Post links to your TMM presentation. Every candidate is asked to view each presentation, reflect (as in reflection we've discussed in methods) and post a reply (be sure to include your name).
Mike, Jack, Chris: This presentation echoes what Randy and Jaf have been telling us about using RRLEs in our lessons. Connecting the teaching to context that is familiar to students will engage them better and make ideas more "sticky" in their memories. Of course, in some cases allowing for different life experiences (economic, social, cultural, etc.) may cause teachers to need to pre-teach some context, e.g., many people, even adults will need to learn about what "2 points on a loan" will mean.
If you remember from the CCSS presentation, the performance tasks involve preteaching. RRLE is only relevant if the student has the related experience. For example, when people see the joke "there are 10 types of people in the world, those who understand binary and those who don't" some laugh and some reply "huh?!"
I liked the concept, although I didn't really understand the third slide for a while . I thought the point was we need to match the example to the grade level - i.e. choose RRLE that are appropriate for a given age group. I probably would have changed the money borrowed with points to something like the interest you pay on a credit card bill as that's both a more common issue, and one that I think graduating seniors should understand and appreciate. They're about to enter a world on their own and credit card problems are one of the most common young adult issues. As Randy says it's only relevant if the kids understand it - hence Kimye, Pizza, Money and Aeropostale.
I have been thinking about how do I know what is most authentic/relevant to my students. One thought was to ask students to fill out an interest sheet at the beginning of the year. Page 83 of TMM refers to such a questionnaire as a Mathematics Student Interest Inventory. The example questions TMM shows on page 85 are very open ended. Example: "Things I like to do with my friends." Wonder how responses on a form with that type of question would compare to more specific questions like "What is you favorite sport" or "What video game(s) do you play?". I like the idea of taking such an inventory as a way to get to know the students better and will likely do this at the beginning of the year. I will likely mix up open ended and specific questions.
Joe - one thing I have done with pretty much any class I'm going to be in for any length of time is take 5-10 minutes and tell them a little about me and get each of them to tell me one fact about themselves. It's surprising the variety of responses you can get, and it immediately relates you to them - you can bring it up again periodically. Of course it helps being Australian as that's exotic to begin with. Another idea I have had is to assign an early homework about "what does math mean to me?" - a sort of reflection for the kids themselves that you can circle back to later in the semester/year - "one month in, what does math mean to me". With the new teacher evaluations it seems that managing expectations would be a smart concept.
My big take away from this is the multisensory aids. While not to minimize the RRLE aspect, I think that if we can reach them with their other senses (particualarly touch) it is very good. Having students hold a manipulative or prop is not only fun, but keeps them in touch with the lesson (no pun intended). Like in the video about the Harlem teacher. Each snapshot we saw of her class showed them holding a prop: straws, goop, raisins, paper clothes. Those were younger kids, but even grown ups like a prop brought into class. I'm teaching nuclear fuel rods to my adult operators and I am able to bring in a model fuel rod. It really makes the class better as well as enhancing their learning.
Suzanne, you highlight an important strategy but one that is complementary. Your presentation addresses the hands on strategy, which makes concepts concrete. Authentic contexts allow for information storage and retrieval by giving a student a location of the prior knowledge. These can go hand in hand.
Well it's important to keep the big picture in focus (like a laser). So it's well and fine to couch concepts in terms of common experience, but only so far as to allow the student to associate one with the other - you don't want the lesson to be about the context idea.
This presentation comes down to building relationships with your students. If you do not have to relationships with your students you will never know what an 'authentic' example is. As a teacher it is our responsibility to stay some what in the loop as to what kids are doing because if we can not understand what they are interested in then we will fall short in connecting with them.
Good idea to repeatedly remind the students about the objective and to use examples relevant to the student. Listening to the students to determine what is relevant to them is important too.
Proper linkage helps us to build on what students already have learned. Just like Randy/Jaf’s task analysis, start with prior knowledge and add new pedagogies to reach our objective and get students hooked into the lesson by using RRLEs to tie the new ideas to something relevant to their lives. Connecting new ideas to prior knowledge allows teachers to add layers of complexity to problems while minimizing the likelihood of overwhelming students with new ideas and difficulty. Using different methods, physical, kinesthetic , multi-media cues allows you to accommodate students’ different “best” ways of learning (differentiated teaching). -PTY #11
Lots of overlap with authentic contexts, which is perfectly fine. The content of this presentation is hopefully connecting to your prior knowledge! (Think information processing/dual store model)
The order of the seven modeling and scaffolding techniques from concrete to representative to abstract is useful and interesting. I like the example of starting with concrete examples which are also authentic for the students. While it may be useful for some of the content, I assume that it would not be necessary to use all 7 techniques to teach a concept. Also, it seems that technique #5 of fading teacher direction could be implemented by beginning with high teacher involvement at the start of the class year and increasing student independence over the course of the year.
