Week 4 - Revelation of Pi

The whiteboard discussions of the suite of six labs went well overall. One class had two days of weak participation. The honors class that has been skeptical of discovering the relationships for themselves. Two students have even commented that they preferred getting the equations to start. At this week's discussion they got really jazzed up for the first time. When they discovered pi in the slope of the circumference vs. diameter model they spontaneously reacted out loud. I was a bit surprised that I saw no sign that they anticipated it, but pleased that they were beginning to enjoy the discovery process. Then when they found pi in the area vs. diameter model they really erupted. I wish I had been making a video. On the final whiteboard discussion of the pendulum period vs. length lab they joked about finding pi lurking again. The discussion carried over to the next day. One group looked up the formula for period and speared the discussion that led to finding pi again after the linearization. It was apparent that they had come around to appreciate constructive learning. On Friday we started the first worksheet and will alternate between quiz assessments and worksheets next week. I handed out a detailed list of Unit #1 learning goals and the simplified standards based grading I will follow. I plan to attach it as a score sheet for each quiz and the unit #1 test. I will highlight the subset of goals being assessed on each quiz and give the assessment of each. This is another idea that I must thank Frank Noschese for. I think that I am ready for "Keep It Simple SBG".

Modeling Physics Week 3

All in all another great week. I learned a bit more about the process and even more about understanding how the students are doing. This process really tunes the teacher in to where the students are at. It is like a continuous assessment process. In the past I would think I knew if the students were understanding, but test results would tell a different story. Now as I observe their interactions while doing the experiment and whiteboard preparation I can see and hear what they are thinking. At times I even see that they are forging ahead to pull the other groups ahead. I begin thinking how I need to re-strategize. I love this continuous feedback! Our chemistry teacher observed my class during the second week and decided to give it a try on Friday in her honors class. She had her students model their experiment on whiteboards and had the same experience of witnessing realtime student assessment. She said that she abandoned her lesson plan and adjusted to where the students were. It was fun to share our mutual excitement. She e-mailed this weekend that she redid lesson plans for all of her classes in order to whiteboard on Monday.

The suite of labs with its variety of math models took longer than expected. Debriefing expectations from the previous week's took on whole class period pushing the start back one day. Each group did two of the six experiments, but it took two days to do the labs and two more to complete the whiteboards and record all information in their lab books. One class started the board meeting and completed group discussion of experiment one. I am looking forward to the discussions to come after seeing the great job students did on their boards!

Week 2 Modeling Physics

This week began with our first board meeting. The students did very well contributing from their own base of knowledge. Once again most everyone was engaged from beginning to end. The atmosphere is so mutually enjoyable seeing the details originate from the students and not me. If there was a shortcoming it was my own dealing with the tension of wanting to make progress and not so patiently coaching. Perhaps that was in my head only. I am glad that I have had three teachers and two administrators observing already. I appreciate their interest and encouragement. I will get their feedback this week. This weekend I've been looking over my notes from our modeling workshop to hopefully improve my questioning and do more listening next time. We also did a second round of white boarding to complete the graphing and data analysis expectations. I remain encouraged that modeling instruction is the way to go. Monday we will debrief and then begin the types of graphs suite of labs. I plan to have each group do one linear and one non-linear lab for my two conceptual physics classes. I am considering assigning one linear and two non-linear labs for my smaller honors physics class if they work faster. I am somewhat surprised that my honors class is more tentative and cautious. All students at our school are required to take physics. It is typically scheduled for 10 grade. At this point I have not differentiated the curriculums. During board meetings in particular the honors class are more likely to look in my direction and ask me questions rather than volunteer comments. I suppose that they are more skilled and comfortable with traditional instruction. I am sure they will come around soon. Looking forward to another great week modeling!

First Week of Modeling Physics

For the first full day of class we worked on getting to know group members and develop teamwork. To accomplish this we took the Marshmallow Challenge.

There were many good efforts with the highest marshmallow at 26.5 inches. On Wednesday we did a modeling adaptation of my usual uncertainty lab. Students wrote a hypothesis concerning the relative height of each student whether lying down or standing up. Would a meter stick give a precise enough measurement? Thursday was our first shot at white boarding. The students started by making a white board expectation list. Every class got everything on my prep list plus one I forgot. I was so pleased for this illustration of how involving everyone brings the best results! Students really worked on the white boards with enthusiasm. Creating the "White Board of the Week" added a competitive spirit.

The broad participation, enthusiasm and real contribution made Thursday the best day I have had teaching! I am hopeful that this continues as I look forward to our first board meeting after Labor Day. I am so glad to already see benefits from participating in the modeling workshop this summer!

