My Thoughts...Students Taking Charge - Chapter 2

My goal:  To develop an authentic, open-ended task that will create a felt need for students to learn.

Step 1:  Start with the Standards
     Slope
     Linear Equations
     Past Skill Review:  Pythagorean Theorem, Indirect Measurement, Scale Drawing
  Time Frame: 3-5 weeks

Step 2:  Think Application
     When would someone use this knowledge?  When building a staircase.
     Why?  Because slope is a building regulation that must be followed.

My Open-Ended Problem:  Design a staircase, according to code, to get the class to the top of the school building for our fantasy classroom.

    My original plan called for a unique staircase that didn't follow code in addition to the original
    staircase.  We'll have to see if I keep that part in the learning objectives.

Step 3:  Think Authenticity and Relevancy
Must make sense and have meaning

Building a staircase is realistic...an outdoor classroom on the roof, not so much.  But it is fun to think about.
Relevant:  Students could be asked to help build the school project (if it were to happen).

Step 4:  Think Open-Ended
Is there a realm of the unknown?  Is there not one right answer?

For the original staircase, the one to code, there is one right answer.  However, making it to code makes it more real.
For the unique staircase, there are lots of answers.  Students have already talked about creating a ladder like those found on slides, a spiral staircase, a staircase hugging the building, a handicap accessible ramp, and a slide to come down on.  ALL of these option still use slope!

Step 5:  Think Product
A blueprint.  Students can draw a scale drawing on white roll paper, on graph paper, using Google Sketchup.

Step 6:  Think Content
Bulk of the time needs to be focused on content.
Yes!  I agree!
But when integrating technology, students need to have time to create their projects.

Things to improve on (as I continue to read the chapter...probably should have read the whole thing before diving in!)  Oops!
1.  Write a more detailed task description.
     a.  Include something that connects to the student's personal experience
     b.  Include a statement to deepen the students' understanding of slope.
     c.  Somehow tie in something that elicits an emotional response to increase the likelihood of learning.
     d.  Include an interesting higher-order question
     e.  Needs to lay out the product that is to be developed
     f.  Include the authentic piece and how it is relevant.

2.  Unit design is heavily frontloaded.  I should have allowed myself more time to write the task.  Something to keep in mind for the future.