School: High School
Teacher: Dr. C
2/20/2003 Period 2 0852-1000
Demographics: This was a pre-calculus class consisting of 17 students, ten male and seven female. They were a broad seeming mix of race, style, and social class. The class was mostly white, and a striking mix of apparent social groupings. The students were mostly seniors with a few juniors. The class was obviously at an accelerated level, and after discussing this further with Dr. C I found out that most of these students were in low level math classes as recently as a year ago. This was his low-level high-level class as he liked to call it and was a fun mix because of their talent mixed with a serving of excitement for the material and awe at their comprehension of it.
Dr. C's classroom was starkly empty and a picture of functionality. Nothing hung on the walls except dry erase boards and a small bulletin board posting test scores openly. Even his desk was empty and he kept only one small file cabinet of tests at hand. As soon as students entered I knew this class would move at a frenzied pace. The students were instructed immediately to open their books to the lesson and Dr. C called students to read various paragraphs of the text. I was excited for this class as I always enjoyed mathematics, but I hadn't had a math class in years and have done little other than figuring out a tip at a restaurant without using a computer.
This class was working on logarithmic theory, and with amazing proficiency. Each session tackled a new equation to solve or a new way to solve it, and this session was no different. Last night's assignment was to read the section and attempt to work out a series of equations at the end of the reading. Dr. C quickly read out the answers to the problems, and any questions were explained by a volunteer who had worked out the problem correctly. Mathematic classes do not readily translate, at least to me, to our readings of literary concepts, and do not seem to have many non-traditional strategies for learning, especially for literacy. But this active reading session seemed to make the text more tangible, and the peer support could be considered reflective conversation with one peer helping another change his thought process. Dr. C walked students through problems, never calculating anything himself, but allowing the rest of the class to shout out figures or simplifications of equations, and all the students took part. (Billmeyer, pg52)
Once the new concept was introduced (Log BASE N=Exponent) Dr. C called half the students to the board. He gave them sample equations to work out on the board for him to see while the students seated worked in their notebooks. The students could help each other, ask questions, or step back and watch before attempting the problem. I was barely able to complete one out of four equations, but most of the student solved all of them correctly with their calculators sitting safely back at their desks. After about twenty or so problems the students at the board had the option to sit (at least three didn't) while the remaining students took the board for more sample equations. This activity to me was a mathematical form of reflective writing or writing to learn. The work wasn't graded but only for practice, and it helped get a lot of problems out in the open for students to discuss with each other and Dr. C. (Billmeyer, pg48)
Dr. C's class was more than just a lesson. It was clear that there were distinctive objectives to be met and only hard work, concentration, and a little teamwork was going to allow the entire class to reach it. There was a "no one gets left behind" feel to the class and even the two males who were having a little too much fun were singled out to make sure they were up to speed. Dr. C's knowledge of the material seems to be only matched by his desire to share it.
Dr. C provided me with a sample test from the class I observed, and a handout depicting Degree-Radian-Revolution conversions that the students had just started on. He also included his homework assignment list so I could get a feel for the amount of reading and practice he assigns daily.
References:
Billmeyer, R. & Barton, M.L. (1998). Teaching reading in the content area: If not me then who? Aurora, Colorado, McREL.
Vacca, R.T. & Vacca J.L. (2002). Content area reading: Literacy and learning across the curriculum. Boston, Allyn and Bacon.
Sample Handout
Sample Student Test
Student Homework List