Move the review before the hook for fluidity Consider different types of questions so you don't loose the students if the activity goes quickly Consider group structure and how you will group the students together.
- Maybe begin with a review from the previous night's TedEd module. Start with a small activity or a question for the students to work on in groups and then discuss as a group. - This is a good way to motivate the students, but what do you do if one group falls behind, they can't answer the questions and give up on building the tower?
-flipped classroom – good idea but don’t expect that they will have all done the module before class - marsh mallow building – higher level and more confident students will pick harder questions and get more points (ultimately, they’ll be most likely to win). Be careful because the lower level students might lose motivation to try and give up. - the activity could be done for any topic (not that it's necessarily a bad thing) -> maybe try to incorporate the topic into the activity more
You have put a great deal of consideration into how to create heterogeneous groups. However, do you have a back up plan for the situation where the birthday method yields a more shy student as the group leader. Or worse yet what will happen should (no irony intended) a student you have intended to be the strong member in a group is away for the day?
I like the emphasis on applying trig to real-life scenarios. Good idea about modelling the question to make sure students actually did it properly, regardless of whether or not they say they understand it. The marshmallow activity is interesting but there are some potential problems involved with it as well.
- I like the review/take-up of the TEDed questions in class - Really cool activity of marshmallow building, but it will be hard to go through each solution the students have, and a line may form which could cause problems - I like the idea from Adele that they can only answer a certain number of questions, and the tough ones are worth more spaghetti/marshmallow
-I like how you used the TED-Ed module. To use the flipped classroom you must asses if your class can handle it. -I liked that you modeled a worked example (in Hattie research) -I like that you have applied problems, makes it interesting. -Next step is guided practice. -Must carefully pick groups, can always switch them up for another lesson. -Very interesting activity, it is clear you put a lot of thought into it. -I like that the roles are clearly outlined and that the roles rotate. -Chaos is inevitable with this activity, but bring it on. You have to try to find out how it goes. -Could possibly use this activity for exam review.
-What would you do if a student did not finish the TedEd module at home? -Modelling a solution to a problem is good. -How do you keep certain students from dominating their group during the activity? What if the stronger student insists on writing all of the solutions? How do you control this and make sure that everyone has a chance to participate and learn? -I think this activity would be better suited for a review period rather than for a lesson.
- Flipped-classroom idea is nice. But it seems like the Think problems jump too quick ahead; maybe a couple of problems at the start that talks about very basic ideas, then go into application (EDIT: Did not know this was review, my mistake lol) - Going through the Ted-ED with the class after they do it at home, I like it - Weaker students will not be able to build their tower as high as the stronger students... This may differ weaker students from doing the activity. - How much time would each check be? - It’s an engaging and fun activity! Just beware the clean-up. :P - Do your thang, folks. Don't let "The Man" bring you down!
-Flipped classroom is a great idea but what do you do if students don`t finish the TEDEd module at home? - After the students have been doing work, modelling a good solution may confuse students because in their mind they've already worked through a process how to do it their own way, instead of the way that you want them to present the answer - Ensure that a review of the whole TEDEd module is completed to make - A very fun and engaging activity, tell the students your expectations for a correct answer to ensure that they answer and show all steps - The competitiveness could take over the event and the weaker students could shut down and become unmotivated and not will to participate in the activity - A very attainable goal for all students to reach - A good way to see if they are self-assessing properly - Is there any review or worksheet that the students get to take home for future reference
I like how your ‘…And Finally’ section allows the students to describe what they do not understand before the next class. I love the idea of the Marsh Mallow Building but the only problem that you might run into is having too many students in line to get their answers checked. I think Robin’s idea of handing out marshmallows to groups who are collaborating well together would work well. Overall, I think that this is a great lesson and has a lot of potential but some small kinks might need to be worked out first.
