|Timestamp||What are do's?||What are don't do's?|
|6/26/2014 10:46:16||Not so many words on the worksheet. Use bulleted items|
Consider using powerpoints to show the kids the pictures or model.
Leave some ambiguity so that kids come up with procedures themselves
Give a recording sheet/a place to make predictions
Give them a starting spot (like 2 rubberbands) then let them decide how to do the rest of the activity.
|Write in paragraph form.|
Don't give so many instructions
Don't give them the math; let them discover the math.
|6/26/2014 10:54:22||Step by step organization of the activity||-Too much worded procedure|
-The pictures are too much information that doesn't generate inquiry and discovery
|6/26/2014 10:56:36||Have students choose their own objects/adjust variables AFTER the whole class has done the investigation with the same object.|
Give interesting photographs along with written instructions.
Video of people bungee jumping to introduce.
Give the scaffolding as needed rather than all up front.
|Don't put units/intervals on the graph.|
Don't include extensive written instructions - too much writing!
Don't over-define the procedure in the written instructions.
Don't give students the table - students create their own.
Don't give all the information up front. Provide procedure supports after a group or class discussion of procedure plans.
|6/26/2014 10:59:35||Group roles|
Guessing # of rubber bands at the beginning
Pictures if you are going to be picky about knot-tying
Video - barbies talking about bungee jumping, thought bubbles
- video of bungee jumping
- stop motion
- video individual trials to have exactitude
Construct a table as a class, discuss before providing the table
Give graph paper, discuss intervals for units
Discuss # of trials, how many is enough?, provide averaging trials guidance
Just in time addition of table, graph, and equation guidance
Interpreting results questions (maybe as an individual assessment?)
How do you deal with the fact that you might not know when students need information?
Having a chance to revise and retry
|Don't give numbers of rubber bands|
Don't number intervals
Too much text!
Instant evaluation of verbal answers in process
Only one try at the stair drop
|6/26/2014 10:59:38||First show a photo or video and give kids a chance to ask questions and say what they think could be measured. Then teacher gives the official question to explore. Give handout AFTER kids have had a chance to think through a solution path.||Don't start by giving a handout that explicitly gives step-by-step instructions for the task, robbing students of the chance to do modeling.|
|6/26/2014 10:59:59||Making prediction before getting data.|
Follows scientific method.
Have a rubric of some sort.
Materials give "just in time". Have them available when students ask.
Allow students to use their own methods.
Maybe show video of real bungee jumper to introduce activity and ask for questions.
Pictures are helpful.
Go back and self-reflect on process.
|Don't over explain or scaffold. Example: blank graph paper vs axis and labels done for them.|
Don't use a worksheet with too much text.
Don't use a worksheet with too much direction.
Teacher doesn't talk too much.
|6/26/2014 11:00:19||-Include images in handouts.|
-Include a video of a barbie bungee with too many rubber bands as an act 1.
-Like the assignation of roles to students
-Average out the different trials at specific rubber band lengths.
-Would prefer to use tape measure over a yardstick. measurements can be more accurate and can be more accurate.
-Questions in worksheets are good because they are in context...i.e. How tall is Barbie, NOT what is the y-intercept?
-Like rubrics and requirements for students to explain their answers in written or oral format.
|-Would like to have students choose the number of rubber bands they would like to try out...we don't want to prescribe the number of rubber bands required to test out to complete the data table|
-Not sure about the scaffold (in worksheet #3) that tells students that the y-intercept is not 0.
-Some explanations are too 'adult' in nature i.e. don't talk about law suits.
-You can always add in scaffolding, but can never take away...
|6/26/2014 11:00:19||Provide math objectives at the beginning|
|6/26/2014 11:00:22||Do show pictures--better a video|
Do ask what math questions we could ask
Do ask what is the biggest number would work and smallest number that would work
as part of act two, hopefully the need for some of the math tools (tables, graphs, equations, measurements, experiments) could be generated by the students.
do have students identify important aspects (changing quantities, variables, etc.)
|Do not be cheeky in the directions ie don't kill Barbie|
Don't scaffold too much--the worksheet is overdone to help classroom management--strike a balance
show restraint in "helping student thinking". try not to prevent students from having the opportunity of doing the actual (messy, unstructured, uncertain) math.
|6/26/2014 11:00:30||Question: allow kids to formulate the question by starting with a videos of bungee like jumping |
Generate questions about what's needed, asking what we could use to demo this
Formulate: allow students to explore, and lead the group to standardizing the methodology
Calculation - allow students to choose the method that you would use, applying what they have already learned;
Allow students to interpret results and explain
Provide students with format to write data once teacher has led them to the data teacher would prefer
Calculation: Students chose method of operation and performed operation
Interpret results: Pre-taught operations and gave opportunity to connect this to the real world.
|Don't provide question up front, let the students explore|
Give the methodology upfront
Allow students to formulate the variables
Calculation: Over scaffold the work sheet.
Interpret results: Instead of pre-teaching, could have done experiment and then
|6/26/2014 11:00:40||Give them certain materials (Barbie, rubber bands, measuring tools).|
Students create their own table (depending on the group of kids).
Allow for discussions
Show a video of someone actually bungee jumping
|Give too many instructions|
Fill out the intervals for them
Show a video to introduce bungee jumping
Form mixed (but near) ability groups
all work in student notebook