E8,+Sweller+Questions

__Name of PEEL Procedure: E8, Sweller Questions __

**1) Summary of Procedure: ** Students are given a set of data and told to “Find out or work out everything you can about this situation or data”. (Peel Publications, 2009)

**2) Strengths and weaknesses of Procedure: ** (Peel Publications, 2009)
 * **Strengths ** || **Weaknesses ** ||
 * Forces students to think about the meaning of each formula they choose to use || Could be a time consuming task ||
 * Helps students develop new ways of problem solving || Teacher must think about what assessment can come out of the activity and what they are hoping students will come up with ||
 * Can be a great think-pair-share to have students work collaboratively ||  ||

**3) Explanation why this is beneficial to student learning: ** This procedure causes students to think about why they are taking math class and what they hope to get out of each problem. Some students may find real life examples in the problems given to them while others who may be seeking higher education in math may get excited about finding a number of different outcomes from an open set of parameters.

**4) 3 examples of the procedure: ** a. MCV4U (Grade 12 Calculus and Vectors). Students are given a well-marked curve and are asked to provide as much information they can about it.

<span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px; margin: 0px; padding: 0px;">b. MDM4U (Grade 12 Mathematics of Data Management). The teacher provides students with a statistical report from Statistics Canada pertaining to something the students are interested in. Students must write down anything about their interpretation of the report. The teacher may get responses from mathematical redundancies to impacts that statistics have on the student’s everyday lives.

<span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px; margin: 0px; padding: 0px;">c. MCF3M (Grade 11 Functions and Applications). Students are given a triangle and asked to write down everything they can about the triangle.

**<span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">5) Curricular expectation for each example: ** <span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px; margin: 0px; padding: 0px;">a. MCV4U, B1.3 determine algebraically the equation of the second derivative f ”(x) of a polynomial or simple rational function f(x), and make connections, through investigation using technology, between the key features of the graph of the function and corresponding features of the graphs of its first and second derivatives

<span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px; margin: 0px; padding: 0px;">b. MDM4U, C1.1 recognize and describe the role of data in statistical studies, describe examples of applications of statistical studies, and recognize that conclusions drawn from statistical studies of the same relationship may differ

<span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px; margin: 0px; padding: 0px;">c. MCF3M, C1.3 verify, through investigation using technology, the sine law and the cosine law <span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px; margin: 0px; padding: 0px;">C2.1 describe key properties of periodic functions arising from real-world applications, given a numeric or graphical representation (Ontario Ministry of Education, 2007)

**<span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px;">6) How each example is related to student’s lives: ** <span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px; margin: 0px; padding: 0px;">a. Once students know the meaning of derivatives, they may be able to apply this knowledge to optimizing different problems in their lives.

<span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px; margin: 0px; padding: 0px;">b. This may help students to interpret data when doing research projects. It may also make students aware of causes in the world or activism they may want to be a part of.

<span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px; margin: 0px; padding: 0px;">c. Students may come up with applications of triangles if they have an area of interest. Students who may be interested in engineering can use this knowledge to help their understanding of bridge building and why triangulation is so important.

<span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px; margin: 0px; padding: 0px;"> Written by Amy Kelland

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**<span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 22px;">Works Cited ** =

<span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px; margin: 0px; padding: 0px;">Ontario Ministry of Education. (2007). The Ontario Curriculum Grades 11 and 12 Mathematics. Queen's Printer for Ontario.

<span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16px; margin: 0px; padding: 0px;">Peel Publications. (2009). PEEL in Practice. Retrieved December 2010, from PEEL Project for Enhancing Effective Learning: <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">[]