- Have students make a sketch on their own of the triangles (I know you can’t include images in the TEDEd modules which is unfortunate) - I’m loving how organized the activity is. - Maybe limit the amount of questions each group can do so that they don’t need to rush through the question answering phase of the activity. - The spaghetti and marshmallow activity might be best left as a review class for a unit before a test - Maybe relate the building activity to triangles, provide reasons why triangles are the strongest shape with building and such.
I think with some of the changes we discussed in class your activity would be fun and useful. I think it would make a great review activity but might be a bit stressful if students are just learning the material for the first time. I don't agree with giving the students treats at the end- I think the activity is fun enough on its own and so the extra extrinsic motivation isn't needed.
I like the hook idea the tower. It would be a great visual if you made a small version of a tower to show the class. This activity is a great way to make math applicable to real life. It's also crossing over with the physics and manufacturing technology. Though, my concern is when you need to double check all the answers. What will you do when there is a back up of students waiting to get their solutions checked? I think this will take up a lot of time, but if you have an extra day before the test, this is something fun for math class.
flip classroom ha! - TEd video - ask them to draw the triangle - like the application problem - like the different role change to get everyone involved in all the different aspects - might lose focus on learning goals and just focus on the tallest tower - I think the engaging factor is there, however with the competition you might not succeed the learning goals for all students, but that's differential learning for ya.
- The flipped class module is an interesting and more tech savvy idea, and I like how you cover the questions again, accounting for the students who might have not done the work before hand.
- Really appreciate the use of a hands on activity to relate the math concepts taught during the lesson, but it might get a little hectic for you as a teacher to mark all the questions as they come to you.
- Might not work the best for non-competitive students
I like the point of Bryan saying "model a good solution". I like how you're assessing their knowledge through the TedEd module and taking it up with them in class. I like how you already made teams. I think it's a good lesson for a review/end of the unit activity.
Flipped Lesson is a good idea, but the whole class probably won’t do the module before class.
I like your idea of leaving the good model up there for the entire class
The tower idea seems really fun and engages the whole class. Everyone will be excited!
A slight problem with the tower idea: The weaker student will be told what to write by the stronger students and they won’t learn how to solve the problems.
Possible solution: Instead of doing roles and switching every 5 minutes, have the students take turns coming to the front and answering questions individually. If a student struggles, then you could help them or after a minute they can call a friend over to help them.
- for students who are unmotivated to complete the home-activity on their own, there isn't pressure on them to complete it beforehand (maybe assess the home activity) - for those who are motivated and actually go through the module, allowing them to communicate to you as a teacher before class is a very good idea (students will feel more comfortable at the beginning of the lesson) - marsh mallow building is a very exciting activity, and students will definitely be engaged by building marsh mallow towers - the issue is that they may not really care about learning the math itself (they will be more interested in getting spaghetti and marsh mallows and playing with the tower) - it might be difficult for you as a teacher to properly assess student solutions – you will have a line up of students wanting to have their work corrected for spaghetti and marsh mallows - this might be better as a review activity than an introductory activity
Flipped Classroom •Great idea to use your TedEd Module •Ask them to visualize what is given and what's being asked. Once they are able to draw it on their own, it will most likely sink it better. •Good variety of lessons
Class •I like the idea of consolidating the Ted Module, but what about those students who haven’t worked through the module? •Don't consolidate with a word problem. •Start off with a simpler question, where they identify which trig function to use. •How are you going to work with students that understand it compared to those who just didn't understand it from the Ted Module? •I like the idea of telling students how math applies to real life situation
Marshmallow Building •Very interesting, very unique. •Are they going to get too competitive? •How much time are you putting into assessing when you have students lined up waiting for their marshmallow? Someone is going to get frustrated! •How would you work with a chaos that might start up while students are waiting in line for their turn? •Also, when you’re looking at the student’s solution, how are you going to keep an eye on the rest of the class? •Have students done something like this before? If it’s the first time, it will be a chaos. •There’s student engagement, but don’t you think gifted students or those who excel will fly through •Good to use for review, not as a regular class activity. •Class discussion at the end of activity is good. •Ticket out the door, I think should have a question of moderate difficulty that they will have to answer so you can see individual learning
General comments -Log out of Skype, it's distracting. -I can see your enthusiasm to use this activity in your lesson, but I really don’t think it is something that will be effective if you do it on your own…you definitely needs another helper (Teacher Candidate, volunteer or someone) to make this more effective.
