Follow me
Embrace the Drawing Board
  • Blog
  • 180 Days
  • 3 Acts
  • Virtual Filing Cabinet

Perplexed by Perplexity

5/5/2012

3 Comments

 
Dan Meyer opened his site 101qs.com some time ago now, and I have to say it has been rather engaging to see what the results have been.  You enter the site thinking you have some pretty top notch photo or video prompts that are bound to produce wonder and amazement, and yet somehow you find your perplexity score slowly going the way of the buffalo. At first it was disheartening.  You think to yourself how could my amazing collection of gumballs stacked on dominoes in the shape of a sierpinski triangle at the burning man festival not provoke the question, “How can we derive the gravitational constant?” The question now becomes, "Is that the point of 101qs?"  What do we want out of these videos and pictures?  Do we want everyone to be on the same page or do we want multiples questions to stem from each video?  Do we want both?  Is 101qs giving us what we want?

Clash of the Titans

 Over at Dan’s site people have been discussing these last set of questions and we find, naturally, Dan promoting his brand of “Make the prompt scream the question you are looking for” and Karim Ani saying, “There are more interesting questions that go beyond a one minute clip or picture.”
Picture
When I read debates from guys like these I imagine this, but with better vocabulary.
I think many of us, including Dan and Karim, find ourselves right in the middle of these two conflicting axioms. On one hand we desire that students seek for themselves.  We desire that they personally invest in interesting questions that provoke grand thoughts about life the universe and everything.  Yet we also recognize that they are young whippersnappers who have little experience beyond their hometown, school, and even neighbourhood; they may not have the capacity to think beyond the world of their home.  We then as teachers must make the hard decision of how to lead them to these wonderings.

How many “how many” questions can we put up with?
One of the biggest critiques of 101qs right now is that the questions are too simple.
  • How many dominoes?
  • How many combinations are possible?
  • How many tickets?
  • How many gumballs?
These questions have all been taken from the top of our list of most perplexing images.  Sure they represent different math (in this selection alone we have rates, combinations, volume, and area covered!), but the depth of questioning is shallow to say the least, and this is coming from teachers, who have experienced this world and are confronted with questions that affect our humanity and interactions with the world at large.  “How many dominoes?” just doesn’t cut it when we live in a world that is torn apart by famine, poverty, super-consumption, and an economy that seems to be hanging over us like the sword of Damocles.  We the teachers need to see how we can bridge this gap.  Students are certainly engaged by these problems, but how do we turn them, and mathematics as a whole, into more than a daily puzzler? If our subject, and this website, is turned into only a collection of neat little brain teasers, then we have missed the point of our roles as teachers.
Picture
Sadly, the interactive iPad version comes out next year.
Finding the Middle Ground

Just looking at the top of my site you will see clearly that I have drunk Dan’s Kool-Aid.  I love anyqs, and the whole three act process.  I know Dan's framework has directly made me a better teacher, and helped me to focus on more engaging class discussion, but I am beginning to find myself wanting more out of it.  In my comment on Dan’s blog I express that my main answer for this question is that we must understand that  101qs.com, in its infancy, is only presenting the first act of a fuller narrative.  We must use these videos as starters to the greater questions.  Students want to experience mastery of concepts, they want to feel positive about their abilities, and we can enter these students much easier into this subject that we love so much with a question like “How many gumballs are in that dang machine?”  It is fun, it’s nice, and students say to themselves, “I can do this!”  Then they take to the math, and they realize, “I need to know a lot of information to solve this.  What shape is that thing?  Is it a prism?  No, it’s a ball shape!  What is the volume of a ball?”  We enter with our sequels to these stories to propel their thinking, “How many gumballs could fit into this room?  Into this whole school?”  Students start adapting their thought to new situations, and they begin to see that this one little problem can extend far beyond just this picture.

