This week we
got to observe mini lessons on topics that could be used at each of the grade
12 classes (functions, calculus and vectors, and data management). I definitely appreciated the different
approaches that my peers took and can definitely think of ways to integrate
these new methods into my future teaching!
The
first presenter focused on the topic of laws of logarithms for a grade 12
university level course. She started the
lesson off by having us investigate the characteristics of logs and what
happens when we add or multiply different logs together. After going over these concepts and
practicing with a couple of questions, we got to play dominoes with logarithms! This version played like a regular game of dominoes;
however, instead of numbers on each tile, there were equations with logs. In order to play your turn, you had to first
calculate what each equation was using the log rules we had just learned. If you were unable to play or took longer
than 45 seconds, you had to pick up another tile. I really enjoyed this activity! It was a much more fun way of practicing log
rules than simply answering drill questions out of a textbook. However, there was one thing I would change if
I were to do it again. I understood the
purpose of the 45 seconds or pick up rule, however, I felt as though that wasn’t
enough time. I struggled trying to
figure out the math in time for my turn, and I’ve been using logarithms for
years. I imagine first time learners
would definitely need more time or no time limit at all.
 |
| Retrieved from: http://weknowyourdreams.com/dominoes.html |
The
final presenter led a lesson that focused on probability ratios from a grade 12
data management class. To demonstrate
the idea of changing probabilities, we got to play Deal or No Deal in small
groups! In each group, one person was
the banker and the other the contestant (but ultimately everyone just worked
together). Similar to the rules of the
game show, the contestant had to pick a case as their own and then open 6
cases. After 6 cases were opened, the
banker offered them a deal in exchange for their case. It was then the contestant’s job to calculate
the probability of winning a case with more money than what the banker had
offered and to decide if it was worth the deal or not. I had a lot of fun with this activity! It felt just like playing the real game –
however, I think that this may have been its one downfall. As my group started playing, we got so
involved in the cases and trying to win a million dollars, that we forgot all
about calculating the actual probability – which was the main point of
incorporating the game into the lesson.
If I were to do this in the future, I might instead consider doing it as
a class. That way, as the teacher, I
could control the speed of the game and only move onto the next case when I
believed that everyone had the correct answer.
Another thing I might change is finding or creating an online
version. In the system we used, once we
ripped some of the cases off, they were really hard to put back on. As well, some cases were see-through so we
knew where the million dollar case right away.
 |
| Retrieved from: https://i.ytimg.com/vi/SWr2gk07cXw/hqdefault.jpg |
Overall, I really enjoyed the topics
this week! I can definitely see myself using
these ideas in the future!
No comments:
Post a Comment