![]() ![]() ![]() These images really harness the students’ inquiry. It also prevents more confident students from dominating the conversation. The purpose of writing down the reason before sharing it with the class in a discussion is ensure that each students’ initial thought is noted. ![]() I ask the students to write down their choice and the reason why. Students make a low-risk, highly open choice about which square they think doesn’t belong. Starting with Inquiry – “What do you notice?” Part 1: Which One Doesn’t Belong wodb.ca All of these activities took 100 minutes in total. One might see this lesson as a progression, which could be run in shorter parts or sections. I started looking back at the different things I have been trying in the classroom… what took shape was a pretty awesome lesson. I was teaching something that I, as a student, struggled to learn and understand – Periodic functions (more specifically, the changes that occur to y=Asin (Bx+C)+D and cos or tan). Some are even writing books & blog posts about it! ( brings me to Friday’s lesson. Like so many other maths teachers, I was inspired to be the teacher I wish I had when I was a student. If you haven’t watched it yet, stop reading this post and watch it. Much of this change in how students learn occurred after quite a momentous occasion in mathematics education: Dan Meyer’s TED talk – Math Needs A Makeover. What students are doing in lessons has been influenced by the availability and advancement of technology, but how the students are learning is continually changing and (I hope) improving. The ways students are learning maths at school has massively changed over the past 5(ish) years. Through teaching, I’ve learnt many mathematical concepts at a much deeper level and I am often left asking myself, “ why didn’t my teacher teach me like this?” ![]()
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