What made the ticket problem we solved more satisfying and more challenging than the version you might find in a textbook? Create a rubric for great application problems — what you'll find in their beginning, middle, and end.
All of these algebra problems a) bury their hook and b) present their beginning, middle, and end all in one frame. Can you fix these problems so they conform better to our rubric.
What kind of math problem could we build around this video? What would you find in its beginning, middle, and end?
YouTube comments are sometimes profane. The related videos in the sidebar are often inappropriate. Sometimes Internet access is unreliable. For all these reasons, head to Zamzar and get a copy of this video for your own computer.
What kind of learning experience could we build around these media packages? Be sure to compare your final product to our rubric.
What kind of learning experience could we build around these media packages? Be sure to compare your final product to our rubric.
Let's back off of math applications for a moment. Over the course of this exercise, what skill will your students build from scratch?
Here's the idea: take any older concept, say the ones on the left side of each slide, and assume classroom proficiency. Then throw a problem at your class that looks like it's assessing the old concept, but which is actually demonstrating the need for the new concepts on the right.
What kind of learning experience could we build around these media packages? Be sure to compare your final product to our rubric.
What kind of learning experience could we build around these media packages? Be sure to compare your final product to our rubric.
Thanks so much for your participation this week. It would help me out a great deal, as I revise this workshop for other teachers, if you could let me know which tracks will be most memorable for you and which will be least memorable. Thanks so much for your honest responses.
Dan Meyer taught high school mathematics from 2004 to 2010 and currently studies at Stanford University on a doctoral fellowship. His professional interests are curriculum design and teacher education. His personal interests are graphic design, filmmaking, and infographics. He keeps a steady eye out for collisions between the two. He lives in the San Francisco Bay Area with his wife.
