I just want to say hello and sorry that I had taken longer than usual to get this boat in the water.
I just finished a graphing and process skills workshop that I hope proved beneficial to all those who attended. I am currently working to prepare a workshop for reviewing concepts and vocabulary in biology as it applies to the curriculum and the almighty and powerful STAAR exam. Yikes!
Going back to the graphing workshop, if there are any comments or suggestions as to how I may either improve or expand this workshop, I would love to hear them. For the most part, what I included in the workshop were elements of content mastery in this area as it pertains to physics, chemistry, and biology. As a matter of inclusion, I also went over some topics in tables, making tables, and gleaning information from tables. My approach to these areas were in where students may get stuck or produce misconceptions. To begin, students usually will imagine that the information they may find in a graph will usually mirror how the graph appears. If the graph appears parabolic, the motion must somehow mimic this apparent view. If the motion actually looks parabolic (as in the trajectory that a ball makes when thrown across a field), then the graph must always appear as such.
I just finished a graphing and process skills workshop that I hope proved beneficial to all those who attended. I am currently working to prepare a workshop for reviewing concepts and vocabulary in biology as it applies to the curriculum and the almighty and powerful STAAR exam. Yikes!
Going back to the graphing workshop, if there are any comments or suggestions as to how I may either improve or expand this workshop, I would love to hear them. For the most part, what I included in the workshop were elements of content mastery in this area as it pertains to physics, chemistry, and biology. As a matter of inclusion, I also went over some topics in tables, making tables, and gleaning information from tables. My approach to these areas were in where students may get stuck or produce misconceptions. To begin, students usually will imagine that the information they may find in a graph will usually mirror how the graph appears. If the graph appears parabolic, the motion must somehow mimic this apparent view. If the motion actually looks parabolic (as in the trajectory that a ball makes when thrown across a field), then the graph must always appear as such.