Would love to take some credit for these nice slides, but I was not actually part of this group.
In so many ways the teaching concepts we are learning about overlap and reinforce one another. They are connected. from using concrete things to make a mathematical point to RRLEs, how much more real life does it get than to have something in your hands. How much more connected can you be than to have the students flip coins and watch as the probability of a head converges to .5. In a way it makes me want to teach physics or maybe just bring a little bit of physics into the math classroom.
I think I've mentioned this before, but when I went to the equivalent of high school, everything that is taught by the physics department here in the US was taught by the math department. Physics really was more of a engineering based course than anything else. Newtownian mechanics were the domain of the math department. I don't see anything wrong with incorporating that kind of information into math classes.
Hmmmmm...have we seen these 7 techniques in ARC? If so, where? How have you incorporated these techniques into your next lesson plan and microteach?!??
I think we have been exposed to techniques 1,2,6, and 7 throughout the ARC program while we have seen technique 3 and 5 extensively in Methods!! Something that as really grown on me not even for the fact that it might help students understand a concept, but I feel it is another way to show them that you care. How many teachers do you remember taking the time color coding your work or theirs? I don't remember any, but I think the students will realize the time and effort you are putting in.Then the technique with the example and non example we saw in the fryer model during our differentiation session. So throughout out we have been exposed to all of these techniques.
Broken up by grades. http://www.ixl.com/math/geometry/surface-area-and-volume-of-spheres
Just problems for students to practice. Review for students before a Test/Quiz. Good Site to Generate Multiple Problems, and students can track progress.
Membership allows teachers to Assign students and account and get instant feedback on how they did on homework problems, which will allow teacher to adjust lesson plan according to feedback. Could have a computer station during class where students just sit on computer and hammer out problems for review.
Good site/expensive all students need to have access to a computer somehow.
NLVM
Broken up by grades or subject matter. http://nlvm.usu.edu
I wouldn’t use this website for anything then other then the geometry board or isometric board, there is not feed back. Boom
Gizmo
Thought it was a more up to date version of NLVM, with more options and love that it is in line with the standards!!
In class (Algebra I – 9th grade) I think if we had access to Chromebooks/tablets, this would be useful to send the kids to the site to do practice after they learn how to do something. If I had a membership (costly), it can track how many problems each kid did and scores it for how well they did. I can do a lesson by first teaching a concept, then sending them to the site for practice. (some practices look better than other). Just using a computer might make it more interesting for some kids. During class I can walk around and help those who need it. After class, I can check the site for the student’s progress – how many problems each did and how well they did them.
Reflection I think, obviously, that access to the computers is a big thing. If you don’t have it, this can’t help your lesson. This can be used as a homework, instead, if you have the membership, but that is very costly. If you have it, though, it can be very valuable. I think the novelty of it just being similar problems on a computer can wear off, and then kids might not be so excited by it anymore. One issue may be, though, what work have they shown? If they only put in answers, how did they get there? Good site for differentiation – each student can move at their own pace. It can also be used to adjust your teaching for the next day after reviewing the feedback form the previous night’s HW. Good site for reviewing for test.
National Library of Virtual Manipulatives
In class (Algebra I – 9th Grade) Again, access to computes is crucial. I think I could incorporate Functions Transformation in a lesson about graphing equations to discuss how different pieces of the equation change the graph. Let each student go on it and to see how that would help them to better conceptualize how different pieces affect the graph.
Reflection While there are only a few programs within that could be used. Other programs within the site would be better suited to letting the kids play math games after quizzes/tests, to keep them occupied, but dealing with mathematical/logical thinking.
Explore Learning
In class (Algebra I – 9th grade) It looks like the gizmos could be used in the lesson – there are interactive gizmos where you can change parts of a piecewise function and see simulations of how two runners compare when they start at different places, run at different speeds, etc. I feel that I can use this to have a good discussion about time and speed and how it relates to the graph.
Reflection I only got to play with it a little, but I think I’d really like to explore more gizmos – I certainly will, as I think there will be a lot more I could use in class.