- The spaghetti and marshmallow activity sounds exciting but it can also cause kids a lot of anxiety. We have to use competition in the classroom very carefully. This activity might be better catered for a review.
- I love the idea of the TED Ed module! You would want to think if the class is appropriate for a flip the classroom approach, but we are creating an ideal scenario and I’m all for flip the classroom!
- Good idea to have a sheet of answers you can check quickly! As a teacher things can get overwhelming very quickly, so it’s good to have thought of that. - Your lesson was very creative and I enjoyed your presentation.
•I like the TedEd module flip classroom, followed by answering any questions and doing an example in class. •I think the Spaghetti & Marshmallows Activity is awesome and it will make students look forward to do it every year. •How would you help a group that is struggling with the question after question and might need your help to solve it as you would be busy checking answers and giving out spaghetti, marshmallows and the next question? •How would you deal with disruptive students who challenge your answers? •How would you prevent one dominant student in doing everything (ie solve, write and build the tower) because he/she wants to win. •I think this is a great activity for a contest with additional assistance.
Please post any suggestions you may have about our lesson here. Thanks for your feedback!
ReplyDeleteAdd a "review" section before the hook/intro.
ReplyDeleteRotate roles: problem solver, coach, builder/runner
Prizes and treats can be clementines and apples
Move the review before the hook for fluidity
ReplyDeleteConsider different types of questions so you don't loose the students if the activity goes quickly
Consider group structure and how you will group the students together.
- Maybe begin with a review from the previous night's TedEd module. Start with a small activity or a question for the students to work on in groups and then discuss as a group.
ReplyDelete- This is a good way to motivate the students, but what do you do if one group falls behind, they can't answer the questions and give up on building the tower?
-flipped classroom – good idea but don’t expect that they will have all done the module before class
ReplyDelete- marsh mallow building – higher level and more confident students will pick harder questions and get more points (ultimately, they’ll be most likely to win). Be careful because the lower level students might lose motivation to try and give up.
- the activity could be done for any topic (not that it's necessarily a bad thing) -> maybe try to incorporate the topic into the activity more
You have put a great deal of consideration into how to create heterogeneous groups. However, do you have a back up plan for the situation where the birthday method yields a more shy student as the group leader. Or worse yet what will happen should (no irony intended) a student you have intended to be the strong member in a group is away for the day?
ReplyDeleteI like the emphasis on applying trig to real-life scenarios.
ReplyDeleteGood idea about modelling the question to make sure students actually did it properly, regardless of whether or not they say they understand it.
The marshmallow activity is interesting but there are some potential problems involved with it as well.
- I like the review/take-up of the TEDed questions in class
ReplyDelete- Really cool activity of marshmallow building, but it will be hard to go through each solution the students have, and a line may form which could cause problems
- I like the idea from Adele that they can only answer a certain number of questions, and the tough ones are worth more spaghetti/marshmallow
-I like how you used the TED-Ed module. To use the flipped classroom you must asses if your class can handle it.
ReplyDelete-I liked that you modeled a worked example (in Hattie research)
-I like that you have applied problems, makes it interesting.
-Next step is guided practice.
-Must carefully pick groups, can always switch them up for another lesson.
-Very interesting activity, it is clear you put a lot of thought into it.
-I like that the roles are clearly outlined and that the roles rotate.
-Chaos is inevitable with this activity, but bring it on. You have to try to find out how it goes.
