## Thursday, October 20, 2016

### Videotaping my Lesson

October 20, 2016

This month our school's instructional coach helped me to video tape my AP Calculus BC class.  After watching the video and debriefing with the coach I've come away with some observations and focus areas for improvement.  Here are the notes from the class

Agenda:

Wednesday, 10/5/16 BC Calculus 29 students.

Time:
00:00-2:00 (2) Review Agenda
02:32-8:03 (6) Look at #27 on worksheet
08:10-9:20 (1) Pass out paper copies of notes
09:20-14:51 (5) Summarizer multiple representations of derivative
14:51-20:30 (6) Review warm up.
20:50-36:00 (15) Lesson on Differentiability and Continuity.
36:00-40:37 (5) Note card problem
40:41-42:44 (2) Collect Note card

42:46-47:00 (4) Review Note card problem

How Do I Make Students Think?
• My lesson had a summarizer activity that had students stating four ways to represent the derivative--verbally, analytically, numerically and graphically.
• The class ended with us reviewing note cards that all students completed about a problem related to differentiability and continuity that was at the core of the objective of the lesson.
What types of questions or statements were the students asking? Lower order one word answers?

• "You apply the chain rule…”
• “You know that since they are inverse functions their x and y values are reversed. The inputs and outputs are reserved.”
• “the limit as x approaches zero…”
• “Wait, what’s the difference between a corner and a cusp?”
• “I assumed f(x) was continuous.”  An a ha moment for one student.
• “What types of functions would we see this with? I know absolute value, piecewise, what else?"  [talking about cusps/corners..]

Major Focus Moving Forward:

• Encourage students to ask deeper conceptual questions about the material during class time. For example, "what would happen if?"  "What's the difference between...?" "Why is that...?
• I am going to start giving kids note cards to write lingering questions that they have about the material to spur discussion.
• I want to ensure the students are listening to each other when they speak and are not lost in their devices.
• Continue to monitor pacing and get student feedback.

Thank you to Kristen Tracy for helping me.  I look forward to taping a more student-centered activity next time. Maybe December.

PMM