#BlueLZ #FediLZ #MathematikEdu #Mathematik #MatheEdu #GeoGebra
Schönes Beispiel von Tim Brezinski zur Veranschaulichung des Zusammenhangs zwischen Durchmesser und Kreisumfang.
Gut geeignet für die Methode #thinkingclassroom im #Mathe #Unterricht in der #Schule
#FediLZ #MathematikEdu #Mathematik #Mathe #thinkingclassroom #Rätsel #Denksport #Schule #Unterricht
Montag nachmittags in der 10. #Klasse ist die #Motivation der SuS nicht besonders hoch. Umso erfreulicher haben sie sich auf eine neue #Runde des #denkendesKlassenzimmer eingelassen.
Die Kolumne "Rätsel der Woche" aus dem #Spiegel bietet immer eine gute Auswahl an interessanten Rätseln…
#FediLZ #BlueLZ #MathematikEdu #MatheEdu
Mein #wowdw waren die erste Versuche mit der Methode des #ThinkingClassroom #denkendesKlassenzimmer im #Mathematik #Unterricht
Die SuS stehen in kleinen Zufallsgruppen an Whiteboards und lösen Probleme.
Viel Kommunikation, viel Diskussion, eine spannende Atmosphäre und eine willkommene Abwechslung.
Das Ganze macht Lust auf mehr. Sogar die SuS fragten am Ende, ob wir das nicht häufiger machen könnten…
;-)
@lutz_ Beim Podcast „Dreisatz“ geht es in Folge 2 und 8 um das Denkende Klassenzimmer. #ThinkingClassroom
#Podcast zum Thema #Mathematik- #Unterricht und - #Didaktik
Dreisatz - Der Mathematikcast
Nach 3 Wochen im #thinkingclassroom (M EF) haben wir eine Umfrage zum Umgang der S*S mit den "Check Your Understanding"-Questions gemacht. Die Ergebnisse ähneln denen von Liljedahl. Und fast 80% wollen sie (anstelle verpflichtender H.A.) beibehalten...ok, das überrascht nicht wirklich 😉 #FediLZ
Hat sich jmd. von euch schon mal den Thinking Task "Birthday Cake" von Liljedahl angeschaut?
https://www.buildingthinkingclassrooms.com/btc-tasks
In unseren Augen ein großartiges Problem für den #thinkingclassroom
Nachdem wir L*L nur 3 Lösungen gefunden haben, haben unsere Kurse 3 weitere entdeckt. Doch gibt es noch mehr? #FediLZ
Nach zwei Jahren mit dem #thinkingclassroom
in einzelnen Stunden haben wir uns nun mit 4 Kolleg*innen auf den Weg gemacht, unseren Unterricht (in #Mathe
EF) komplett darauf auszurichten. Es macht bisher unglaublich viel Spaß, wir sind gespannt, wie es läuft, wenn es Alltag wird! 😊 #FediLZ
@dhabecker #ThinkingClassroom by Peter Liljedahl
In your #thinkingclassroom who is doing the thinking? How have you intentionally set up constraints to foster a zone of optimal confusion in students? #iteachmath #elemmathchat #mathchat #msmathchat
Introducing systems today. Had the students make 2 lists; one where pairs of numbers summed to 6, and the other with pairs of numbers whose difference is 11. Then asked them to find a pair of numbers that are on both lists.
Absolute crickets.
I had to ask leading questions, give hints, ask them if they had tried such and such. I really had to drag them along before they realized they could do something other than stare at their paper.
So the next period I had them start standing at the whiteboards before I gave them this task. And I did not have to seed them at all. Some were graphing the pairs and realized they made lines. Others were finding the equations of the lines and realizing they needed to find the intersection point. All in all, in 15 minutes I watched the whole class figure out systems of equations. I taught them nothing.
I really feel like when the students are sitting in their desks, they are waiting for me to give out answers and pour knowledge into their brain. But when they are standing at the whiteboards, they take control of their learning. They are willing to try different things, take risks. And they don't wait for me to tell them what to do.
#ThinkingClassroom for the win.
It's been a long week. We lost a student from our school over the labor day weekend and the atmosphere has been low. Time for a light hearted activity to end the week.
Inspired by Fawn Nguyen's "Vroom Vroom" post on her blog.
https://www.fawnnguyen.com/teach/vroom-vroom
Students measured the pullback distance of a car and then measured the distance it rolled. Graphed the data. Found the line of best fit by eye, then found the linear regression. Made some predictions, calculated some residuals. Summed up all the stuff we've been learning the past week.
I then picked a random distance and groups calculated their pullback distance. Everyone lined up their cars that distance from the finish line, pulled back their calculated distance, and let 'em rip. The group whose car got the closest to the "finish line" (marked by tape on the floor) got bragging rights.
