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| Photo Credit to The Krazy Coupon Lady |
Years. And my husband teased me every single time he observed my habit. Once he asked me why I insisted on opening the eggs. To which I honestly replied, "My mother always checked her eggs!" I had no other reason. I had never observed a cracked egg in my mother's shopping years. Or mine...until today. And you can be certain I'm not going to stop inspecting egg cartons now!
Do I teach this way? Do I prepare beyond the observable characteristics or needs of my students? Do I teach concepts even when my students don't ask the "why" behind each math lesson? Or do I put all of my instructional eggs in one basket? Do I teach process really well and trust that honed skills will see my students through to the next level?
And may I be so bold as to ask one more critical question? Do I focus on concept teaching for my advanced students while dwelling in the land of process teaching for my regular students? Just because my advanced students respond better/faster/nicer doesn't mean my regular students need it any less.
Join me for Genius Hour as we reflect and collaborate via a habits of mind analysis tool so we don't wait for a cracked egg to prompt us into action!
Lisa,
ReplyDeletePercent error....Yikes. We are in a 7th grade PLC meeting and we are debating how to teach percent error. We need some conceptual help. Jeremy is showing us how you taught it last year, but we haven't done equations. Can you provide us some guidance? I will send you the test.
Certainly. No equations, huh? Percents with ratios only? And therefore percent error with ratios only? What about finding missing quantity in two equivalent ratios? I will look at the test to verify background knowledge and work from there. Printing deadline?
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