i failed… three times
Today I tried something different when teaching angle relationships with a transversal. I did this crazy problem:
Here’s the link to TPT
Instead of teaching students Alternate Interior, Corresponding, etc FIRST, I just gave them this problem at whiteboards and basically said “figure it out”.
It failed three class periods in a row:
Failure 1: After I split students into their 3 groups, I gave them the paper and told them to DRAW the entire thing on whiteboards. I frantically handed out one extra pen, and then another extra one, so each group could have different colors to help with drawing and solving. We ran out of time before the students could really even start solving for the angles
Failure 2: I printed out large copies of just the angles for the next class, and had them tape it to the whiteboards and solve for all the angles. Then, after what I thought was enough time, I pulled them all together and started to go over the actual angle relationships, trying to pull together what they just did, and then promptly ran out of time before I could consolidate properly.
Failure 3: I decided to NOT go over anything at the end, and instead gave the groups all the time the world to solve for all the angles. I rushed consolidation at the end in like 30 seconds, and I have no idea if the kids even learned a damn thing.
So 3 tries at a new way to introduce Alternate Interior, Corresponding, etc. All 3 did not go how I wanted.
Or… was it three successes in a row?
When I introduced the assignment, I prepared the classes, telling all of them the thing I would be looking during the activity was “how are you persevering and showing resiliency.” I said, “this is going to be a steep hike. But the view will be worth it.”
Was I right? I don’t know. Most of the kids were sick of the exploration by the end. Was the peak worth it? I doubt any of them would compare it to watching a sun set over a mountain top. Did I teach the kids anything today? They would probably say no.
But here’s what I saw that DID work:
The playing field was leveled, completely. No one knew how to do it.
Students used a variety of strategies to draw the lines, display their work, solve for the unknown angles.
Groups were all huddled around the paper so close together, while standing up. They were engaged and hooked.
The students were okay not finishing it, not getting it all right, and getting it wrong.
And here’s the most important part, I think:
Will the students perhaps be more interested in learning HOW to do it?
Absolutely.
Imagine after I teach them the tricks, patterns, and shortcuts, and then I give this back and they can do ALL of it? Imagine the feeling.
Who said the peak was going to come right away?