This is the sixth and final installment of a mini-series on rubric design and use. Be sure to check out the other posts as well as the initial post. Your grades are qualitative data, not quantitative data. Whether you’re using a rubric on a complex task, or assigning a number out of 100 from a … Continue reading Part 6: Scoring with Humility
New Post: Using skills practice to foster permanent learning
Sometimes we overthink it. We (*ahem*) create big curriculum maps full of dynamic problem based lessons created by the most intrepid teachers on the internets. As useful and helpful as these are, the most reliable-to-hit-the-content, easiest-to-plan problems come from stuff that already exists. Textbooks and online problem sets are the most robust source of quality … Continue reading How a problem becomes a lesson
Yes, you can do wall-to-wall PrBL. Yes, you can align your PrBL curriculum to Common Core standards. Yes, you can do it all with the help and goodwill of the math twitterblogosphere. Note that these are just the tasks. They are not the facilitation notes, the scaffolding, the assessment. Just the tasks and problems provided … Continue reading Here are your Algebra 1 and Geometry Problem Based Learning curriculum maps.