Month: March 2013

• 03/31/2013

  Evaluating energy efficiency claims

  Artifact This (or other) energy efficient light bulb package(s). So many opportunities here, depending on how targeted you want to be. Or, if you prefer, what kind of problem you plan to facilitate. There’s a clear nod to systems of linear equations (when one compares the time of payoff). There’s also an opportunity for some…

• 03/06/2013

  How does one provide the complex data of global warming to students?

  Update (3/12/2013): An atmospheric scientist friend of mine, Katie, suggested a few edits to this post, primarily to clear up a few of the tools listed here. The edits are in bold. My initial thesis on this post was originally going to be “why don’t teachers let students investigate global warming very often?” While this…

• 03/04/2013

  Taxonomy of Problems (Part 2): Ways and what to assess

  In my last post, I tossed out a loose taxonomy to name four different types of problems: Content Learning Problems Exploratory Problems Conceptual Understanding Problems Assessment Problems I felt it necessary for myself. Up until now, I’d been labeling all problem equally: they’re problems! They’re tasks that are supposed to get students to learn stuff!…