It was time for presentations. In each group there was one person who had pulled more than their weight and would have dominated the presentation. It was time to weed them out :).
I asked each group to volunteer one person. Not surprisingly the children who the group expected to present volunteered (and in some cases were volunteered). I made them all judges for the presentation. The reaction of the kids when they found out that the judges were not presenting was amusing. As we walked over to the computer center, one girl even commented that she thought that I had asked a volunteer to make a presentation for the group. Cute.
While many presentations were limited in content, most were original and demonstrated some thought process. Most of the children were engaged when they were going over the presentations and asked a lot of questions (especially when it needed corrections). Interestingly, the kids were able to identify their error (goal of the project) and occasionally think on their feet and even suggest how it could be corrected.
By and large the discussions were centered around how mistakes creep in, even if they were unintended at times :).
During the creation of the presentation one of the children had been called a daydreamer by her team and I had stepped in and worked with the kid. It was interesting that this child stepped up and made the presentation for her team.
There was one amusing instance in which a child had interpreted an algebraic puzzle of dogs and cats eating 58 biscuits with 5x6+4x7 even though it was unrelated to the question and instead asked, well isn't it 58 to which another child replied well so is 4x10+3x6, why didn't you put that instead. It was interesting that they were talking about two points on the same line without realizing it. But, that's a geogebra story for later.
It took us two half classes and 1 full class to complete all the presentations. I kinda rushed in the end as they were loosing interest.
I asked each group to volunteer one person. Not surprisingly the children who the group expected to present volunteered (and in some cases were volunteered). I made them all judges for the presentation. The reaction of the kids when they found out that the judges were not presenting was amusing. As we walked over to the computer center, one girl even commented that she thought that I had asked a volunteer to make a presentation for the group. Cute.
While many presentations were limited in content, most were original and demonstrated some thought process. Most of the children were engaged when they were going over the presentations and asked a lot of questions (especially when it needed corrections). Interestingly, the kids were able to identify their error (goal of the project) and occasionally think on their feet and even suggest how it could be corrected.
By and large the discussions were centered around how mistakes creep in, even if they were unintended at times :).
During the creation of the presentation one of the children had been called a daydreamer by her team and I had stepped in and worked with the kid. It was interesting that this child stepped up and made the presentation for her team.
There was one amusing instance in which a child had interpreted an algebraic puzzle of dogs and cats eating 58 biscuits with 5x6+4x7 even though it was unrelated to the question and instead asked, well isn't it 58 to which another child replied well so is 4x10+3x6, why didn't you put that instead. It was interesting that they were talking about two points on the same line without realizing it. But, that's a geogebra story for later.
It took us two half classes and 1 full class to complete all the presentations. I kinda rushed in the end as they were loosing interest.
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