Computer Education (Macintosh) This was a required course for graduation. The class consisted of approximately 35 students (each student had his/her own computer) of all different ages and abilities. I taught them how to use the following types of programs: word processing, graphics, data bases, spreadsheets and HyperCard. I used demonstrations, hands-on projects and individual instruction in the teaching of this course. The students were evaluated through their projects and testing.
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Mastery Math This was a self-paced math class with individualized instruction and in which all testing was done through the use of computers. Each student worked until the topic was mastered (a success rate of 80% or better), and continual review was incorporated into each testing unit. Most of the students were in 9th grade and had extremely low math skills as well as poor study skills. Together with another teacher, we developed a new curriculum that incorporated all strands of the California State Mathematics Framework (which is based on the NCTM standards) that were not previously covered in the Mastery Math course. I also coordinated high school and college student volunteers to work with the students.

 

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Algebra I This traditional curriculum was spiced up with motivational techniques. The MathFest became an annual event due to student demand. Students also developed their own applications, created math art and worked toward Perfect Paper People Pencils. Together with another teacher, we rewrote department tests and finals to reflect current departmental goals.

 

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Geometry This was a traditional Euclidean geometry course. Students worked in groups on geometry projects and, at times, on testing. Together with two other teachers, we rewrote department tests and finals to reflect current departmental goals.

 

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Advance Placement Calculus, BC I built up the program from previous years when only four or five students took the AP test. By the time I left CHS in 1992, 37 out of 46 students took the test and they all passed; every year the majority of the scores were 5s. Hard work and student motivation were extremely important aspects of this class. Some of the more nontraditional activities included: Calculus Camp, the creation of calculus games, papers written about famous mathematicians (students were given a clue about a mathematician, had to discover who (s)he was and then write a paper about him/her), production of math videos, poetry, stories (including Alice in Calculusland and Deriving Miss Daisy), the graphite club, and pizza and waffle parties, to name a few.

 

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