Going for the Home Run

Once we have given students these chances to use their knowledge in differing situations we unload the brain busters.  We ask the hard questions, we develop projects from here. After seeing so many of these “How many little things can fit inside one big thing (gummy bears, tickets, dominoes, gumballs, teacups...) the question that has been arriving in my mind is this, “Why do we measure things in g, mL, etc. and not gummy bears, or gumballs?”  Get students to debate, and then create their own measurement systems.  Have them create conversion charts, and think about how to create a system that measures mass, volume, as well as linear measurement.  Have them reflect on the advantages and disadvantages of having their own measurement system.  Have them present their measurement systems to the class, have them create lessons about the Billy-Standard-System.  Then show them why the metric system is so awesome! They started their journey in the “How many?” river, but they are now swimming in the “What if?” ocean.

Where to Now?
Have I pulled this stuff off? Not yet, I’m still young, but I know that this whole 101qs thing is Dan Meyer’s attempt to pull the stunt on us as I want to do with my students. “Take some pictures,”  he says, but underneath it all is the possibility to go wherever we want.  So yes, if we discount these “How many?” questions as paltry, then that is all they will ever be, but if we keep pushing, we can turn these low floor questions into high ceiling discussions and projects.  So grab your camera, grab your phone, and get some first acts loaded.  We’ll work on the rest together later.
3 Comments

Coca Cola Slim

6/12/2011

8 Comments

 
So this is my new lesson/starter activity.  I plan on using this to get kids thinking about volume again, and my future goals for this lesson will be elaborated further down.  Anyway this all started when I was thinking about the recent trend in twelve pack boxes for pop.  They use to be 3x4 and now they are 6x2.  My students had a lot of problems this year with Surface Area (mostly due to me), and I thought this would be a great way to introduce it by buying some, and asking the question, "Which box is better for the environment?"  I liked the idea and, so I was stuck thinking about pop.

I went shopping with my dad last weekend (we were home for a family event) and there were these new "100 calories" Coca Cola Slim packs and I grabbed out my phone and snapped some picture (Dad looked at me funny he is not used to this side of me yet).  Anyway I walked down the aisle, and found the new Pepsi slim cans!  But they were a different shape, but same price!  Boo ya! Math lesson here I come.  Anyway I bought those as fast as I can, and this weekend I went to town.  I'll present this once more in Mr. Meyer's three acts since I appreciate the narrative...

Act 1 - Any Questions?

Act 1 - Cola Sleek from Timon Piccini on Vimeo.

A nice simple video, and Twitter has quickly shown (not from hundreds of people), that I was on track with my question.  Students will ask questions about the video, and share them on the board.  I am anticipating that students will either inquire about volume or surface area, both tracks I am willing to head down.

Read More
8 Comments
    Blogroll

    dy/dan
    Overthinking My Teaching
    Fawn Ngyuen
    Mr. Vaudrey
    Divisible by Three
    Approximately Normal
    Emergent Math
    Tweet

    Categories

    All
    101qs.com
    3acts
    Algebra
    Anyqs
    #anyqs
    Assessment
    Board Games
    Calculus
    Classroom Management
    Density
    Equations
    Exponents
    Feedback
    Formative
    Geometry
    Integers
    Ka
    Language
    Lesson Ideas
    Lesson Plans
    Lesson Reflection
    Lesson Resources
    Lessons I Am Not Even Near Teaching
    Lesson Starters
    Manipulatives
    Math Lessons
    Math Talk
    Number
    Number Bases
    Numeracy
    Operations
    Pbl
    Percent
    Place Value
    Probability
    Rates
    Rates And Ratios
    Ratios
    Reflections
    Report Cards
    Sbg
    Square Roots
    Statistics
    Summer Time Reflections
    The Mind Of The Student
    There I Tried It
    Twitterverse
    Variables
    Volume
    Wcydwt
    What I Want To Remember
    What I Want To Remember Years From Now

    Archives

    September 2015
    April 2015
    August 2014
    May 2014
    September 2013
    August 2013
    July 2013
    April 2013
    February 2013
    October 2012
    September 2012
    August 2012
    July 2012
    June 2012
    May 2012
    March 2012
    February 2012
    January 2012
    December 2011
    November 2011
    October 2011
    September 2011
    August 2011
    July 2011
    June 2011
    May 2011

Powered by Create your own unique website with customizable templates.