Today we whiteboarded the Constant Velocity Paradigm Lab. It went okay. I’m regretting letting the students graph distance vs. time rather than position vs. time (as described by Kelly here), since the graphs all came out basically the same and the conversation wasn’t terribly interesting. I have one other class left to go tomorrow, and I’m planning to try the position vs. time variation.
In Algebra we’ve been interpreting graphs and writing their equations. I’ve been seeing some improvement in the attentiveness students display toward each other (rather than just to me) and have also been noticing evidence of non-superficial thinking about the problems we’re discussing.