IXL is not a site I would use in my current assignment. Our school uses Kahn Academy which is very similar to IXL, but has even more options. Kahn has videos and is free.
NLVM is a good site. I remember that Randy showed us some applications on there that were interactive and engaging. I could not run it on my computer..
Exploring Learning is great. I love the gizmos. I would use the matching linear equation and graph to a story. We did this in class with just hard copy graphs and had the students come up with stories, or match stories to a graph. They liked the activity, but I think they would be even more receptive to using it as a computer application.
I also liked the assessment questions at the end of the gizmo. it gives a quick 5 question "quiz" to assess student learning. when you check your answers on the assessment, explanation is provided for each answer, even if you answered it correctly.
Uses: Great tool for homework. Students will be assigned a homework assignment and the website provides a service that will track each students results and progress toward mastering a specific skill. It will help the teacher evaluate the student progress and plan for upcoming lessons.
Very easy to pull up as interactive in class questions for the class to answer./ Use small white boards with students in groups to get answers. The first group to answer correctly can come up to the board and click/show the correct answer.
Membership for 60 students for a full year is about $400
International Library of Virtual Manipulatives
http://nlvm.usu.edu
Uses: Can be used as a visual aide for foundational lessons on new topics. I suggest giving the students a hands on manipulative that mirrors what is being done on the smart board screen so that they can follow along while you do it.
Seems bulky, poor graphics. May lose interest of your class if it bogs down or is difficult to use.
Looking at IXL, I don’t see any way to incorporate this into a lesson. It’s an electronic worksheet. I might recommend it for independent practice over and above my homework but beyond that it seems to have rather limited appeal. In theory next year this would be feasible as all students will have ipads, but at present it’s not possible. Also the cost would put many districts off using this.
The second site seems more useful, but is a little dated. Again, a lack of classroom resources means this doesn’t seem super useful. Also the java requirement would make this very hard even if we did have the resource as many IT departments don’t allow you to update Java.
I did quite like the third site. I liked how it linked to certain text books so you could follow along with the course you’re teaching. For certain concepts like logarithm functions it’s going to be handy as we can project it up on the smart board.
I like IXL for competitions between the students (only works if all have access to Chromebooks). If we have a few, we could use as a station activity where students move from the computer to other worksheets.
National Library of Virtual Manipulatives is good, but I like the Gizmo's better.
I like the Gizmo website for virtual manipulative demonstrations on the Smartboard (especially good for geometry figures or graphing functions).
I also found a cool website called Johnnie’s Math Page that has lots of fun practice games if you have access for students in the classroom – good for skill practice, while you're working with other students.
IXL: 1) As a source for questions to be used on home work or for in class practice problems 2) Can be used to display random problems on board and have class work together to solve. 3) Student can be directed to the site for review or individual practice.
NLVM: There are a number of visualizations on the site that can be used for in class demonstration or computer lab experimentation. Am thinking a class can be brought to a computer lab with a worksheet that shows how a problem can be solved using manipulatives (scaffolded), problems slowly getting less scaffolded as Randy demonstrated las week, and then problems of increasing difficulty. Several manipulative I think can be of immediate use in my upcoming probability unit are: Spinner, Coin toss, and Let’s Make a Deal.
Explore Learning Gizmos: 1) In geometry I saw a Gizmo that had a representation of pyramids/cones. In particular it shows the relationship between height and slant height. This could help me with what has been an issue of understanding which is which. 2) Another Gizmo has a theoretical probability ad an experimental probability tab. One of my objectives in an upcoming unit is related to this. This Gizmo may be useful.
From Randy:
ReplyDeletedon't forget to include your name
https://drive.google.com/file/d/0B_0UOiGdumsPTm5KSUlMWXpGbjVRaXlIRjJYSmZIbHIzSnJr/edit?usp=sharing
ReplyDeleteMike Clorite
Chris Flynn
Jack Ford
Mike, Jack, Chris:
DeleteThis presentation echoes what Randy and Jaf have been telling us about using RRLEs in our lessons. Connecting the teaching to context that is familiar to students will engage them better and make ideas more "sticky" in their memories. Of course, in some cases allowing for different life experiences (economic, social, cultural, etc.) may cause teachers to need to pre-teach some context, e.g., many people, even adults will need to learn about what "2 points on a loan" will mean.
