Читать книгу Giving Students a Say - Myron Dueck - Страница 34

The design was influenced by the idea that students will need to learn or know a variety of things, and these separate elements will coalesce into a combination of demonstrations to further embed understanding and memory. As one elementary teacher told me, "It's critical that our students show their understanding through building, manipulating, and movement. It's not about memorization and studying; it's about doing." Based on this advice, the last section of the template allows the student to demonstrate and blend the separate pieces. It's the elementary-level equivalent to the "Product" section of the secondary unit plan.

While designing the plan, I found myself stumped at trying to come up with an interesting final product. I decided to seek input from my young daughter, Sloane. Here's my recollection of the conversation, and ample proof of why the teacher told me to spend some time with elementary kids.

"Hey, Sloane, I need an idea for a grade 3 math project."

Sloane approached slowly, likely a little wary of getting involved in another one of Dad's assessment projects. "What's it about?" she asked.

"It's about the idea that a letter can take the place of a number and … ."

"Wait! What do you mean, a letter can take the place of a number?" Sloane interjected.

"Like X equals 5," I responded.

"I don't like X," Sloane said with immediate certainty.

"It's just an example, Sloane!" I replied, slightly frustrated that we had already hit a snag in the process.

"Yeah, but I don't like X," she persisted.

I became a little more annoyed. "What's wrong with X? Everyone just says 'X equals 5.' It's an example!"

Sloane remained resolute. "X usually means it's wrong, or it's used to cross stuff out. It's not friendly. I don't like it. The only time I like X is on a buried-treasure map like you did for my birthday."

Not friendly? Only on treasure maps? I pondered in frustration. I changed to an admittedly insincere conciliatory tone, just hoping to get past this letter issue. "Do you have another letter you prefer, Sloane?"

"P," she responded instantly.

"Why P?" I inquired.

"P stands for princess. And she's 5 years old," Sloane stated, suddenly taking a regal stance.

"OK. P it is. The princess is 5," I conceded, and, in doing so, I began to consider how this math concept might be addressed in an elementary class environment.

"OK, Sloane. So imagining the princess is 5 years old, how old will she be in four years?"

Sloane thought for a moment and replied, "She'd be … 9."

"OK, so as an equation, we would write it as P + 4 = 9."

"Sure," Sloane agreed, but added, "I'd want to draw the princess instead of putting in the letter P."

Draw it? That'll take forever! Seizing the opportunity and scheming how this might play out, I agreed. Sloane drew a tiny princess and then included the rest of the equation (see Figure 2.5).