tag:blogger.com,1999:blog-5779271385256625533.post1807258076019942073..comments2018-07-22T15:30:41.918-07:00Comments on cheesemonkey wonders: Things That Work #1: Regular Vocab Quizzes in Geometrycheesemonkeysfhttp://www.blogger.com/profile/09311170815422010013noreply@blogger.comBlogger11125tag:blogger.com,1999:blog-5779271385256625533.post-84820994625742144812018-04-23T13:23:04.503-07:002018-04-23T13:23:04.503-07:00@Grace and Yaritza— What I have found is that when...@Grace and Yaritza— What I have found is that when my students know the *names* of things, it is far easier for them to have conversations about them. And when they can have mathematical conversations, they feel much less inhibited about asking questions. Other teachers have also noticed that my students actually use the vocabulary and are much more communicative when they don't understand something.<br /><br />In addition, all of my students know how to learn vocabulary words, so learning the vocabulary gives them an access point or "on ramp" that they can easily take advantage of. <br /><br />Finally, I think it definitely goes to the "why" that Yaritza brings up because knowing what things are called — especially in geometry, where there is so much technical vocabulary — makes it possible to communicate about the why.<br /><br />Hope this is helpful. Thanks for the food for thought!<br /><br />- Elizabeth (@cheesemonkeysf)cheesemonkeysfhttps://www.blogger.com/profile/09311170815422010013noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-11801499486387181222018-04-23T13:18:40.080-07:002018-04-23T13:18:40.080-07:00I believe that a good Idea would be to implements ...I believe that a good Idea would be to implements vocab. quizzes with the end of the chapter test. That way you can test them on terms that will help them out with problems given on the test. Knowing the terms not only means giving a one definition, somethings to explain a term or concept we need visuals, like a graphs. Therefor I think vocab quizzes for math are more than regular English vocab quizzes. Yaritza Cruzhttps://www.blogger.com/profile/02445799398625303989noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-82937959138148806872018-04-23T13:13:45.447-07:002018-04-23T13:13:45.447-07:00During my last semester I had a multivariable calc...During my last semester I had a multivariable calculus GSI (graduate student instructor) who would always tell us "if you know the why the how will become much simpler." A lot of students tend to just memorize problems which lets them solve the how, but don't really understand the idea conceptually, do you think that math vocabulary allows the student to better understand the why? Yaritza Cruzhttps://www.blogger.com/profile/02445799398625303989noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-64493938131866539292018-04-23T01:12:29.469-07:002018-04-23T01:12:29.469-07:00after the quizzes, do you see students communicati...after the quizzes, do you see students communicating more in geometric terms when discussing math? Prior to this I have not considered vocabulary to be an important field in teaching geometry. How would know the terms of certain angles/ properties help them learn geometry? Grace Lihttps://www.blogger.com/profile/00783735482517201121noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-73944869644796473962018-01-10T04:40:59.871-08:002018-01-10T04:40:59.871-08:00I just found this post and love the idea. I'm ...I just found this post and love the idea. I'm realizing this will could my students immensely (I teach 6th grade science) and might be the missing piece of the vocab puzzle I've been looking for. What do you give your kids initially? A list with definitions? Or just the words? Unknownhttps://www.blogger.com/profile/12194532020709090425noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-71320184078126274952017-07-07T12:43:12.968-07:002017-07-07T12:43:12.968-07:00When everybody is done, we trade papers & I pr...When everybody is done, we trade papers & I project the answer key so kids can mark each other's answers. I usually scan in a copy of the quiz with my answers in a colored felt tipped pen (for clarity) or I use the document camera.cheesemonkeysfhttps://www.blogger.com/profile/09311170815422010013noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-42903036951583197392017-07-07T11:53:25.314-07:002017-07-07T11:53:25.314-07:00What do you project- the quiz questions? What do you project- the quiz questions? JFairbankshttps://www.blogger.com/profile/09111997601925361204noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-23556747662607267012017-07-07T11:12:06.458-07:002017-07-07T11:12:06.458-07:00Aha. This makes complete sense to me, especially g...Aha. This makes complete sense to me, especially given your context and the age of your younger students. I'd love to read more about "practice decks" (hint hint). ;)cheesemonkeysfhttps://www.blogger.com/profile/09311170815422010013noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-83369616302234001592017-07-07T10:54:41.457-07:002017-07-07T10:54:41.457-07:00Truth be told, I was really thinking of these deck...Truth be told, I was really thinking of these decks of flashcards I have my younger (3rd/4th Grade) students practice with. More than the quiz, I was imagining asking them to make cards for a lot of the basic facts. I probably don't have time (45 min/period, 4 periods/week) to add *another* quiz to our weekly routine, but I've found "practice decks" a smooth part of the practice routine in my younger grades. That's more what I was thinking of, I think.Michael Pershanhttps://www.blogger.com/profile/17046644130957574890noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-22617683024979785822017-07-07T09:59:42.680-07:002017-07-07T09:59:42.680-07:00Michael, Don't do it. I know it is tempting, b...Michael, Don't do it. I know it is tempting, but you will lose the value of this if you don't keep it ruthlessly simple and focused. Keeping these to JUST vocabulary is the secret to making them work. You want this to be the most-routine-possible event. You don't want anything on the trade-and-grade sheet that needs to be explained. I just project it onto the document camera and that's it.<br /><br />Just my two cents based on having occasionally screwed it up in practice. The only person it becomes a PITA for was me.<br /><br />- Elizabethcheesemonkeysfhttps://www.blogger.com/profile/09311170815422010013noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-3637595145651299722017-07-07T09:45:07.709-07:002017-07-07T09:45:07.709-07:00I've been thinking about something like this f...I've been thinking about something like this for my geometry class too, but then I started thinking if I'd want to expand the quizzes to include more than just vocabulary. What about a (small) number of theorems? What about some (basic) congruence/similarity diagrams?<br /><br />In college, there was an intro-level math course that asked students to commit about 30 proofs to memory. I didn't take this class (I was too scared about math) but I've always wish that I had. <br /><br />And I'm pretty sick of kids asking me what "isosceles" means in May.Michael Pershanhttps://www.blogger.com/profile/17046644130957574890noreply@blogger.com