March, 2010

How I Teach Calculus: A Comedy (Area)
This post is a part a larger series documenting the changes I am making to my calculus course. My goals are to implement standardsbased grading and to introduce genuine applications of the concepts being taught. I’m not suffering any delusions that any of this is all that groundbreaking, I just want to log the comedy […]

How I Teach Calculus: A Comedy (Logistics)
This post is a part a larger series documenting the changes I am making to my calculus course. My goals are to implement standardsbased grading and to introduce genuine applications of the concepts being taught. I’m not suffering any delusions that any of this is all that groundbreaking, I just want to log the comedy […]

How I Teach Calculus: A Comedy (Concavity)
This post is a part a larger series documenting the changes I am making to my calculus course. My goals are to implement standardsbased grading and to introduce genuine applications of the concepts being taught. I’m not suffering any delusions that any of this is all that groundbreaking, I just want to log the comedy […]

How I Teach Calculus: A Comedy (Optimization)
This post is a part a larger series documenting the changes I am making to my calculus course. My goals are to implement standardsbased grading and to introduce genuine applications of the concepts being taught. I’m not suffering any delusions that any of this is all that groundbreaking, I just want to log the comedy […]

How I Teach Calculus: A Comedy (Related Rates)
This post is a part a larger series documenting the changes I am making to my calculus course. My goals are to implement standardsbased grading and to introduce genuine applications of the concepts being taught. I’m not suffering any delusions that any of this is all that groundbreaking, I just want to log the comedy […]

What Do Grades Imply?
My argument is this: punishing only produces changes in behavior when the punished is in the presence of the punisher I am a part of a guerrilla professional development study group (thanks for the term, Kate) that has brought together a considerable portion of my building’s staff to discuss formative assessment and standardsbased grading. It’s […]

How I Teach Calculus: A Comedy (Implicit Differentiation)
This post is a part a larger series documenting the changes I am making to my calculus course. My goals are to implement standardsbased grading and to introduce genuine applications of the concepts being taught. I’m not suffering any delusions that any of this is all that groundbreaking, I just want to log the comedy […]

Sorting M&M’s
Kids get taught so much about parabolas you’ve got to wonder if the parabola blushes for the lack of privacy. If you’ve been reading my blog for a while (since February 2010!) you probably already know that at the end of my first year I had one of those moments. The kind of moment that […]

The Power of Story Time
Guess the fourletter word! The standard student response to story problems, and for a physics teacher this has a particular woodenstaketotheheart effect. I am back from the cold mistress that is Florida’s gulf coast (highs in the 60′s, Tampa? c’mon!) and ready to get back to school. Before I get back into the swing of things — […]

Circle = Triangle?
Put another notch in the Cornallyisshowingussomethingwe’veprobablyalreadyseen belt, but I found this buried in a vague reference in my textbook. Thought it was pretty awesome. Sorry if you’ve already seen it. Here are the questions: What will students think of that? What could you do with this in class? Should students derive this somehow? Would taking […]