The Bicycle Problem

Consider the questions below as you view the video. You may replay the video as many times as you like to analyze what is happening in the classroom. When you are satisfied with your insight into this learning experience, answer the questions and submit your responses. In some cases, you will be asked to make notes to use in Blackboard postings.

This is a clip of children working in a group to solve and explain a problem. It is an opportunity to examine the group process and its effectiveness. This clip will also allow you to identify misconceptions that develop and understand how the children are thinking. You might compare this interaction with the group dynamics in Missing Dimensions Part I.

1. Is this activity an example of cooperative learning? Does it meet all the criteria for cooperative learning?

Yes No

2. Is this an example of think-pair-share?

Yes No

3. What are the first few steps that the children take when they begin work?

6. Were the children dependent on the teacher to determine whether or not they had the correct solution?

7. Can you identify the misconceptions that the children had? Were there other things that caused confusion?

8. What kinds of questions could you ask the group that would help them resolve their different solutions?

10. Under which content standards does this activity fall? (You may select more than one if needed.)

*Classroom Clips...*

Tyrell went the the bike store to buy a new bike. The bicycle comes in red, blue, silver or green. He can choose a bicycle with a kickstand or without a kickstand. How many choices does Tyrell have?	The Bicycle Problem: Communication and Collaboration Please enter your name and class information before beginning this section. Consider the questions below as you view the video. You may replay the video as many times as you like to analyze what is happening in the classroom. When you are satisfied with your insight into this learning experience, answer the questions and submit your responses. In some cases, you will be asked to make notes to use in Blackboard postings. First Name: Last Name: Course Name: Email: Date: This is a clip of children working in a group to solve and explain a problem. It is an opportunity to examine the group process and its effectiveness. This clip will also allow you to identify misconceptions that develop and understand how the children are thinking. You might compare this interaction with the group dynamics in Missing Dimensions Part I. 1. Is this activity an example of cooperative learning? Does it meet all the criteria for cooperative learning? Yes No 2. Is this an example of think-pair-share? Yes No 3. What are the first few steps that the children take when they begin work? 4. Comment on how the students are sharing their ideas. How will it effect the group's solution to the problem? 5. Is each student engaged? How can you tell? Yes No 6. Were the children dependent on the teacher to determine whether or not they had the correct solution? 7. Can you identify the misconceptions that the children had? Were there other things that caused confusion? 8. What kinds of questions could you ask the group that would help them resolve their different solutions? 9. According to the Professional Standards for Teaching Mathematics, where does this exercise fall in the continuum from direct instruction to a constructivist-based approach? For each of the following characteristics, indicate which phrase is most appropriate. For the learning environment: How to know if you are correct: The kind of thinking required: How to get the answer: The teacher's role: 10. Under which content standards does this activity fall? (You may select more than one if needed.) Numbers and operations Algebra Geometry Measurement Data Analysis and Probability Other: