I once had a cool car, then a couple rugrats forced me to trade it in. With it went a bit of my memories and a whole lot more. But hey, kids'll do that to you, I guess. With that said, it's amazing how vehicle technology has improved over the past 10 years. Because of it, I'm constantly distracted by the challenges my heads-up display allows me to present myself with.
This is what stares at me as I try to keep my eyes on the road. It's been reset at a near-full tank. I'm thinking of how this would go in a math class:
What questions do you have?
Here are some I'm hoping students come up with:
What's your average speed?
How many gallons is your tank?
Why the hell did you sell your cool car?
How far can you go on one tank?
How many driving hours until you need to fill up?
What does it cost to fill your tank?
OK, so maybe a couple of those are still my bitterness seeping through, but still. I think there are valuable conversations that we can have around this. Once the students get some questions put together, I would ask if they would like to know more information. The following info I'd be willing to give them:
What questions do you have?
Here are some I'm hoping students come up with:
What's your average speed?
How many gallons is your tank?
Why the hell did you sell your cool car?
How far can you go on one tank?
How many driving hours until you need to fill up?
What does it cost to fill your tank?
OK, so maybe a couple of those are still my bitterness seeping through, but still. I think there are valuable conversations that we can have around this. Once the students get some questions put together, I would ask if they would like to know more information. The following info I'd be willing to give them:
Fuel Capacity - 16.5 Gallons
My Daily Commute - 2 miles
Once they have this information, I'll update the image with the others that I've taken on this tank so far:
My Daily Commute - 2 miles
Once they have this information, I'll update the image with the others that I've taken on this tank so far:
With this new information, I would ask the same question:
What quesitons do you have?
After attending Alex and Mary's session at TMC15 about Activity-Based Learning, I think this is where I go off the track of comfort and let students go wild with their questions. To be honest, I have no idea what questions they would come up with based on new information. I'm curious: what question(s) do you have about this?
What quesitons do you have?
After attending Alex and Mary's session at TMC15 about Activity-Based Learning, I think this is where I go off the track of comfort and let students go wild with their questions. To be honest, I have no idea what questions they would come up with based on new information. I'm curious: what question(s) do you have about this?
After we've collected all student questions, we'll do the following:
- Break into "similar question" groups
- Have students attack their question(s) and answer them
- Create a follow-up question once they come to a conclusion
- Pose their findings to the class
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