## Scaling up SBG for the New Year

In my new school, the mean size of my classes has doubled. The maximum size is now 22 students, a fact about which I am

## Context and Learning Names

I wrote yesterday about my decision to try learning names of my students on the first day. As of the middle of week two, I've

## Generality vs. Specificity

We want our students to have problem solving methods that are general enough to work in any situation. If we assign a series of exercises

## Hacking the 100-point Scale - Part 4: Playing with Neural Networks

First, a review of where we've been in the series: The 100 point scale suffers from issues related to its historical use and difficulties of

## Rubrics and Numerical Grades - Hacking the 100-Point Scale, Part 3

As part of thinking through my 100-point scale redesign, I'd like you to share some of your thoughts on a rubric scenario. Rubrics are great

## Hacking the 100-Point Scale - Part 2

My previous post focused on the main weakness of the 100-point scale which is the imprecision with which it is defined. Is it percentage of

## Hacking The 100-Point Scale - Part 1

One highlight of teaching at an international school is the intersection of many different philosophies in one place. As you might expect, the most striking

## Building Functions - Thinking Ahead to Calculus

My ninth graders are working on building functions and modeling in the final unit of the year. There is plenty of good material out there

## Problems vs. Exercises

My high school mathematics teacher, Mr. Davis, classified all learning tasks in our classroom into two categories: problems and exercises. The distinction between the two

## Taking Time Learning Math: A Student's Perspective

Yesterday was our school's student led conference day. I've written previously on how proud these days make me as an educator. Whens students do genuine