This week, my students spent the majority of the week taking their practice Keystone test, so I spent a lot of time organizing my space and the students' grades. I conferenced with each student about their grade and any missing assignments. With some students, this conference turned out well and they turned in their missing assignments that day. With others, I got apathetic responses. I learned that for many of these students, I need to constantly remind them of missing work. On Friday, my students began a new unit with a pre-quiz. This precise took longer than I was expecting. Although it was half the size of the students' final quiz for this unit, it still took half the class for the students to finish and review it. In the future, I am considering doing a different kind of formative assessment spread out over the unit using warm-ups. However, this will depend on the results of the pre-quiz. If my students got what I hoped they would get out of this pre-quiz, I may use it again regardless of the time it takes.
This week in my Anatomy & Physiology class, the students completed lab stations based on the special senses. Many of them do well with this hands-on learning. They enjoy being able to work at their own pace and move around the room. I would like to implement some similar activities in my conceptual biology classes, though, behavior-wise, I'm not sure how they'll handle stations like this. I would also like to see if the Anatomy students would do well with completing stations at the beginning of a unit instead of the end, as an inquiry-based lesson. I think that, especially since they are all seniors and engaged in the content of this class, they might benefit from working together to figure some of the stations out.
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