-PTY #11
If you remember from the CCSS presentation, the performance tasks involve preteaching. RRLE is only relevant if the student has the related experience. For example, when people see the joke "there are 10 types of people in the world, those who understand binary and those who don't" some laugh and some reply "huh?!"
DeleteI liked the concept, although I didn't really understand the third slide for a while . I thought the point was we need to match the example to the grade level - i.e. choose RRLE that are appropriate for a given age group. I probably would have changed the money borrowed with points to something like the interest you pay on a credit card bill as that's both a more common issue, and one that I think graduating seniors should understand and appreciate. They're about to enter a world on their own and credit card problems are one of the most common young adult issues.
DeleteAs Randy says it's only relevant if the kids understand it - hence Kimye, Pizza, Money and Aeropostale.
I have been thinking about how do I know what is most authentic/relevant to my students. One thought was to ask students to fill out an interest sheet at the beginning of the year. Page 83 of TMM refers to such a questionnaire as a Mathematics Student Interest Inventory. The example questions TMM shows on page 85 are very open ended. Example: "Things I like to do with my friends." Wonder how responses on a form with that type of question would compare to more specific questions like "What is you favorite sport" or "What video game(s) do you play?". I like the idea of taking such an inventory as a way to get to know the students better and will likely do this at the beginning of the year. I will likely mix up open ended and specific questions.
DeleteJoe - one thing I have done with pretty much any class I'm going to be in for any length of time is take 5-10 minutes and tell them a little about me and get each of them to tell me one fact about themselves. It's surprising the variety of responses you can get, and it immediately relates you to them - you can bring it up again periodically. Of course it helps being Australian as that's exotic to begin with. Another idea I have had is to assign an early homework about "what does math mean to me?" - a sort of reflection for the kids themselves that you can circle back to later in the semester/year - "one month in, what does math mean to me". With the new teacher evaluations it seems that managing expectations would be a smart concept.
DeleteMy big take away from this is the multisensory aids. While not to minimize the RRLE aspect, I think that if we can reach them with their other senses (particualarly touch) it is very good. Having students hold a manipulative or prop is not only fun, but keeps them in touch with the lesson (no pun intended). Like in the video about the Harlem teacher. Each snapshot we saw of her class showed them holding a prop: straws, goop, raisins, paper clothes. Those were younger kids, but even grown ups like a prop brought into class. I'm teaching nuclear fuel rods to my adult operators and I am able to bring in a model fuel rod. It really makes the class better as well as enhancing their learning.
DeleteWhat is meant by the context obscuring the concept?! This can use some explanation.
DeleteRandy
Suzanne, you highlight an important strategy but one that is complementary. Your presentation addresses the hands on strategy, which makes concepts concrete. Authentic contexts allow for information storage and retrieval by giving a student a location of the prior knowledge. These can go hand in hand.
DeleteRandy
Well it's important to keep the big picture in focus (like a laser). So it's well and fine to couch concepts in terms of common experience, but only so far as to allow the student to associate one with the other - you don't want the lesson to be about the context idea.
DeleteThis presentation comes down to building relationships with your students. If you do not have to relationships with your students you will never know what an 'authentic' example is. As a teacher it is our responsibility to stay some what in the loop as to what kids are doing because if we can not understand what they are interested in then we will fall short in connecting with them.
DeleteTony, Ben, Joe, and Nick
ReplyDeletehttps://drive.google.com/file/d/0B5XAcZdguN5BbURIWllYSVV1M1U/edit?usp=sharing
Good idea to repeatedly remind the students about the objective and to use examples relevant to the student. Listening to the students to determine what is relevant to them is important too.
DeleteThe presentation looks good too.
The Anonymous comment above was posted by Mike
DeleteYes the objective on every page was one thing we took away from the TMM article. Tony was the powerpoint equivalent of LL Cool J.
DeleteProper linkage helps us to build on what students already have learned. Just like Randy/Jaf’s task analysis, start with prior knowledge and add new pedagogies to reach our objective and get students hooked into the lesson by using RRLEs to tie the new ideas to something relevant to their lives. Connecting new ideas to prior knowledge allows teachers to add layers of complexity to problems while minimizing the likelihood of overwhelming students with new ideas and difficulty. Using different methods, physical, kinesthetic , multi-media cues allows you to accommodate students’ different “best” ways of learning (differentiated teaching).
