In unit 1, we spent time developing graphical relationships for various physical quantities. For example, area of a circle compared to its diameter, how far a mass needed to be hung from a fulcrum to balance a baseball, etc. In all, there were 8 different activities that were modeled. We then documented our results on white boards and presented our findings to the group. During the discussion period, Don modeled the questioning techniques we might use in our own classrooms.
I liked how the activities were fairly easy to complete but provided some key insights into proportional reasoning. Don's method of leading the discussion and making sure we understood proportions was spot on. I've done a couple of these kinds of experiments in my own class, but not to the level of these 8 experiments. Nor have I had students white board their results and we definitely have not had the discussions.
I plan on implementing these labs and the board meetings immediately at the beginning of the school year. I can see great benefit in having students engaged not only in the gathering of data and interpreting of the results, but also providing ample opportunities for students to apply proportional reasoning in a variety of different contexts.
I am glad that you found value in the variation and measurement labs.
ReplyDeleteThe link to proportional reasoning is huge (so says Arons) and is something that continually needs to be talked about by the students throughout the year.
I would focus on the questioning techniques that you see - making sure to write down not only the question but the underlying meaning.