teaching

Almost Perfect

Almost Perfect

The decision to allow students to retake exams and every conversation surrounding it should be based on the best path for learning. Always remember that.

 

Lately, I was grappling with the question: "Is a full exam retake necessary and effective for each student whose score is almost perfect?" The question came up because, invariably, every class has those  students who earn a 94% but still want to retake the exam and shoot for 100%. I will always allow this, but recently I was wondering if a retake is the best way to earn that extra 6%. I asked myself, "What would help this person increase his or her understanding from nearly perfect to perfect?" For such a student, I think retaking the exam is too mechanical, an trivial item on a checklist to achieve perfection. By contrast, I've heard it said you've never truly mastered something until you can teach it.

Sort-O-Mania

Sort-O-Mania

When I was new to teaching, a mentor challenged me to consider an strategy about the career that lay before me. He said that once a year, I should select the most boring or challenging unit of my curriculum and carefully craft it into something more interesting and engaging. He said even if I had to spend all of my creative efforts on revitalizing that one unit, if I could manage to do that once a year, with some time I would have a some pretty exciting curricula!

Whether or not you teach computer science, you can take my word: teaching sorting algorithms is not very exciting.

Testing Retesting

About me and my school

When I started teaching AP Computer Science A in 2015, it was easy to approach a subject that was new to me in a way unlike how I had been teaching mathematics. Initially, I allowed students to retake their exams simply because I knew I lacked the experience to write fair exams on my own first try. I kept the policy because it seemed almost natural, the course itself seemed conducive to a policy that allowed students to resubmit code until it worked. At that time, I could not see how the same policy could carry over to my math classroom and a discipline that is notorious as a harsh exam environment. Finally, in 2017, having grown frustrated with feeling that I was perpetuating a culture that rewarded exam performance over learning, (mind the distinction: it’s one thing to take an exam for the sake of one’s learning, I take issue when students perceive they are learning for the sake of their exams) I decided I could try what I was doing in C.S. 

What High School Geometry Could Be

What High School Geometry Could Be

A project that is successful in that regard must embody at least three principles:

  1. It must require student choice. More is better.
  2. It must resemble a real life application.
  3. It must be an end in itself. To superimpose exam questions on the project content is to dilute the meaning of the project itself and redirect the students' attention back to the very falsehood we meant to avoid in the first place: an exam is the ultimate end and indicator of success.

This year, I've come up with the "Geometric Dwelling" project.