Delete-PTY #11
Lots of overlap with authentic contexts, which is perfectly fine. The content of this presentation is hopefully connecting to your prior knowledge! (Think information processing/dual store model)
DeleteRandy
The order of the seven modeling and scaffolding techniques from concrete to representative to abstract is useful and interesting. I like the example of starting with concrete examples which are also authentic for the students. While it may be useful for some of the content, I assume that it would not be necessary to use all 7 techniques to teach a concept. Also, it seems that technique #5 of fading teacher direction could be implemented by beginning with high teacher involvement at the start of the class year and increasing student independence over the course of the year.
DeleteFrom Suzanne, Wendy, Peter and Joe
ReplyDeletehttps://drive.google.com/?tab=mo&authuser=0#folders/0ByjfO9ZYL1V1RXo2TjFPdTROdVE
Would love to take some credit for these nice slides, but I was not actually part of this group.
DeleteIn so many ways the teaching concepts we are learning about overlap and reinforce one another. They are connected. from using concrete things to make a mathematical point to RRLEs, how much more real life does it get than to have something in your hands. How much more connected can you be than to have the students flip coins and watch as the probability of a head converges to .5. In a way it makes me want to teach physics or maybe just bring a little bit of physics into the math classroom.
Sorry, that was supposed to say Steve. I seem to have had a lot of trouble on this assignment didn't I.
DeleteSuzanne
I think I've mentioned this before, but when I went to the equivalent of high school, everything that is taught by the physics department here in the US was taught by the math department. Physics really was more of a engineering based course than anything else. Newtownian mechanics were the domain of the math department. I don't see anything wrong with incorporating that kind of information into math classes.
DeleteHmmmmm...have we seen these 7 techniques in ARC? If so, where? How have you incorporated these techniques into your next lesson plan and microteach?!??
DeleteRandy
I think we have been exposed to techniques 1,2,6, and 7 throughout the ARC program while we have seen technique 3 and 5 extensively in Methods!! Something that as really grown on me not even for the fact that it might help students understand a concept, but I feel it is another way to show them that you care. How many teachers do you remember taking the time color coding your work or theirs? I don't remember any, but I think the students will realize the time and effort you are putting in.Then the technique with the example and non example we saw in the fryer model during our differentiation session. So throughout out we have been exposed to all of these techniques.
DeleteIt's worth noting that you can choose name/url from the publish as list and put in your name to avoid appearing as "anonymous"
ReplyDeleteIXL
ReplyDeleteBroken up by grades.
http://www.ixl.com/math/geometry/surface-area-and-volume-of-spheres
Just problems for students to practice.
Review for students before a Test/Quiz.
Good Site to Generate Multiple Problems, and students can track progress.
Membership allows teachers to Assign students and account and get instant feedback on how they did on homework problems, which will allow teacher to adjust lesson plan according to feedback. Could have a computer station during class where students just sit on computer and hammer out problems for review.
Good site/expensive all students need to have access to a computer somehow.
NLVM
Broken up by grades or subject matter.
http://nlvm.usu.edu
I wouldn’t use this website for anything then other then the geometry board or isometric board, there is not feed back. Boom
Gizmo
Thought it was a more up to date version of NLVM, with more options and love that it is in line with the standards!!
Jack Ford
ReplyDeleteIXL.com
In class (Algebra I – 9th grade)
I think if we had access to Chromebooks/tablets, this would be useful to send the kids to the site to do practice after they learn how to do something. If I had a membership (costly), it can track how many problems each kid did and scores it for how well they did. I can do a lesson by first teaching a concept, then sending them to the site for practice. (some practices look better than other). Just using a computer might make it more interesting for some kids. During class I can walk around and help those who need it. After class, I can check the site for the student’s progress – how many problems each did and how well they did them.
Reflection
I think, obviously, that access to the computers is a big thing. If you don’t have it, this can’t help your lesson. This can be used as a homework, instead, if you have the membership, but that is very costly. If you have it, though, it can be very valuable.
I think the novelty of it just being similar problems on a computer can wear off, and then kids might not be so excited by it anymore. One issue may be, though, what work have they shown? If they only put in answers, how did they get there? Good site for differentiation – each student can move at their own pace. It can also be used to adjust your teaching for the next day after reviewing the feedback form the previous night’s HW.
Good site for reviewing for test.
National Library of Virtual Manipulatives
In class (Algebra I – 9th Grade)
Again, access to computes is crucial. I think I could incorporate Functions Transformation in a lesson about graphing equations to discuss how different pieces of the equation change the graph. Let each student go on it and to see how that would help them to better conceptualize how different pieces affect the graph.
