Ahhh, finally I resisted temptation during the elicitation presentations. Listening to student ideas and seeing what students have on their whiteboards and only asking questions without commentary is sooooo challenging!
Yesterday I succumbed to temptation and highlighted conflicts between what was said and written, and between two different representations of motion that came to different conclusions rather than making mental or physical notes to look for those conflicts after students have had lesson experiences on which they can build this understanding.
It's hard not to "teach" in the elicitation lessons, but to take on the role of listener and summarizer of the ideas that are presented. I also found that elicitation went more quickly when I didn't interject. In retrospect, I think this elicitation lesson can be done in two days.
At the end of the lesson, we summarized the two ideas about the position of the carts when they were traveling the same speed and summarized the variety of ways students expressed motion. This provided a bridge to the data collection tools we'll use tomorrow to gather motion data.
Most of the representations were only concerned with speed and very few explained this in terms of changing position and time. I think this will be something to watch for - since students calculated speed so much last year in last year's unit, there might not be conceptual grounding for an understanding of speed as something outside of a mathematical understanding. What I mean is that speed represents a change in position during a particular interval of time not just "distance divided by time". The latter will cause some confusion when there is changing direction (Part 2) or several intervals of time to consider.
Subscribe to:
Post Comments (Atom)
No comments:
Post a Comment