One of the largest criticisms I have about that current state of education is that a lot of it can cause a lot of stagnation on the part of students to actually think. English classes often become repetition of "read, comprehend, write an essay." History classes can be "current event, past event, write an essay on how they relate." Math classes, too, are definitely culprits. I find myself sometimes getting caught in the "Here's an example of something new, let's do one together, no you do one." Instead of devolving into endless rotation of those, we should try to include higher-order thinking where the students get to use their own knowledge and apply it to what we are doing in class.
To that end, I asked my students to think of contemporary and personal limitations in their own lives in order to craft systems of linear inequalities, graph the inequalities on the calculator, and then provide potential solutions based on their graphs.
I was really excited when I rean across the example to the left.
The students around us know exactly what is going on in the School District of Philadelphia. They recognize the costs, limitations, and issues, and - when prompted - that knowledge can come out in their work.
Granted, this particular student neglected to draw in the graph or provide a solution to this scenario, but hey, the thought was there!
I was really excited when I rean across the example to the left.
The students around us know exactly what is going on in the School District of Philadelphia. They recognize the costs, limitations, and issues, and - when prompted - that knowledge can come out in their work.
Granted, this particular student neglected to draw in the graph or provide a solution to this scenario, but hey, the thought was there!
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