Reflection
While there are only a few programs within that could be used. Other programs within the site would be better suited to letting the kids play math games after quizzes/tests, to keep them occupied, but dealing with mathematical/logical thinking.
Explore Learning
In class (Algebra I – 9th grade)
It looks like the gizmos could be used in the lesson – there are interactive gizmos where you can change parts of a piecewise function and see simulations of how two runners compare when they start at different places, run at different speeds, etc. I feel that I can use this to have a good discussion about time and speed and how it relates to the graph.
Reflection
I only got to play with it a little, but I think I’d really like to explore more gizmos – I certainly will, as I think there will be a lot more I could use in class.
Notes on websites IXL, NLVM, Explore Learning
ReplyDeleteIXL is not a site I would use in my current assignment. Our school uses Kahn Academy which is very similar to IXL, but has even more options. Kahn has videos and is free.
NLVM is a good site. I remember that Randy showed us some applications on there that were interactive and engaging. I could not run it on my computer..
Exploring Learning is great. I love the gizmos. I would use the matching linear equation and graph to a story. We did this in class with just hard copy graphs and had the students come up with stories, or match stories to a graph. They liked the activity, but I think they would be even more receptive to using it as a computer application.
I also liked the assessment questions at the end of the gizmo. it gives a quick 5 question "quiz" to assess student learning. when you check your answers on the assessment, explanation is provided for each answer, even if you answered it correctly.
IXL.com
ReplyDeletehttp://www.ixl.com/math/
Uses: Great tool for homework. Students will be assigned a homework assignment and the website provides a service that will track each students results and progress toward mastering a specific skill. It will help the teacher evaluate the student progress and plan for upcoming lessons.
Very easy to pull up as interactive in class questions for the class to answer./ Use small white boards with students in groups to get answers. The first group to answer correctly can come up to the board and click/show the correct answer.
Membership for 60 students for a full year is about $400
International Library of Virtual Manipulatives
http://nlvm.usu.edu
Uses: Can be used as a visual aide for foundational lessons on new topics. I suggest giving the students a hands on manipulative that mirrors what is being done on the smart board screen so that they can follow along while you do it.
Seems bulky, poor graphics. May lose interest of your class if it bogs down or is difficult to use.
Looking at IXL, I don’t see any way to incorporate this into a lesson. It’s an electronic worksheet. I might recommend it for independent practice over and above my homework but beyond that it seems to have rather limited appeal. In theory next year this would be feasible as all students will have ipads, but at present it’s not possible. Also the cost would put many districts off using this.
ReplyDeleteThe second site seems more useful, but is a little dated. Again, a lack of classroom resources means this doesn’t seem super useful. Also the java requirement would make this very hard even if we did have the resource as many IT departments don’t allow you to update Java.
I did quite like the third site. I liked how it linked to certain text books so you could follow along with the course you’re teaching. For certain concepts like logarithm functions it’s going to be handy as we can project it up on the smart board.
I like IXL for competitions between the students (only works if all have access to Chromebooks). If we have a few, we could use as a station activity where students move from the computer to other worksheets.
ReplyDeleteNational Library of Virtual Manipulatives is good, but I like the Gizmo's better.
I like the Gizmo website for virtual manipulative demonstrations on the Smartboard (especially good for geometry figures or graphing functions).
I also found a cool website called Johnnie’s Math Page that has lots of fun practice games if you have access for students in the classroom – good for skill practice, while you're working with other students.
IXL:
ReplyDelete1) As a source for questions to be used on home work or for in class practice problems
2) Can be used to display random problems on board and have class work together to solve.
3) Student can be directed to the site for review or individual practice.
NLVM:
There are a number of visualizations on the site that can be used for in class demonstration or computer lab experimentation. Am thinking a class can be brought to a computer lab with a worksheet that shows how a problem can be solved using manipulatives (scaffolded), problems slowly getting less scaffolded as Randy demonstrated las week, and then problems of increasing difficulty.
Several manipulative I think can be of immediate use in my upcoming probability unit are: Spinner, Coin toss, and Let’s Make a Deal.
Explore Learning Gizmos:
1) In geometry I saw a Gizmo that had a representation of pyramids/cones. In particular it shows the relationship between height and slant height. This could help me with what has been an issue of understanding which is which.
2) Another Gizmo has a theoretical probability ad an experimental probability tab. One of my objectives in an upcoming unit is related to this. This Gizmo may be useful.