Evaluation of Probability: Two Dice 1
From Teach
What went well
- They obeyed most of my instructions.
- They enjoyed themselves.
- Some worked out from the start that horse #1 could not win (or move!).
- Several wanted to know the move instructions before making their bet.
- Good engagement with the recap.
What could be improved
- "not huge criticisms": (SS)
- Ran out of time -- the analysis will have to come next class.
- I hadn't memorised their names.
- Initial exposition with dice:
- Used language they don't understand.
- The idea of fractions and 1/6 went over their heads.
- I dropped the large dice on the floor but there they couldn't see it. So they instantly became disengaged.
- I showed them what to do on the sheet, but made it difficult for them to see.
- Be enthusiastic -- capture their enthusiasm for the game by being enthusiastic myself!
- Address the whole class with my instructions -- not just two pupils or a small section of the class.
- When I am handing things out, that is their chance for a mini-break, so don't be too insistent on quiet then.
- But do insist on complete quiet for my whole class instruction.
- Don't fold my arms. It's perceived as negative.
- The horses on the sheet should be labelled only with their number, not with a name. That was a distraction.
- Use directed instructions to stop the noise
- e.g. to stop them rolling the dice, tell them to hold the dice in their hand.
To Do
- Check that they all have a pen/pencil before they start the mental arithmetic test.
- Set them the same test on Friday.
- Do an example of the test on the board to remind them what to do. (Very few got a better score this time than last time. At least one had forgotten how it worked and was very confused.)
- At end of lesson, if I want them to hand in their folders, tell them to stand behind their chairs holding their folders.