#ThinkingClassroom #ClassroomMath #MTBoS #iTeachMath #Algebra2
Task today: Write linear equations (in point slope form) which meet the conditions listed. Try to write as few equations as possible.
Overheard student discussion: I found an equation that meets 6 conditions at once.
Wait a minute, is that even possible?
I wonder if I can do this in only one equation?
How would you write an equation with both a positive and a negative slope? It cant be done!
Hmmm...which is the 3rd quadrant again?
Look! If we just shift the line this way, we can make the x-intercept negative.
I think you need at least 3 equations because...
This was a very productive 20 minutes of class reviewing lines. Thanks to Menu Math for the great idea. http://natbanting.com/menu-math/
Needed an extra lesson on lines in #Algebra2 since one class met an extra period this week for some unknown reason. Bouncing ping pong balls to the rescue! Students dropped ping pong balls from different heights and measured the rebound height, plotted the data and found a linear model. We haven't learned about regressions yet (soon though!) so they used a ruler to eyeball the best line.
Challenge time. I took all the balls away and told them to use their model to calculate the proper drop height for the ball to rebound to 78 cm. I rigged up a small hoop I had lying around at just that height so everyone in the class could tell whether the rebound was to the right height. Hilarity ensued when several groups realized their drop height predictions were below the rebound height. Turns out they plugged in for x when they should have plugged in for y. A good learning moment.
It was a pretty basic, last minute lesson, but I think it went ok. It was nice having everyone's data, graph, and model on the whiteboards around the room for all to see. I have whiteboards on all 4 walls (no windows though!).
Found a new way to introduce, and review linear equations in #Algebra2 today. I had students give me 2 numbers, and we added them together to get a third. Then we added the previous two to get a fourth and so on (3,7,10,17,27,...). The task was for the students to find what the first two numbers should be such that the 5th number in the sequence is 100. So they went to work.
The students found lots of possible solutions. Some of them were very organized, most were not. Students who organized their work found lots of patterns. We all learned from each other. Then I had them graph all their solutions (first number on the x-axis and second number on the y axis.) The solutions made a line! What? We noticed how the slope of the line could be seen in their table of data. Then they set out to find the equation.
By the end of class we had reviewed slope-intercept and standard form of linear equations, found x and y intercepts, and reviewed how first differences in a table of numbers can show you the slope. It was a good day.
Day two in #Algebra2 went well. Did the checkerboard problem (Counting the number of squares in an 8x8 checkerboard, look for patterns, extend to an nxn board). Yesterday we experienced how using tables to organize our thinking could be useful and illuminate unforseen patterns, so I was happy to see many groups using tables today. I was especially giddy when two groups saw they had different numbers in their tables, but they added up to the same total, and then proceeded to spend some time trying to understand eachother's approach. All in all, a good day.
#ClassroomMath #Prompt4 #MTBoS #ThinkingClassroom
Here is an oldie, but a goodie: Having students calculate the perimeter and area of the Koch Snowflake over several iterations, derive a formula for the nth iteration, then determine if the perimeter and area are finite or infinite. In Algebra 2 this year I used it as a way to spiral back to sequences and exponentials while introducing infinite series and a look ahead to the idea of limits.
I always enjoy this lesson because it bends the students minds and gets them excited. It also comes during a point in the school year when everyone is tired/stressed, and this is a nice problem to get the class energized again. And of course, fractals are always fun!
@Poquito_Dondito @eschy12
#mtbos #ClassroomMath
Is anyone out there gathering some sort of measured data from classrooms implementing btc in your area?
I work with a small group of teachers who are implementing #thinkingclassroom techniques.
Last summer they read the book and took a 3 day course together. Course focused on toolkits 1 and 2. The teachers implemented toolkit 1 and a variety of other pieces. Some were very focused on meaningful notes and CYUs. Others learned alot about measuring what they value and creating rubrics for things like perseverance, etc. Some mainly did big idea lessons, others spent more time on thing slicing and differentiated practice.
This summer we had a second 3 day class and worked hard on planning for and implementing effective consolidation. Teachers also learned about about Peter's new ideas about meaningful notes, and planned together in course alike teams. Finally, they dug into grading and a few of them are working on implementing some of that learning this fall.
I share these teacher's journey as an example. My hunch is that this uneven implementation as teachers learn is common. So I am anxious to measure the effects of our work, but unsure what data from classrooms like these can tell us during this teacher learning phase.
#classroommath #ThinkingClassroom I've seen lots of people on Twitter be super negative about Building Thinking Classrooms. Super aggressive about it too. What did I miss? I thought we were all on board with it being a great approach to an engaging math class.
I'm considering using student portfolios in my Algebra 2 class next year. Has anyone done this? Any advice?
