Press Play on both videos to view at the same time.
Students
http://media.nwic.edu/system/files/private/math-student-videos/video/math99_radicals_students_2.f4v
Instructor
http://media.nwic.edu/system/files/private/math-student-videos/video/math99_radicals_1.f4v
Dan has graciously shared with us this video of his classroom:
and he has requested of us to look for the following things:
-Am I giving the students enough time to question the material?
-Do I give the information too fast?
With his indulgence, i proposed the following question as well:
-as the teacher, what evidence is there in this clip to show us that the students have learned? if we were to teach this topic, how could we make sure at the end that each student had learned?
Dan,
It sounds like this was not the first time you presented this. is that the case? had you explained it before the same day or on another day?
Nicely done, Dan. Nice step by step process. We all factor trinomials with the methods with which we’ve become most comfortable over the years. I did notice that you did seem to answer your own questions a bit quickly. The students may have answered before you but it was hard to hear if they did. I liked your passion and clarity and as long as we stay consistant on how we demonstrate a concept, I think that we’ll be fine.
I showed the following video (starting at minute 33) on the first day of class, to provide one possible answer to how algebra in particular is connected to the promotion of indigenous self-determination and knowledge. The speaker is Winona LaDuke:
Matteo Tamburini 12:31 pm on April 27, 2011 Permalink
What evidence is there from what the students say or ask that they are actually learning something?
I try to ask students to justify their reasoning: how do they do? Is there evidence that they are reasoning mathematically? can you see times when I could probe further into what they are thinking?
if you make it all the way to the end (it’s a long video!) you’ll see that I give the students an “exit ticket”. What do you think of the problem I pose? Is it a good measure/snapshot of what the students understand or don’t? If you asked that question to your students, what misconceptions would you expect to find in the answers?
Jay Giles 9:23 am on April 29, 2011 Permalink
Good discussion of a confusing subject for most students. I could have followed along a bit better had I been able to more clearly see the problems that you were writing on the whiteboard.