It’s probably not much of a shock that I don’t often use worksheets. I intentionally don’t provide much of this kind of guided practice or this kind of homework. Not because I’m a rigor-hungry difficulty monster that just wants his classes to seem “hard.”
I believe that all students will rise to the challenges that are presented to them as long as no easier option is allowed. I want them to engage the material, but, at a deeper level, I want them to engage in the meta-cognitive activity of putting that knowledge together. I guess that sounds negligent, but I assure it’s not. It’s that small, but healthy, amount of oh-crap-cornally-isn’t-going-to-pave-the-way-to-mastery-with-rainbows thought process that I’m after.
That said, a student asked me for a trigonometry worksheet today. I kindly obliged. Do you see the difference? He asked because he recognized his need for practice.
Hello! I teach physics, calculus, object-oriented programming, and gastronomy at a rural Iowa high school.
I write for Edutopia, which is as close to George Lucas as the restraining order will let me get.
I love curing bacon, the Oxford comma, and getting students into the narrative arc of a lesson. I hate traditional grading, non-sparkling water, and being boring. [Warning, my proof reader is paid a teacher's salary]
I feel a little silly putting this here, but I've been asked about reproducing this blog's material more than once, so here's the copyright info: United States fair usage applies. An email would be nice for anything using more than a few paragraphs.