Weighted Averages

Today was the third day of class, and both my Algebra and Geometry classes finally got around to the dreaded syllabus.  My syllabus is in brochure format this year which seems to make it a little easier to digest for both parents and students.

I absolutely hate just talking at my students. So, it shouldn't surprise anyone that I prefer to not spend the whole class period reading the syllabus to them.  Instead, I created a lesson this year that discusses the two most important pieces of information in my syllabus. My students needed to be introduced to what kind of assignments were going to be expected of them, and how I assign grades to those assignments.

I choose to weight my grades, and this is often the first time my students have been in a class where they are given a weighted grade. This often leads to choruses of "Why is my grade this?". Now, I love a good song and dance routine but repeating the same number where I explain to a student how I figure out their grade was getting old.  The activity today was designed to help them ALL understand how they are being graded.  The lesson gets bonus points for being their very first collaborative activity where they have to think critically and communicate their mathematical thinking! LOVE that part!

I started by discussing the categories that I use and the weighting system for each.  Then, I gave each group one of four imaginary students and their fabulous (and not so fabulous) fictional grades.  The goal?  Every group was to calculate their student's current grade in my class. Easy right?  Ok, so I'm sure you detected my sarcasm. 

The task of computing these grades has multiple steps and is incredibly complex for incoming freshman who often aren't exactly the most eager learners when it comes to math. I knew they were going to need some serious scaffolding for this activity.  I never want my students' first experience with mathematical thinking in my classroom to be unsuccessful.  I need as many positive moments as I can muster to win their trust. So, I created three tables on one student handout to help walk the students through the process.  The tables absolutely did not tell them exactly how to do each step.  That would defeat the purpose. Instead, I gave each column a heading and let them talk about how they would get the numbers that would go in each column and row. 

I learned a LOT.  I learned which students would jump right in and were eager to figure out the answer.  I saw which students sat back and let others take the lead.  I observed those who struggled to take information and organize it in a table. I even heard several downright tell me that they were just incapable of understanding. Fortunately, I also saw a lot of "Aha!" moments. I witnessed students begin to talk with those around them about what they thought the best method would be. I saw students begin to work with a calculator in ways they had never been allowed to in their previous math classes. Most of all, I felt like every class gained something positive from the lesson.

Did every student know how to calculate their grade at the end of the day?  Well, no. But every student experienced what it was like to work together to communicate and to solve a problem.  THAT is something I can build on. I'm pouring the foundation and smoothing over the cracks.  We will get there.  Today was the first step.