Friday, Jan. 4: Quiz and Chapter 13 section 1 of packet

Friday, Jan. 4: Quiz and Chapter 13 section 1 of packet

Today we quizzed on chapter 13 section 1: my second period using the packet and Mr. Geisler’s 3rd and 6th using their notes. Mr. Geisler instructed me to not allow my students use the packet I had made during the quiz as his students do with their notes. This miscommunication did not sit well with the second period class, who have been used to relying on their notes. They were under the impression that the packet would be all that they would need.  Sadly, I was under that impression too. Many of my 2nd period students had not taken notes hoping that the packet would be fair game for the quiz, but unfortunately, this was not so.

To combat this, I decided to conduct a quick review of chapter 13 section 1 so that the students who pay attention and are concerned for their grades would be able to at least pass without their notes. The students loved this, of course, other people not so much.

After the quiz, I went over chapter 13 section 1. It went really well. The directed questions allowed for participation from people who don’t typically participate and I feel like the students were able to take an inventory of the pertinent information. I assigned chapter 13 section 2 for Monday.
The real problem is that we are still going to be using the quizzes designed
by Holt and Winston. I dislike the format of these quizzes: multiple choice and true/false with very little subjective content. So for the time being, I’ll have to adapt my lessons to include the exact material included in these quizzes rather than the information that I’ve picked out and put in the packet. Problems like this are interesting and unexpected, mainly because of lack of clear communication between myself and others. I’m sure things will continue to flush out as they happen.

In Nav today I observed Mr. Deemer teaching a fun lesson using dice to simulate the risky nature of some investments. Safe investments such as savings accounts were rolled much more often than risky investments like commodities. The students chose which investments to put $400 of play money into beforehand. Good times. I can’t wait to teach this class.

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