This site is a great example of differentiated learning. It catches the student where they feel most comfortable starting. The site gives a math problem and then develops the problem into different stages A, B, C, D, and so on. I got this from my twitter friend johntaig.
This site has caused me to think about the way I present problems. I'm wondering if I should have a extention whenever I give a problem. For instance, if I give a problem to the class, I should consider posing a thought provoking question at the bottom of my queston to extend their thinking. Wouldn't this be great for that student who is always done early to chew on something that is a little more difficult, yet helps promote understanding?
See the example below
What do you think?
Dave
5 comments:
I like your extension idea! One big idea I'm working on with my students this year is multiple representations, so I might ask them to "how many ways can you show the solution to this problem?" (draw a picture, explain it in words, give a real-life example of the situation, algebraically, etc.)What do you think?
I like the ideas. I think drawing a picture is an excellent way to describe math in a different way. I also like your idea of giving a real world example of the item. I appreciate your ideas. Since I have been using them, I think my students are getting used to looking for more after the original question is asked.
Thanks for the ideas.
I think both of your comments are great. When I present a new concept, I try to have them practice in groups on low to high level problems. I have made my homework assignment more about higher level thinking. I can't wait to add this type of questioning to the homework list.
I love the idea.
Have you thought of putting a "review" piece in before the core skill?
Possible ideas... Factor 12
I am a Middle School Math Teacher and I created a new free online math games site called hoodamath.com
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