tag:blogger.com,1999:blog-5779271385256625533.post1479969515551295924..comments2024-03-06T22:39:11.472-08:00Comments on cheesemonkey wonders: New strategy for introducing INBs: complex instruction approachcheesemonkeysfhttp://www.blogger.com/profile/09311170815422010013noreply@blogger.comBlogger5125tag:blogger.com,1999:blog-5779271385256625533.post-51259672346238224122014-03-09T05:52:38.225-07:002014-03-09T05:52:38.225-07:00I also love the way you introduced them - one mode...I also love the way you introduced them - one model for each group. Also love the ticking bomb clock. Where did you acquire that gem? And "is that a group question?" is so much better than the "ask three before me" I've heard others suggest. Speaking of exponential functions, I have a great modeling activity that I like to do BEFORE formally introducing them. I wasn't blogging yet when I did it last semester, but I will document all of it on my blog when I do it later this semester. It's a fairly common experiment: collect data on the height of a dropped tennis ball after 1 bounce, 2 bounces, 3 bounces, etc. In the past, kids got bogged down in the process of plotting their points, and it took longer than I wanted. But with Desmos (I plot everyone's data at once), their cognitive load is lightened, making it easier for them to very quickly see that a linear model wouldn't be very effective, and that using a quadratic model to extrapolate would lead to the prediction that after several declining rebounds, the ball suddenly comes back to life, and starts bouncing ever higher! It's a "goldielox moment" when I say, "Well, there is another option here...." enter the magic of the exponential decay function. By the end, the students are actually making the connection that if f(x) = ab^x, a is the initial height, and b is the multiplier. There's another fun one involving killing off skittles, but I've already jammed up your comment box enough for one morning!Anonymoushttps://www.blogger.com/profile/09099431185709444825noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-33249131062358580322014-02-25T18:49:59.390-08:002014-02-25T18:49:59.390-08:00Thanks, abrowningcouch. It made the process of set...Thanks, abrowningcouch. It made the process of set-up so much more engaged. Instead of acting passive and helpless, students used their innate curiosity and common sense to piece the process together. I think it gave them greater ownership.<br /><br />Thanks for commenting!<br /><br />- Elizabeth @cheesemonkeysf)cheesemonkeysfhttps://www.blogger.com/profile/09311170815422010013noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-60992239481355422252014-02-25T18:45:52.214-08:002014-02-25T18:45:52.214-08:00Thanks for stopping by, Michael. You always give m...Thanks for stopping by, Michael. You always give me something juicy to think about. :)<br /><br />- Elizabeth (@cheesemonkeysf)cheesemonkeysfhttps://www.blogger.com/profile/09311170815422010013noreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-68377522371805923472014-02-25T12:51:23.431-08:002014-02-25T12:51:23.431-08:00I totally agree, Michael. I've been so frustra...I totally agree, Michael. I've been so frustrated by my practice this year, and what I see is me retreating back to the easy things over and over. And frankly, I'm bored with it, so I know my students are. I've been trying to live by "new marking period, new me," but I keep going right back.<br /><br />Cheesemonkey - I love the idea of having a model at each table on day one and the "is this a group question" question. Thanks for the post!Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5779271385256625533.post-77025799480907583672014-02-24T17:50:44.705-08:002014-02-24T17:50:44.705-08:00"So I decided to take what I had available an..."So I decided to take what I had available and, as Sam would say, turn what I DON'T know into what I DO know. "<br /><br />This is great, and like the exact opposite of my instincts. When I get in a rut what I go for is turning what I do know into what I don't.<br /><br />Actually, that's total nonsense, but what I mean is that I tend to do the things that I know how to do over and over again, and kids get bored. I constantly have to remind myself to try the stuff that I suck at in order to vary things up for kids.<br /><br />Concretely: I need to rely less on problem sets and debates and rely more on reflection and group work. I also need to vary things up more, even though what's easiest for me is to do the same thing every day, roughly.<br /><br />Thanks for the provocative read!Michael Pershanhttps://www.blogger.com/profile/17046644130957574890noreply@blogger.com