Topic for week of April
30, 2012:
Use of Bridge Maps – Bridge maps assist students with
understanding relationships and analogies. How have you used a bridge map
to show relationships or analogies in your teaching this week? What was
the first pair and the second pair? What was the relating factor?
Did the relating factor assist students with the understanding of the
pairs? Did the student's Frame of Reference help guide the map?
Going a bit further – Give analogies to students in a
variety of ways: give them a pair of words and ask for the relating factor;
give a relating factor and ask for a pair of words that fits the relationship;
give students the top of one relationship and the bottom of the other pair and
ask them to try to complete the bridge map.
Please post your blog
response to this topic by Friday, May 4, 2012.
My bridge map is a comparison between quadratic to Alg. 2 equations and interest rates to finance. Sometimes students want to think of each topic as being a seperate issue. they don't always make connects to prior learning or even to topics that seem obscure. This is a good tool to show students relationship.
ReplyDeleteI decided with my fast track students to write "form of an equation" as the relating factor. I then wrote linear and quadratic on the top of the bridge to see if they could give me any form of an equation for those two. One example would read "Linear is to y=mx+b as quadratic is to ax^2+bx+c." I really just wanted students to understand the different forms of the different functions that we have discussed throughout Algebra 1.
ReplyDeleteI gave my AP Calculus students this assignment. "Calculus is to students as ____________ is to __________________" Below are some of their answers. Reference is that they just took the AP practice exam this past Saturday!
ReplyDeleteCalculus is students as:
torture is to the Mayans
Sistine chapel is to Michaelangelo
drought is to a bad crop season
problem solving is to engineers
wings are to elephants
pencils are to writing
a rubix cube is to a child
the universe is to a star
death is to life
Spanish is to Americans
I LOVE "wings are to elephants!" It made me laugh.
DeleteI did a Bridge Map with my Fast Track Algebra 1 students on the unit with quadratics. My relating factor was graph/its parts, and we compared linear equations to quadratic equations. It helped students to see how they are related, but it showed them also the ways they were different.
ReplyDeleteI bridged x to y, independent to dependent, domain to range, and horizontal to vertical. In veiwing these relationships, I found it interesting that the only terms that are in non-alphebetical order come from the study of statistical relationships as opposed to coordinate geometry. It may not be conincidental at all. To think that most of this came as a result of viewing a fly on the ceiling.
ReplyDeleteI did a bridge map on the different forms of equations. I did Linear and Quadratic. I wanted to see if they could give me
ReplyDeletey=mx+b for linear and ax^2+bx+c for quadratic. I think this helped the students know the difference in the two types of equations.
I used a bridge map to introduce logarithmic functions in my Pre-Cal classes. I used "additon is to subtraction"; "multiplication is to division"; and finally "exponential function is to logarithmic function" and had the students come up with the relating factor. The class was able to discern that exponential and logarithmic functions are inverses of one another.I think allowing them to connect logarithms with a familiar concept (exponential functions)helped them to grasp the concept more easily.
ReplyDelete