ICYMI…I’ve moved

Over the past year I’ve stopped posting 3-Act tasks to the website you’re currently subscribed to…

https://gfletchy3act.wordpress.com/

First of all, thanks for the follow and subscribing to this space.  This website was created at the beginning of me sharing my tasks and I had no idea what I was doing which is why I needed 2 sites. One for blogging and one for sharing tasks.  Since then, I’ve continuously tried to improve the way I reflect and share tasks but I’m able to do it all from one site.

https://gfletchy.com/3-act-lessons/

I know tasks from the gfletchy3act.wordpress.com are hyperlinked throughout the Internet so I won’t shut it completely down.  Just wanted you to know about the other site with more tasks in in case you missed it.

All the best and hope to continue the conversation at gfletchy.com

Graham

Patient Problem Solving (Teaching without the Textbook)

Patient Problem Solving (3-Act) from Dan Meyer’s Sydney Session 11-07-2012

Thanks Dan for permission to share

 The Big Idea

  • Take away the text and incorporate as many senses as possible
  • Make it real life and let students see it happening
  • Students have ownership of the questions b/c they came up with it.
  • Remove the literacy challenge.
  • Students had to think of the important information

 

Act 1:

Pose the conflict and introduce the students to a scenario:

  • Teacher says “I’m going show you something I came across and I found it interesting.”
  • Teacher asked “What was the first question that came to mind?”
  • Students shared with each other first, and then class (T-P-S).
  • Teacher collected questions, ranked them by popularity, “How many hairs would you need?”
  • Teacher asked for a guess, think-pair-share.
  • Teacher asked for a number that was too high, too low.

Act 2:

Information, skills, resources to answer your big conflict from act one.

  • Teacher asked, “What information do you need to know to answer it?”

 

Act 3:

Star Wars — big planet blows up.

  • The answer is validated
  • Teacher found out who had the closest guess.
  • T compared techniques, figuring out which is most efficient.

 

Act 4 (The Sequel):

  • Teacher posed an extension problem.
  • “algebrafy” the problem

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Click HERE to find my 3-Act Tasks and more from some great people

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