Helper Project 2 - Blog 2

Milestone 2: Have the test completed June 14

I had a little difficulty making this milestone on time. After other projects, I took the time to update the algebra test and added questions that tested the Pre-calc students' knowledge of logarithms. Today we also took a look at the algebra test that Mr. Joshi had given out this year. And we found that key areas that we are testing on our Algebra test are key things that Pre-Calculus students are having some difficulty with.
This will be the final edition that will be submitted to Mr. Joshi but eventually, I hope more problems will be added and Mr. Joshi will have a larger test bank of questions to pull from when constructing review packets for incoming Calculus students.

A student going through the final edition of the algebra test

Helper Project 1 - Post-Project Reflection

Name: Michael Phuong

Project Name: Music theory for kids

Group Members: Daryl Phuong, Michael Phuong

This project was very interesting to me and also very personal. I wanted to get students more involved with piano but it was difficult when they lacked the basic knowledge to understand the music and why composers choose certain chords, use dissonance, or do other seemingly strange things in music. All the students that participated became much better at piano after this project. After this project, I had imagined that the students wouldn't immediately have a very large effect but it seems that over the course of the project, many of the students also improved their playing skill as well. Many of them also became much more appreciative of music. Some really large problems came from students that were very distracted. When a student already knew what the project leader was teaching, that student would almost always begin to distract other students. These students may have been disruptions but, usually techniques similar to actual teachers, we were able to refocus many of these students by sending them outside of the room or other, similar punishments. For my next project, I'd like to continue taking an active role in the logistics of the project but I would also like to have a hand in the actual production part of the project. The other 3 of my leadership projects all focus around producing things, a study guide, a test, and a survey. For these next projects, I hope that I will be able to do more logistically, but also be able to produce something that is helpful to other students in the future.

Helper Project 2 - Blog 1

Milestone 1: Checking in and going through the test rough drafts with Mr. Joshi. June 1

Mr. Joshi checked in with us and although I hadn't written down any questions, I already had ideas of what I was going to do. As I began creating the answers, however, I found that it was much more difficult than I could imagine. It seemed that all the "obvious mistakes" were harder to find and make as I've had more experience with math. I was able to use mistakes I normally make as a basis for some of the misleading answers but that was mostly a swapped sign or something similar. There are also many tricks that can be found in Calculus but as this test is for algebra review, it was much more difficult to come up with answers and questions since we're limited in what we can address.

A student going through the Algebra test

Helper Project 1 - Blog 3

Students should be able to identify and name chords by April 15th

This particular milestone was reached much more easily than the prior milestones. After the major hurdles of intervals and the circle of 5ths, students are applying the knowledge they now know and using it to help them identify chords. For example, major and minor chords were mostly demonstrated. Major chords consist of a major third stacked with a minor third and minor chords consist of a minor third stacked with a major third. Those thirds are types of intervals and are a pattern in chords. If a student is able to identify the intervals, they generally are able to identify the chords. They are also able to identify the color of a chord through intervals. If there are only 3rds in the chord, this would mean that the chord is in root position. If there is a 4th in the chord, it is in 1st or second inversion. 

Identifying keys, a major part of being able to name chords

Students hard to work practicing how to identify/name chords

Students playin a game that the teacher utilized, having two people compete to see who can name the chords fastest

Example of find keys and how to use them to find the notes in a chord

A student showing off his work

Helper Project 1 - Blog 2

Students should be able to identify and name intervals by March 15th
 

Again, as with the first milestone, the majority of the students get it. Some students are still struggling to name their notes but mostly all the students are doing just fine. Over the period between the first milestone and this one, I have worked individually with a few students. The students that already understand this material have worked with me. I personally helped prepare Emilio for a much higher level theory exam, level 7. This requires some more in depth knowledge and I aided him in preparing. His brother is struggling to focus in class. The teacher, Daryl, attempts to get students to focus through voicing his dissatisfaction. This seems to work much of the time but some students are still very hyper. These few students are normally told to go outside of the room and calm down but sometimes I work with these students and tell them what they need to do and what they should be able to do. Daryl also ensures that students stay on track by forcing them to practice a skill that's being taught in front of the class. This mostly guarantees that students will be paying attention as some of them don't want to be called on and some students don't fully understand the material.




Example of multiple names of interavls

Using the circle of 5ths to help find intervals

More examples of intervals

Helper Project 1- Blog 1

 Students should have a solid knowledge of the Circle of 5ths by February 15th
 

Most of the students already understand the Circle of 5ths and are able to use it effectively for other parts of theory. Some students that jumped into the class also understood much more than is necessary and will most likely drop the class, students like Emilio. Some problems arose with some students not being able to name their notes. It seems that some of the students actually struggled and had to relearn their written notes since they had been playing music through playing the notes that sound right with the few notes that they are able to identify.

Students hard at work



Students enjoying themselves while learning about the circle of 5ths

The Circle of 5ths

Helper Project-2

I will be helping the Calculus teacher, Mr. Joshi, to create an Algebra review test in preparation for the AP Calculus AB course. This is a very necessary project since much of the time in Calculus, the easy part of the math is the Calculus portion and the simpilification (i.e. the Algebra) tends to be where everyone makes their mistakes. I will be helping out along with another student, Jonathan Adams. Both of us are responsible for about 25 multiple choice Algebra problems. This requires us to be able to identify common mistakes made by students and putting those answers as decoys on the multiple choice. We will try to have problems addressing all algebraic skills such as factoring, solving for zeros (roots), solving for x, plugging in values, triginometry, and other techniques used for simplification.

Team Member Outline:
Name: Michael Phuong
Project Leader name: Mr. Joshi
Project name: Algebra review test
Group Contact information: Not necessary
Project milestone dates:
Have all test questions prepared by 6 June 2011
Have the test compiled by 9 June 2011

What is the objective of this project?
To help future Calculus students assess their knowledge of algebra and to give them a chance to see whether or not they are able to handle Calculus as an AP course.

How does your project align with our mission and goals as a class?
This project will help students understand what they actually are able to do so that they are able to assess what they must spend more time on and what they are able to minimize time on reviewing in preparation for the course.

What is your role in the project?
 I am collaborating with another helper, Jonathan Adams, in creating a test. We each will produce 25 multiple choice questions.

How are you and your group going to hold each other accountable for work getting done throughout the project?
We will check in periodically with Mr. Joshi and check each other's incorrect multiple choice answers to make sure that those answers are reasonably incorrect and not completely wrong.

What do you see as being the largest obstacle in your way to success? What do you see as being an obstacle for your group?
Procrastinating and forgetting that we are on this project. This is a large obstacle for both me as an individual and for the group.

What is the plan for overcoming these obstacles?
We will make sure to check in and remind each other about the project so that we will complete the questions on time and that they will be of decent quality instead of rushing at the last moment and producing very poor and low quality work.

21 April 2011
We spoke to Joshi and he agreed to allow us to help. He also gave us some tips on how to put together the multiple choice questions.