Our microteaching is going to be covering the transformation of a graph. At the beginning, we will be asking the students to come up with some questions regard to the different graphs we put on the board. For example, the students may reply, “the graph moved right by 2.” This is a Level I process as described by the book. Then we may response with, “What if the graph was not moved right by 2?” This is a Level II question. We can then prompt the students to come up with different cases when the graphs are not moved right by 2. Some Level III questions that may arise are, “the graph moved left by 2” and “the graph moved right by 5”. Not only that, we can further relate the original problem to, “what if the graph moved up or down instead?” Then finally, we can bring this into our main topic of function translation of vertically and horizontally.
What are the strengths and weaknesses of the “What-If-Not”?
Strengths:
- WIN strategies help to generate new ideas about the problem that we would not think of otherwise in the first place
- It intrigues new thoughts and more understanding of the problem
- It is also motivating in letting the students think more about the problem other than just solving it for the solution
- WIN strategies are too time consuming and it is a long process; it can go on and on without stopping (the cycling techniques in the WIN strategies)
- The mass amount of questions let the students down as they are bombard with somewhat unrelated and extra problems
- It is easy to get off topic with the WIN strategies; the students may focus on the wrong aspect of the questions
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