students know what to expect come test time. Much of the time spent in my classroom focuses on solving problems, building solution strategies, and exploring application. Students work to find answers alone or in groups, but each student knows that it’s only a matter of time before it’s his/her turn to explain the reasoning for an answer. Students will see “test questions” many times before they encounter them on a test, so the type and scope should not come as a surprise on test day.

I’ll continue my unravelling of my 21st century classroom next time.