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Modelling

Modelling. Tasks. Reflecting. Lessons. Assessment. Modelling. Modelling. Modelling. Tasks. Reflecting. Lessons. Assessment. Modelling. Modelling. Why modelling?. 2. The main objective is to promote reflection on:

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Modelling

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  1. Modelling Tasks Reflecting Lessons Assessment Modelling Modelling

  2. Modelling Tasks Reflecting Lessons Assessment Modelling Modelling Why modelling? 2

  3. The main objective is to promote reflection on: the opportunities that inclusion of more modelling and applications tasks in your teaching practice could afford you and your students. the difficulties and obstacles which have to be overcome. Objectives

  4. We will try to reach a consensus on: The opportunities that modelling and applications tasks could open both to our students and to our teaching. The difficulties and obstacles that we probably will face. Possible ways to overcome them. Outcomes This consensus could be the starting point for a real and determined change in your teaching practices: the next modules will give you guidance and support.

  5. Session structure Debate: divide up into two groups (A and B) 1st part: group work A: arguments in favour B: difficulties and obstacles 2nd part: group work A: reactions to difficulties and obstacles B: reactions on the arguments 3rd part: DEBATE

  6. Session structure Debate: divide up into two groups (A and B) 1st part: group work A: arguments in favour B: difficulties and obstacles 2nd part: group work A: reactions to difficulties and obstacles B: reactions on the arguments 3rd part: DEBATE

  7. Session structure Debate: divide up into two groups (A and B) 1st part: group work A: arguments in favour B: difficulties and obstacles 2nd part: group work A: reactions to difficulties and obstacles B: reactions on the arguments 3rd part: DEBATE

  8. Session structure Debate: divide up into two groups (A and B) 1st part: group work A: arguments in favour B: difficulties and obstacles 2nd part: group work A: reactions to difficulties and obstacles B: reactions on the arguments 3rd part: DEBATE RD PD

  9. Summarising arguments Write up again a final list with the main: of modelling and applications tasks at school. Arguments for a wider use Difficulties which hinder a wider use

  10. Looking for new arguments Read the text “arguments and obstacles for the inclusion of modelling and applications taks” (Blum and Niss, 1991). • Do you agree with them? • Is there something you will like to comment on? • Would you like to modify your previous arguments? • Would you like to modify your previous difficulties and obstacles?

  11. Being postive… Do you think it is possible to overcome these difficulties? What can you do?

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