Watching the line of marbles glide along the ramps you designed and then magically make all the stars disappear was the greatest feeling! Imagination and creativity are just as important as mathematical reasoning for engineering a ramp system that allows the marbles to pass through the stars. The solution also had to be sound from both a mathematics and physics standpoint. There are infinite ways of solving each puzzle, but solving the problem required the use of critical thinking skills. Failed designs provided prime opportunities for learning because the feedback was immediate. ![]() It allowed students a safe place to take intellectual risks. It provided just the right amount of frustration, enough to test (and hopefully build) perseverance skills. Here are my observations of what Marbleslides did for students: ![]() It was truly a puzzle, a problem that kids were challenged to solve in unique ways, using what they knew (and also what they didn’t know). It was not a drill and kill worksheet disguised as a video game in order to entice kids to buy in. It was not a direct instruction video, not a flipped classroom lesson. The palpable pride and joy when the class applauded and congratulated students for their brilliant work of engineering.Īfter a day of this Desmos activity, I was unequivocally sold on its positive impact on student learning. Curious looks from a student when the teacher unexpectedly projected the student’s solution on the class screen for everybody to see. Squeals of delight and ecstasy upon finding a solution. Moans of agony of from getting soooo close. Not for the entire class period.Īs I looked around the room throughout the period, here’s what I observed:įurrowed brows. A room full of 8th graders and not a peep out of a single one of them. The first thing to hit me was the deafening silence. So, what happened when I passed out the Chromebooks and provided students with the code to start Marbleslides? In writing these equations, students learn a ton (whether they know it or not) about the properties of linear equations. In each progressive puzzle, the stars are placed in different and more challenging locations so students have to design more and more elaborate series of ramps in order to get the marble through all the stars. Students create ramps by writing linear equations. The basic premise of Marbleslides is this: The goal is to get marbles to pass through four stars by creating a series of ramps for the marbles to slide on. After we teachers tried the activity for ourselves, we decided to let our classes further explore linear equations by doing Marbleslides. Our class just finished an introductory unit on graphing linear equations. I must admit that I was initially skeptical when a colleague introduced me to a Desmos activity called Marbleslides. On the Desmos platform, teachers have the ability to create and share graphing-based activities and lessons. Desmos started as a free online graphing calculator (farewell, TI-89!), but has since evolved into a powerful tool for student exploration and learning. This observation is not meant as a concession to the power of technology over people, but rather as a conclusion that these devices can and should be used for engagement in learning as well.Įnter Desmos. In today’s technology-centered culture, the apps on these little screens have the power to capture the hearts and minds of people of all ages. ![]() I mean the look and the energy they have when their minds are captivated and engaged, whether it be while playing an intense game or using some other exciting app. I don’t mean the glazed-over look they have when they are on a mindless, time-passing app. DESMOS - IT’S NOT YOUR DADDY’S GRAPHING CALCULATOR!ĭo you know that look people have when they are engrossed in an activity on their electronic device?
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