-Could possibly use this activity for exam review.
-What would you do if a student did not finish the TedEd module at home?
ReplyDelete-Modelling a solution to a problem is good.
-How do you keep certain students from dominating their group during the activity? What if the stronger student insists on writing all of the solutions? How do you control this and make sure that everyone has a chance to participate and learn?
-I think this activity would be better suited for a review period rather than for a lesson.
- Flipped-classroom idea is nice. But it seems like the Think problems jump too quick ahead; maybe a couple of problems at the start that talks about very basic ideas, then go into application (EDIT: Did not know this was review, my mistake lol)
ReplyDelete- Going through the Ted-ED with the class after they do it at home, I like it
- Weaker students will not be able to build their tower as high as the stronger students... This may differ weaker students from doing the activity.
- How much time would each check be?
- It’s an engaging and fun activity! Just beware the clean-up. :P
- Do your thang, folks. Don't let "The Man" bring you down!
-Flipped classroom is a great idea but what do you do if students don`t finish the TEDEd module at home?
ReplyDelete- After the students have been doing work, modelling a good solution may confuse students because in their mind they've already worked through a process how to do it their own way, instead of the way that you want them to present the answer
- Ensure that a review of the whole TEDEd module is completed to make
- A very fun and engaging activity, tell the students your expectations for a correct answer to ensure that they answer and show all steps
- The competitiveness could take over the event and the weaker students could shut down and become unmotivated and not will to participate in the activity
- A very attainable goal for all students to reach
- A good way to see if they are self-assessing properly
- Is there any review or worksheet that the students get to take home for future reference
I like how your ‘…And Finally’ section allows the students to describe what they do not understand before the next class. I love the idea of the Marsh Mallow Building but the only problem that you might run into is having too many students in line to get their answers checked. I think Robin’s idea of handing out marshmallows to groups who are collaborating well together would work well. Overall, I think that this is a great lesson and has a lot of potential but some small kinks might need to be worked out first.
ReplyDelete- Have students make a sketch on their own of the triangles (I know you can’t include images in the TEDEd modules which is unfortunate)
ReplyDelete- I’m loving how organized the activity is.
- Maybe limit the amount of questions each group can do so that they don’t need to rush through the question answering phase of the activity.
- The spaghetti and marshmallow activity might be best left as a review class for a unit before a test
- Maybe relate the building activity to triangles, provide reasons why triangles are the strongest shape with building and such.
I think with some of the changes we discussed in class your activity would be fun and useful. I think it would make a great review activity but might be a bit stressful if students are just learning the material for the first time.
ReplyDeleteI don't agree with giving the students treats at the end- I think the activity is fun enough on its own and so the extra extrinsic motivation isn't needed.
I like the hook idea the tower. It would be a great visual if you made a small version of a tower to show the class.
ReplyDeleteThis activity is a great way to make math applicable to real life. It's also crossing over with the physics and manufacturing technology. Though, my concern is when you need to double check all the answers. What will you do when there is a back up of students waiting to get their solutions checked?
I think this will take up a lot of time, but if you have an extra day before the test, this is something fun for math class.
flip classroom ha!
ReplyDelete- TEd video
- ask them to draw the triangle
- like the application problem
- like the different role change to get everyone involved in all the different aspects
- might lose focus on learning goals and just focus on the tallest tower
- I think the engaging factor is there, however with the competition you might not succeed the learning goals for all students, but that's differential learning for ya.
- The flipped class module is an interesting and more tech savvy idea, and I like how you cover the questions again, accounting for the students who might have not done the work before hand.
ReplyDelete- Really appreciate the use of a hands on activity to relate the math concepts taught during the lesson, but it might get a little hectic for you as a teacher to mark all the questions as they come to you.
- Might not work the best for non-competitive students
I like the point of Bryan saying "model a good solution". I like how you're assessing their knowledge through the TedEd module and taking it up with them in class.
