Reflection of Instruction, 12/6 Today, I taught a lesson about correlation coefficients to 3 of my hours, and abour residuals to the remaining

hour. There were misconceptions throughout, so I edited my lesson plan to accommodate for this, but still found that the misconception occurred. As follows is an exchange between a student and I about such a misconception. Exchange #1 with student struggling AS: o, do you thin! you get it" Student# $o. AS: %ell, I can tell you we need to change our answer, because right here, you&'e ordered them as numbers from least to greatest. o I get that you don&t get it. %hy don&t you tell me what you do get. Student: I get that negati'e numbers are negati'e correlations and positi'es are positi'es. I don&t get how to order them. AS: (!ay, so loo! at it this way# between )*.+ and *.3, which number means a stronger correlation" ,ou can loo! at the pictures in your notes, too. -chec!s notes. Student: the point nine. AS: ,eah, e'en though it&s negati'e, it&s stronger because) Student: /ecause it&s a bigger number. o you mean all I ha'e to do is order them from the smaller number to the bigger numbers" ign don&t matter" AS: 0ight. Exchange #1 with student excelling Student: 2r. 3 %hat do we do if we got )1 and 1. They&re both perfect. 4o I 5ust line them up next to each other, or" AS: 6reat 7uestion3 That&s exactly what you do. Student: (!ay. Than!s. Exchange #3 with student struggling with 0esiduals Student: 2r. . I don&t get it. AS: %hich part don&t you get" Student: All of it. AS: (h that&s not true. ,ou helped me model it for the class. I !now you !now some of it. I 5ust lost you somewhere. Student: I !now I !now some of it, but when you do it I can, and then I try it myself and

I get lost. AS: (!ay, I get you. That&s a thing that happens to a lot of people. 4o you play sports" Student: I wrestle. AS: And in wrestling you ha'e to !now positions and mo'ements. o how do you learn them" Student: I try to memori8e them and practice them. AS: Ah, practice. o you loo! at a description, practice it, loo! bac!, practice again, loo! bac!, practice again, till it&s muscle memory, right" Student: I guess. AS: %ell, you wrote down the steps I used, and it&s o!ay to follow those exactly when you&re trying it. And you can try one point, loo! bac!, try another, loo! bac!, until it becomes li!e muscle memory for you brain. It&s not that you don&t get it9 you 5ust ha'e to practice. And I !now you can do this9 you !new where to go in class before anyone else did -high fi'e.. That was awesome. The rest is 5ust practice. $ow I&m a'ailable before and after school and at lunch for help, but I need you practicing on your own, too. Exchange #: with student constantly sleeping in class ;in hall< AS: o what&s up" ,ou can tal! to me. At this point, =>T? and I are concerned it&s something medical or chemical. %e want to help. /ut you ha'e to be there in class. There and sleeping doesn&t count. I need you there mentally too. Student: %ell, some of it is temperature. If it&s a little cold or extremely hot I&ll fall asleep. AS: o maybe you layer up. /ring things you can put on if it&s cold or ta!e off if it&s hot. ,ou follow me" Student: ,eah, but also I fall asleep sometimes when it&s@ no offense@ but when I&m bored. AS: It&s o!ay to be bored, and I get it. I !now that I&m not always the best at ma!ing the math interesting, and I am sorry if the lessons are boring, but either way, sleeping isn&t going to help you in class. ,ou&re a smart !id, and I !now you get bored with easy stuff, but what if you fall asleep in my class, and you wa!e up with the homewor! in front of you and it&s something you don&t !now" Aow can I help if that happens" /ecause then I&'e got nothing from you saying you don&t get it. I&m not mad, but do you get that I can&t help if you&re not tuned in" Student: ,eah. AS: And I !now it&s sometimes boring in my class, and I&m sorry for that. /ut what do you want to do for a li'ing" Student: Auh" AS: 4ream 5ob. Student: I don&t !now. AS: %ell I thin! one day you&ll find out, and you&ll put so much effort into what you do. /ut e'en then, wor! has boring days. And e'en though you&ll be great at your 5ob, how do you thin! your boss will feel when you&re sleeping at wor! because it was boring that day.

Student: $ot good. AS: ,eah. I&m saying this because at this point it has become an issue. I need you to be awa!e in my class. >an you wor! with me" Student: ,eah AS: Than! you.