I have an awesome Algebra II class. When we were getting to know each other at the beginning of the semester, I asked for their input on what makes a good learning environment. I expected things like, "Be prepared" "Be Respectful of Others" and similar known classroom expectations. Instead, I got what they expected of me, namely, "Present the topic in exciting ways so everyone gets it." So small order for anyone, let alone a student teacher just learning her stuff. I gave it my best shot.
In one recent effort, we did a scavenger hunt where I sent my students out into the beautiful spring day to find conic shapes (circle, ellipse, hyperbola, parabola) in everyday objects. Once found, they were to take a picture with their phone and send it to the MsA.Algebra2 Flickr account. Then, we met in the library, downloaded the pictures, put them in Geobegra, and found the equations of those shapes, as best we could.
It was a really simple project, but it got everyone engaged in modeling the shapes they found. Most importantly, they got to really see how moving the foci/directrix/vertex impacts the shapes. The questions to "how do I make this narrower/wider/bigger/smaller?" were answered by the students experimenting themselves, while watching the equations change. It was pretty cool.
I was worried about folks not having cameras on their phones, but only 2 people didn't - so they found partners who did. (Only 2!) I worried about my students disturbing other classes, but no reports of that, yet. I worried that Geogebra would have a large learning curve, but my students needed very little instruction - and they started clicking away to figure it out for themselves, anyway. I did use a SMART board (that was fun) to show them how to insert a picture and where to look for the instructions that Geogebra gave for each shape, but once that was given, they were pretty much on their own. They did a lot of teaching each other, which was great on many levels, too.
If we had more time, perhaps we could have put the equations into the standard forms that we had been working with, which would have been pretty difficult, but not impossible. Maybe. Or maybe talked as a class more about what changes as we move the foci/vertex/etc... However, they got to see that all on their own, and not having the teacher come in with the expert knowledge, once again, isn't so bad. Though, I didn't plan for a way to save all those Geogebra models, so they were lost. I would do that differently next time.
Some tech things I learned: Turns out that each Flickr account has a unique email address that you can send pictures to and they automatically get uploaded into the photostream. Students had no problems using this with their cell phones to get the pictures in one place. Once all the pictures are up there, you don't even need to sign into the Flickr account to download the pictures to your computer (if they are marked as public, which is the default). Also, there is no need to download Geogebra - it has a web-based version (just choose the Applet) that shuts off once the browser is closed. (I thought it was interactive, and there is a version that interacts with the web, but there is also a completely web-based version.)
My favorite part was sitting in the library and watching as the Flickr photostream of all these great (and not so great) examples of conic shapes started coming in. I was projecting the photostream, too, so other students in the library would come by and ask why there were pics of the Ford emblem on the screen and I got to say, "Ellipse!"
It was a great time had by all. Go conics!
Here is the link to the photostream, if you want to check it out: http://www.flickr.com/photos/50279388@N04/
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