ReplyDeleteI like how you already made teams.
I think it's a good lesson for a review/end of the unit activity.
Flipped Lesson is a good idea, but the whole class probably won’t do the module before class.
ReplyDeleteI like your idea of leaving the good model up there for the entire class
The tower idea seems really fun and engages the whole class. Everyone will be excited!
A slight problem with the tower idea: The weaker student will be told what to write by the stronger students and they won’t learn how to solve the problems.
Possible solution: Instead of doing roles and switching every 5 minutes, have the students take turns coming to the front and answering questions individually. If a student struggles, then you could help them or after a minute they can call a friend over to help them.
- for students who are unmotivated to complete the home-activity on their own, there isn't pressure on them to complete it beforehand (maybe assess the home activity)
ReplyDelete- for those who are motivated and actually go through the module, allowing them to communicate to you as a teacher before class is a very good idea (students will feel more comfortable at the beginning of the lesson)
- marsh mallow building is a very exciting activity, and students will definitely be engaged by building marsh mallow towers - the issue is that they may not really care about learning the math itself (they will be more interested in getting spaghetti and marsh mallows and playing with the tower)
- it might be difficult for you as a teacher to properly assess student solutions – you will have a line up of students wanting to have their work corrected for spaghetti and marsh mallows
- this might be better as a review activity than an introductory activity
Flipped Classroom
ReplyDelete•Great idea to use your TedEd Module
•Ask them to visualize what is given and what's being asked. Once they are able to draw it on their own, it will most likely sink it better.
•Good variety of lessons
Class
•I like the idea of consolidating the Ted Module, but what about those students who haven’t worked through the module?
•Don't consolidate with a word problem.
•Start off with a simpler question, where they identify which trig function to use.
•How are you going to work with students that understand it compared to those who just didn't understand it from the Ted Module?
•I like the idea of telling students how math applies to real life situation
Marshmallow Building
•Very interesting, very unique.
•Are they going to get too competitive?
•How much time are you putting into assessing when you have students lined up waiting for their marshmallow? Someone is going to get frustrated!
•How would you work with a chaos that might start up while students are waiting in line for their turn?
•Also, when you’re looking at the student’s solution, how are you going to keep an eye on the rest of the class?
•Have students done something like this before? If it’s the first time, it will be a chaos.
•There’s student engagement, but don’t you think gifted students or those who excel will fly through
•Good to use for review, not as a regular class activity.
•Class discussion at the end of activity is good.
•Ticket out the door, I think should have a question of moderate difficulty that they will have to answer so you can see individual learning
General comments
-Log out of Skype, it's distracting.
-I can see your enthusiasm to use this activity in your lesson, but I really don’t think it is something that will be effective if you do it on your own…you definitely needs another helper (Teacher Candidate, volunteer or someone) to make this more effective.
- The spaghetti and marshmallow activity sounds exciting but it can also cause kids a lot of anxiety. We have to use competition in the classroom very carefully. This activity might be better catered for a review.
ReplyDelete- I love the idea of the TED Ed module! You would want to think if the class is appropriate for a flip the classroom approach, but we are creating an ideal scenario and I’m all for flip the classroom!
- Good idea to have a sheet of answers you can check quickly! As a teacher things can get overwhelming very quickly, so it’s good to have thought of that.
- Your lesson was very creative and I enjoyed your presentation.
•I like the TedEd module flip classroom, followed by answering any questions and doing an example in class.
ReplyDelete•I think the Spaghetti & Marshmallows Activity is awesome and it will make students look forward to do it every year.
•How would you help a group that is struggling with the question after question and might need your help to solve it as you would be busy checking answers and giving out spaghetti, marshmallows and the next question?
•How would you deal with disruptive students who challenge your answers?
•How would you prevent one dominant student in doing everything (ie solve, write and build the tower) because he/she wants to win.
•I think this is a great activity for a contest with additional assistance.