Category Archives: marbleslides

What’s great about marbleslides

Marbleslides is a great teaching and learning game created at desmos. It’s been a great addition to my units in Algebra 2. So what’s great about it? Well, it’s tough to know…

…where to start the list…. hmmm…

How about instant feedback for students? They know immediately whether or not they ‘got it right.’ If not, they try again. Don’t you wish they would do that on their homework? Check the answer, if it’s wrong, try again. This is so interactive and quick, they are more likely to stick with it. ‘Stick-with-it-ness’ is a new term I’ve invented. You may have invented it, too, or some version of it. ­čÖé

The marbleslides activities allow kids to stick with it, even if they are not as far along as other people in the room. They get to work ‘where they are’ without getting behind the rest of the class. It’s a way to differentiate seamlessly, without it being obvious, because of the high engagement level students experience. You can very easily spend more time with the kids who need you. You can make suggestions, but never give away the answer. You can remind them to read the instructions if they missed them (which happens a lot). They can then ‘reset’ the problem and give it another go with much increased success. They are feeling challenged whether they are on slide 7 or slide 17.

For the teacher: Very little planning time is involved and you get to use that time to assess and reflect. It provides instant information to be used for formative assessment. And, kids can complete the activity later if desired by you or by them.

Pretty cool.

Here’s the play-by-play of how I used the Desmos marbleslides activities with my Algebra 2 students:

First, I had students review graphs of rational functions using the marbleslides activity here. We had already learned this and I thought it would be good to start them with something familiar before moving on to new functions. I had hoped this would also strengthen their understanding of the transformations of that parent function. It did. Yay!

So, they were able to learn to navigate desmos and how marbleslides works. Then, a week later, after introducing exponential functions, I had them do the marbleslides activity for that function. I heard comments like, “Whoa, I understand this now.” If you are interested, go to teacher.desmos.com and create an account. Use their pre-made activities and/or the learn.desmos.com tutorials. You will be up and running in no time. You can email their team or me if you want more info about what I did.

Will this always work to get every student super in love with the topic/lesson/learning goal? I’d love to say YES!, but it may be more realistic to say that probably not everyone will fall madly in love. However, this will certainly raise engagement and increase understanding. And, time flies when they’re doing the activity. This definitely┬ádeserves space as another tool in the toolkit to increase overall engagement and mix up your activities. What’s needed? Well… devices – iPads or computers. It won’t work on the phones… yet. So, you may need to schedule some lab time. Totally worth it.┬á

Should you do it everyday? No. Keep mixing it up so you capture or engage your audience. Some kids will be more engaged┬áone way, some kids another. Some like partners, some like to work alone, some like lecture, some like ‘discovery.’ But, what’s great is, by ‘capturing’ them one day, they will most likely increase their general interest level and they are more likely to be willing to go with it another day with another method. Read Styles and Strategies for Teaching High School Mathematics by Thomas, Brunsting and Warrick for great ideas on differentiating your practices.

More on that book next time.