Thursday, 1 September 2011, 10:42 AM
Sunday, 16 October 2011, 07:56 PM
I am going to save it for the very end, after Christmas break, and do it with the Stats unit. Give the students some options for statistical areas to research (ex. sports) and structure it that way. That way they have some concrete parameters to the project. Anyone else?
Melissa Baron
Monday, 17 October 2011, 09:03 AM
I am intending to introduce it this week, just after finishing stats, and give students a suggested timeline with checkpoints along the way. That way I can monitor their progress and maybe help guide them at points. It will be due the last week before Christmas break for my students. I'm curious what others are doing, though. Is anyone doing it as a partner/group project, or just individually? Are people requiring their students to present it for the class?
Monday, 17 October 2011, 08:14 PM
Based on the group I have, I think I will allow them to work individually or in partner. I'm thinking I might do it as a 50-point project: choose a combination of activities that add up to 50 points. For example creating a poster could be worth 15, creating a powerpoint presentation could be worth 20, a 7-8 minute presentation could be worth 10, etc. There could be certain baselines that all students need to complete, such as a report showing their analysis of data, for another 20 points. I would be reluctant to give too much classtime for presentations but some students really do well at them, so I think it's fair to offer them the chance.
Wednesday, 19 October 2011, 10:43 AM
Melissa
Would you be willing to share this 50 point system. I have never considered this before. I find it interesting.
Wednesday, 19 October 2011, 11:13 PM
Sure thing. I don't have it written up yet for this project, but the idea is that the students have a certain degree of choice within the parameters of a project. So for instance you could tell them that they need to earn 50 points on a project. Then you give them several options of activities to do to make up the 50 points: a slideshow presentation may be worth 15 points, a handout for classmates may be worth 10 points, a poster 15, a video or tape recorded presentaion worth 15, and so on. You could group them into categories to ensure students meet all the outcomes (for example, choose one from category A: presentations). The students then execute the project in a manner that suits their preferred learning style.
When I get closer to the project I can share my handout.
Hi,
I like your idea of the point system too and wouldn't mind a copy if you're willing to share.
Anyone have ideas on how to help the students narrow down a topic for this project?
I allowed my students to choose any topic they wanted, and I found that they had a really tough time deciding on a topic. I think that the next time I teach this course, I will have about 10-15 pre-apporved topics with a "focusing question" for my students to choose from. Of course, if they have an idea of something else that they would like to explore, I would support that. The main issue is that these students have no idea where to begin because they've never done a self-directed math research project before. Giving them some ideas of what to research will help many.