This academic year I am working in Mrs. Mill’s Algebra Project (AP) classroom at Ypsilanti High School. It is a freshman class comprised of 20 students who have committed to participate in the Algebra Project for all four years of their high school math education. The AP classroom model (originally created by Bob Moses) strives to prepare students for “full citizenship in today’s technological society” by emphasizing the understanding of the fundamental language of mathematics to ensure comprehension of mathematical concepts.
The algebra project begins with a trip, and my first day in the classroom was the day of the practice trip around the school before the actual trip to Detroit. Before we left to explore the school the students read a skit that provided directions and encouraged students to make predictions. The predictions focused around the normal questions – “Where are you going?” “What are you going to see?” and “What are you going to do?” All the students shared their predictions and I approached one student who had a very unique answer to the “what are you going to do?” question – it was a string of violent actions including punching, kicking, and slapping. I asked if he really thought that was going to happen on our trip and he responded, “I’m not going to but somebody probably will.” Sure enough, toward the end of the trip, one girl had gotten bored and tried to kick her leg in the air and touch her toe just as another student walked around the corner (it was a complete accident and both students started to laugh about it). The student’s prediction (at least part of it) came true.
In addition to taking the mini-trip, I introduced myself to the students, told them why I was there (to help them with math and show them cool things relating to engineering and technology), and told them about my research. I brought a poster of my research to help me explain my work to the students but at the last minute I decided to take a different approach that would get them more involved. I put the title of my project on the board – Active Knits: Smart Material Actuators. Instead of just telling them what I do I led them through a discussion of each of the words in the title to help them discover what Active Knits are on their own. They related Active to moving, Knits to clothing, Smart Material to a material that did something, and I helped them come to the conclusion that an Actuator is a motor. For this they understood that I made knits that moved. The students sit in groups of four students and I gave each group a different active knit. I walked around and heated each with a lighter so they could see the metal fabric contract, roll, arch, and twist. The students loved being able to hold and stretch the prototypes I gave them and they came up with insightful questions like what the applications are and if I could make it move by doing something different besides heating them.
My first day was great and I'm really looping forward to working with this small group of enthusiastic students.
The algebra project begins with a trip, and my first day in the classroom was the day of the practice trip around the school before the actual trip to Detroit. Before we left to explore the school the students read a skit that provided directions and encouraged students to make predictions. The predictions focused around the normal questions – “Where are you going?” “What are you going to see?” and “What are you going to do?” All the students shared their predictions and I approached one student who had a very unique answer to the “what are you going to do?” question – it was a string of violent actions including punching, kicking, and slapping. I asked if he really thought that was going to happen on our trip and he responded, “I’m not going to but somebody probably will.” Sure enough, toward the end of the trip, one girl had gotten bored and tried to kick her leg in the air and touch her toe just as another student walked around the corner (it was a complete accident and both students started to laugh about it). The student’s prediction (at least part of it) came true.
In addition to taking the mini-trip, I introduced myself to the students, told them why I was there (to help them with math and show them cool things relating to engineering and technology), and told them about my research. I brought a poster of my research to help me explain my work to the students but at the last minute I decided to take a different approach that would get them more involved. I put the title of my project on the board – Active Knits: Smart Material Actuators. Instead of just telling them what I do I led them through a discussion of each of the words in the title to help them discover what Active Knits are on their own. They related Active to moving, Knits to clothing, Smart Material to a material that did something, and I helped them come to the conclusion that an Actuator is a motor. For this they understood that I made knits that moved. The students sit in groups of four students and I gave each group a different active knit. I walked around and heated each with a lighter so they could see the metal fabric contract, roll, arch, and twist. The students loved being able to hold and stretch the prototypes I gave them and they came up with insightful questions like what the applications are and if I could make it move by doing something different besides heating them.
My first day was great and I'm really looping forward to working with this small group of enthusiastic students.
Julie,
ReplyDeleteI am glad you built on the inquisitive nature of the students. This experience is will be meaningful to the students.
Carol Cramer