I have a Regents prep course (basically students that need to pass a New York State math exam in order to graduate) that I have been teaching all semester. These students are about six weeks away from the exam. I’ve decided to adopt a new structure to help them get over the hump of passing it. These kids are a challenging bunch, but their attendance is solid and they have good attitudes.

Every Monday, starting this past Monday, I will give them a simplified mock Regents exam. This will essentially be a diagnostic: it will not effect their final report card grade. My students usually buy into this pretty well. I will use the results of this assessment to identify which concepts we will focus on for Tuesday, Wednesday, Thursday, and Friday. During these days my co-teacher I will reteach and review these concepts, pretty much one concept a day to keep it simple and bite size. The following Monday we will repeat this process with an exam and using the rest of the week to tackle four more concepts (hopefully not needing to repeat those that we had previously relearned).

This targeted, structured, data-driven approach is something I’ve been seeking for this class for a little while. I’m consistently using data analysis for all my classes and I knew I was going to take this approach with them, I just didn’t know how it would look. Now I do.

After looking at the data from today’s exam a short time ago and mapping out the concepts for the week, I am really excited for the benefit this structure could provide my students.

Concepts for the first week:

1. Identifying trigonometric ratios from a given right triangle

2. Translating verbal statements into mathematical expressions

3. Basic operations on polynomials

4. Writing equations of lines and their graphs

Ready. Set. Go.

bp