This is a concurrent enrollment class. This means my students are in high school, but they will get college credit for this class. The difficult part of this is teaching the class at a college level, but keeping in mind that the students are still in high school.

One of the things I do to help get the students ready for the independent learning of college is "board problems". Here is how it works:

1) I go through curriculum. When I reach a point where students should practice, I assign a couple of problems for them to do. I pick problems that I find important and that will help when they are studying for the exams.

2) Students work on the board problems in their notebooks. They need to write the original problem and their work. They do as much as they can on the problems, but it is okay if they cannot completely solve each problem.

3) The following day, I pass around a spreadsheet for the students to mark if they have completed/attempted each problem. They mark the ones they worked on and leave blank the ones they did not do at all. (They should mark even the ones that they tried, but could not finish). This is just a spreadsheet with their names down the side and the problems across the top.

4) If a student wants to present a certain problem, they put a box around it in their row. I do this for the students that are hesitant to present. This way they can determine the problem they are comfortable with.

5) I look through the sheet and pick students to present each problem. If they have it marked, they are eligible to present. This keeps them honest about which problems they have done.

6) Students present by coming to the document camera and talking through the problem. If they are picked, but haven't finished a problem, we work through the rest of it as a class, but they are still presenting what they have done.

7) Students keep the problems they worked on and are encouraged to make corrections to their work as someone else presents. The problems then become a great place to study for quizzes, tests, and the final exam.

8) I highlight the cell after a student has presented to give them credit. I grade each quarter. Their grade is based on the percentage marked as worked on and the number of time they presented.

9) I give a sheet of the board problems to the students at the beginning of the semester, but when I assign specific ones, I write them on the board. Here is the sheet I give the students. In the lesson plans below, you can see more specifically as to when I assign them.

One of the things I do to help get the students ready for the independent learning of college is "board problems". Here is how it works:

1) I go through curriculum. When I reach a point where students should practice, I assign a couple of problems for them to do. I pick problems that I find important and that will help when they are studying for the exams.

2) Students work on the board problems in their notebooks. They need to write the original problem and their work. They do as much as they can on the problems, but it is okay if they cannot completely solve each problem.

3) The following day, I pass around a spreadsheet for the students to mark if they have completed/attempted each problem. They mark the ones they worked on and leave blank the ones they did not do at all. (They should mark even the ones that they tried, but could not finish). This is just a spreadsheet with their names down the side and the problems across the top.

4) If a student wants to present a certain problem, they put a box around it in their row. I do this for the students that are hesitant to present. This way they can determine the problem they are comfortable with.

5) I look through the sheet and pick students to present each problem. If they have it marked, they are eligible to present. This keeps them honest about which problems they have done.

6) Students present by coming to the document camera and talking through the problem. If they are picked, but haven't finished a problem, we work through the rest of it as a class, but they are still presenting what they have done.

7) Students keep the problems they worked on and are encouraged to make corrections to their work as someone else presents. The problems then become a great place to study for quizzes, tests, and the final exam.

8) I highlight the cell after a student has presented to give them credit. I grade each quarter. Their grade is based on the percentage marked as worked on and the number of time they presented.

9) I give a sheet of the board problems to the students at the beginning of the semester, but when I assign specific ones, I write them on the board. Here is the sheet I give the students. In the lesson plans below, you can see more specifically as to when I assign them.

My lesson plans are more of an outline for me to follow. They include the topics I will follow and the Thinking Classroom prompts. You can see my plans here.