Congrats! That’s a lot of people 😀
Ooh, great idea! I think you may be right. That said, my students acted unfazed by the notion of a supporting force. 🎢
I had to check but it's true. This place apparently didn't know Hebrew reads right to left, and is selling Tuchus decorations.
Last year, my don't-spotlight-the-kid-with-extra-time technique was to pre-arrange a break at the 60 minute point. I told the ET kids to walk down the hall and back before resuming the test. Worked out well AND gave a quick brain break.
I'm 100% with you on this. My least-bad solution now is to administer 60 minute tests in 90 minute class periods. 50% extra time fits BUT depends on me getting the regular time kids to turn in tests while their peers are still working.
Super happy with this new-to-me progression to show the transition from words to diagrams as we begin Balanced Forces. 🎢 #ITeachPhysics All started with the question, “why is the mass not moving?”
Yeah, was going to say the same. I found the images in a clicker question in this PDF: www2.gwu.edu/~phy21bio/Pr...
That sounds reasonable. I’ve had some luck modeling calculating minutes-per-page as I hand out tests. My big Q: is this a temporary shift in practice?
Yes. Do you think online emergency schooling and the recovery stunted their executive function? They’re also proving frustratingly slow to develop. Though I did hold the line on calculators last year and most could manage to remember by May.