The results were eye-opening at the extremes: some students coming from the applied level, who I expected might struggle with the more advanced theoretical content, ended up with some of the top marks (> 85%) in the class. They thrived in a system of moving at their own pace and choosing how they wanted to learn. I can't remember the last time I had students work so earnestly to achieve an amazing level and depth of understanding.
On the flip side of the coin, some students coming from the academic level, for whom the level of math should not have posed a problem (a lot of the content was identical to what they learned last year), were unable to manage their time or workload throughout the semester, and accomplished very little understanding (resulting in an overall mark < 20%). I also can't remember the last time I had students do so little in a course.
The majority of the students in the class struggled somewhat with learning independently, but with a bit of a push at the end (exam exemptions based on an overall grade helped motivate them), they finished up with decent understanding of the course material.
|Students taking notes from a video|
So where does that leave me for this new semester? I'm currently in week 2 of BYOD learning with my grade 10 applied-level math class. As I'm planning my units and the learning goals within, there are a couple of things I find myself coming back to upon reflection of the first semester:
1. The amount of success with BYOD does not depend on academic level.
- It doesn't matter how much the student knows coming into the course, it's how well he or she can manage one's time and workload to accomplish the tasks set in front of them. This semester I aim to identify students who struggle with this earlier, and to work more closely with them and their parents to explore management strategies. Some students got overwhelmed toward the end of the course in semester 1 and gave up. I don't want that to happen again.
2. Constant reinforcement of curation skills will help everyone.
- Last semester I allowed students to do as they pleased when it comes to note-taking and organization. About half the students took some kind of note on various lessons, but the majority just wrote down an example or two and moved on. That made it really hard for them to review later on and study. This semester, I started with the introduction of the Cornell note-taking system, and led the students through an example. I aim to remind students of this system often, and have in place an expectation of good, clear notes from which they can learn
3. Skill practice must be enforced for long-term success.
- Last semester many students would learn the material, regurgitate it for the exit slip, and then promptly forget it. In addition to having the students curate what they learn, I am also aiming to enforce the practice aspect of learning. Before the students can receive an exit slip, they have to show me - or my peer teacher, who I am very lucky to have with me in this class - that they have practiced the skill with success. I'm hoping this leads to more success on summative tasks like tests or unit projects.