Daily Archives: June 5, 2012
I really enjoyed doing final projects with the kids this year (which may be patently obvious considering that this is my 6th post on the topic). It’s such a fun way to end the year, seeing them get excited about doing something interesting with Calculus and coming up with ideas about math that I never would have even dreamed of.
But projects can also be very frustrating, and hard to implement. Here are the things I struggled with this year. I’d love any feedback or tips.
- Since these projects were very open-ended, some students felt a bit lost, and I struggled a lot with how much guidance to give and similarly, how much to let them struggle. I just find it so hard when we have such a short amount of time to see them getting thrown off in a crazy direction, especially if it’s going to lead them to a lot of useless work. I tried so hard to “be less helpful” but I just couldn’t resist sometimes! Part of me feels like I am stealing a bit of a learning opportunity from them and part of me feels like I am just advising them to help guide their crazy teenage thought process. Also, some students just started working on their projects without really knowing why they were doing what they were doing (they just wanted to do “something about optimization”). I wanted to help them do something for their idea without turning it into my idea, but I’m not sure how well I did at that.
THOUGHTS: I think that I am going to try to have them submit proposals next year where they present some sort of thesis, or a guiding question they are going to answer in their project. This might get them to plan out their project a bit better before starting, give me a chance to give good feedback and also give them an overall question which will really guide their whole project.
- One thing that I was continually frustrated throughout the week in class that I gave them to work on the projects was that students did not work very efficiently, leaving much of it for the end. Part of it was that they just had so much time in class, but part of it was that I have no idea how to help them structure their own project to use class time well. I had tons of students show up without materials to work on their projects, and even some who would sit there and do nothing telling me that they were just going to finish at home.
THOUGHTS: I wanted to do a midpoint deadline of some sort, but because all the projects were so different, it seemed really weird to me to organize something like that. I might try having them make a schedule in the beginning of the project, but I’m not sure how to help them stick to that, or if that is even worth all the work that it would be.
- Similar to supporting them in organizing their time, I struggled helping them work well together with each other. I think group work like this is crucial in high school to learn how to structure time with someone else and communicate about a project, but the students were terrible at this. They would do things like not show up to class without telling their partner, even though they had all the materials. I even had to mediate an email war between two girls who were flipping out at each other about who was doing less for the project.
THOUGHTS: Maybe this isn’t something that I need to do something for, and maybe this is something they just have to learn by doing the project, but perhaps I could find ways to help them structure their roles in the project beforehand, or maybe just do more long-term projects like this over the course of the year.
- Last, I really want them to show off their work to each other, but I’m not sure how to make class presentations anything but the boring yawn fest that they tend to be. Students did some really cool things, but were really bad at explaining those things in a way that the class could understand. Also, it’s really hard to listen to two full class days of presentations, even for me, and it’s really hard for students to get anything out of the presentation when they are not really expected to engage in a meaningful way (not one of the presentations was interactive in any way).
THOUGHTS: I’m looking for some sort of other structure to make it more interesting. Maybe some sort of gallery walk type structure? And I also want some formal way to get those listening involved so that they really pay attention and learn – some sort of commenting system, or interactive component. It’s very hazy in my head, but this is something I am going to try to flesh out over the summer.
Any ideas would be greatly appreciated!
(Also, below is my rubric for grading these projects)