Differentiation v Integration self assessment.
Substituted in a calc 3 class today, and the teacher gave us review to do. I asked the students to rate their comfort with differentiation and integration as the percentage of those problems they could compute.
Warned them that integration was a lot trickier than they seemed to think!
The second graph is their differentiation comfort - their integration comfort. (Green is negative.)
As a warm up, I asked them to explain integration or differentiation to a non-mathy relative. Turns out that was difficult!
I stumbled upon this video a long time ago and it honestly made me feel a lot better.
"If you’ve never failed, you’ve never lived."
I could not fit everyone mentioned in the video in this post so be sure to give the video a look.
First Week of School Lesson: Fixed Mindset vs. Growth Mindset in Math
It’s been a good first week of school so far! This year, I am teaching 5 periods of 7th grade math to general and RSP students.
Over the first four days, we did a few getting to know you activities (Sharing with Skittles and pop quizzes about the teachers/students), went over procedures, gotten textbooks, and set up our Classcraft classes.
Today, we talked about mindsets. After doing the first part of the Stanford Online class for students on how to learn math, I wanted to incorporate some of the ideas about mindsets and the brain in regards to learning. While mine is geared toward math, I think you can apply the ideas about mindsets to any subject—or to education and life, for that matter.
The above photo is from this blog post on janandalicia.com. (I didn’t use it in my lesson because I just found it, but I will next time!)
The lesson involved a pre- and post-test of filling out a multiplication chart. Nearly all of the kids said they did better the second time around, and it was nice to see them smile and look pleased with themselves over their improvement.
I had one kid in my last period who started class saying that he wasn’t good in math, and he didn’t try very hard the first time we did the multiplication chart because it was too hard. Then we had the lesson about mindsets and the brain. When he did the multiplication chart again, he finished with time to spare. He looked proud of himself. I know I was, and I told him so. =)
I wanted to start the year with some positive math experiences to set the tone for the rest of the year. I hope that today’s lesson helped them shatter the myth that they’re bad at math and can’t do anything about it.
I describe today’s lesson after the break, if you would like more details.
#YesAllWomen tweets reveal persistent sexism in science By Fiona MacDonald via ScienceAlert. | Image Credit: First three images via ScienceAlert via Twitter, fourth image via Twitter.
And if you’re a woman, you’ll be nodding along to nine out of 10 of them.
The hashtag started after it was revealed that 22-year-old Elliot Rodger, lead suspect in the Isla Vista shooting, had shared extremely disturbing and misogynistic views in a video posted shortly before the attack.
Instead of flooding the internet with Rodger-specific fury, Twitter took the discussion to the next level and remind the world that sexism is still very much present across society, and #YesAllWomen experience it.
Among those tweets were many honest and confronting admissions of sexism from female scientists, students and communicators.
This isn’t the first time the issue of misogyny in science has been brought up, but it’s always sad and shocking to see certain opinions persist when females have come such a long way in the field.
As ScienceAlert is staffed almost entirely by women, we though we’d add a few of our own:
Because only 44 out of 835 Nobel Prize laureates are women.
Because senior scientists would still rather hire males, and pay them more.
Because people are still shocked when we tell them ScienceAlert is run by women.
Because that last tweet I screenshotted, via Hannah Hart, really hits home for myself and so many women I’ve talked to over the last few days [much less ever] when it comes to pointing out sexism in general, especially within the STEM world.