I was lucky enough to teach the rarely offered 'Math for College Technology' course this semester. I had a blast teaching it and I think the kids did too. Why? It's all about Spiralling.
Not posed, I swear
Covering the curriculum strand by strand, unit by unit is over. At least for me. Spiralling the curriculum gave me the flexibility I needed to have a successful semester with the students.
The curriculum was covered in 4 cycles. Each cycle had a theme. Complexity increased as the course went on.
Here is a link to my cycle plans for the semester.
Each cycle contained multiple activities. An activity would last 3-6 days on average and would be structured as follows:
I made the structure of the course clear to the students from the beginning of the semester. They were totally on board with the idea of spiralling. Some quotes when I explained it to them on the first day:
"This way makes so much sense!"
"Why don't all math courses work this way?"
This is the first semester I tried spiralling (in both MCT4C and MFM2P) and I'm sold. Though it's daunting at first, I now think it is much more flexible to plan and a much more natural way to learn.
Move the x-intercepts of the polynomial around.
Open in Desmos to change the degree of the polynomial (by activating a different functions) or change the 'a' value to scale if things get too crazy.