Use this thread to discuss your questions and comments about how to run the lesson.
First, I noticed that there are multiple boards for this lesson - do you anticipate this board being the “main” board? Or the welcome board?
I did this lesson today and it went really smoothly. Some students choose 4 bit or 3 bit sequences but they understood why this specific example allowed for 2 bits to be used. The whole lesson transitioned really well from the previous day’s lesson.
I also liked how you defined “efficient” in the activity since it gave us good parameters to critique other team’s protocols. One thing I am noticing is that with my smaller class, full share-outs are possible, but not always necessary. I have been working with the “5 practices” book on orchestrating conversations in mathematics and think some of that can be applied here. Giving me things to look for (length, fixed-length, addressing, etc.) in the lesson plan allowed me to select students work to show in class and sequence them in ways that highlighted different approaches.
Students enjoyed the video, but it did not really cover packets all that well, and I did not do a good job talking about it in class, so we needed to go over it a bit more after the video. I know in the lesson plan it gave me a link to Wikipedia to talk about packets, but I wasn’t really sure what the big “take-away” was supposed to be.
Finally, I have started to use Doctopus more for a lot of these activity guides. Some of these guides are better for being able to sketch out solutions (like today’s activity guide) but others, or the video worksheets, seem to be better suited for students to type the answers in a doc.
It was a bit confusing to me this morning, but I think in Lesson 2.2 students create an ASCII protocol for Battleship and then in Lesson 2.3 they create a binary protocol. Is that correct?
Thats right Caroline.
Cute battleship commercial. There is a funnier one set in an opera but I think it might be confusing if you have not played the game.