First Academic Half Day and Parent Orientation

To start the academic year we just had a half day with students followed by an evening of parent orientation. I followed the advice of Steve Adams' "Quick Before It Dries: Setting the Pattern for Active Participation for Day One" article. In the 28 minutes we had I set up the room with chairs around the tables instead of past practice of all facing the front. Borrowing from Frank Noschese's lab group selection process, I gave students a card as they entered the room. On one side is the name of a president, element, scientist, car model, Disney character or planet. There are 3 or 4 from each category. Students were instructed to write their names on the back as they entered to avoid switching. Next they had to establish their groups by finding students with the same category and choose a table. The fun with all this is that many of the names fit more than one category. (Mercury, Ford, Lincoln, Neon, Saturn, Pluto, Cobalt for example). Students would ask me to which categories I meant and I would say, "You figure it out. You get to determine your groups." It seemed to go very well. Yes, we did distribute the syllabus and go over the highlights. That evening I had a whiteboard prepared and tried to explain how and why physics instruction was changing in 9 minutes per class. I told them to meet with me at the Parent/Teacher conference to compare notes on how it is going. They all seemed to buy in.

Student Assessment in the 1st Year of Modeling Physics

I'm in the middle of writing syllabi and have come to a road block. How do I explain my grading procedure? I haven't even resolved how I am to do it. I've been reading some great blog posts on the subject of standards-based grading from experienced modelers. I can see that it is so complementary to modeling instruction. I want to implement SBG as soon as I can, but don't see it happening in this first year. Having to use the school web-based reporting system requires having to set up a separate system that keeps students and parents informed. I read Brian Battaglia's blog posts from his first year of modeling. They were very encouraging and helpful. This confirms for me that I will put off SBG and focus on my modeling and not "leading the witness" in my attempts at socratic questioning. For now I am going to work on my SBG process for implementation next year and selling it to my administration and colleagues. Given the dramatic change from traditional to modeling instruction I remain in a quandary. How do I grade, categorize and weigh achievement in cognitive understanding? What does the reassessment process look like?

Getting Ready for Day 1

After two weeks vacation visiting our three grandsons it is time to get prepared for the first day of school. Today i went to Home Depot to have whiteboards made and materials for stands and storage. Ron was a big help and their saw rig cuts them easily. It would be hard to beat the price at $2.79 per whiteboard (24" x 36")! I'm going to need to use a table saw to cut grooves in the whiteboard storage dolly. I couldn't cut grooves precisely enough with my cordless circular saw. That will have to wait until Friday.

In the meantime I am working on lesson plans.

I received good news about my ticket to the IT team. All student iPads will be undated to iOS6.1 to start the year. I hope to have them use free apps "data analysis", "Questimate!", "Ask3" and "my script calculator". AP Physics and Honors Physics will purchase "Sparkvue HD" ($9.99) and possibly "Vernier video physics"($4.99).

Our Pasco probes all work well with their Sparkvue HD app and the Airlink bluetooth devices. Each student can access the probe data on their iPads and put it to use. Next I need to check out the video analysis features with my laptop and iPad. I beginning to think that this is going to be the best year ever!

Modeling: Next Steps

Wow! I'm so glad I took the Modeling in Physics Workshop. I am convinced that this is absolutely the way to go, but how can I get everything in place in time for this year. I want to do this on two levels to start. All students at my school take Conceptual Physics in 10th grade. One section is an honors section for students already considering taking science electives in their junior and senior year.  I need to check overall math skills to see how to differentiate.

I also plan to incorporate white boarding to labs in the AP Physics B course. In 2014 when this AP course changes to AP Physics 1 & 2, I plan to model.

For now I'm taking two weeks to spend with our three grandsons ages 6, 4 and just 10 days. We're building some elastic launched gliders and other cool stuff.

When August comes it is time to prepare in earnest for modeling physics, middle school robotics and Science Olympiad. Our first teacher day is August 19th. I am so glad that our modeling class is planning to meet on September 28th. We can share how we are doing and get more advice from the experts, who have been doing this. This is another great thing about this course. We are not left solely to our own devices. To top it off we will also meet in December. That will be the time I begin to be concerned about post-mechanic curriculum. How do I teach it and which topics do I fit in or drop?

Making Work Work - Greg Swackhamer

This method of using energy bar graphs and energy flow diagrams is completely new to me. I like the idea of describing and representing energy in systems to put work into perspective. I can see how it can give broader understanding. I also have not seen the radiation gained by the system added to the first law of thermodynamics. I wonder if this would help teach thermodynamics in AP Physics B where I am looking for some improvement.

SOSC - I

Quick Before It Dries - Steve Adams

I've been laying awake in bed thinking about the new school year and how modeling will be applied in my physics classes. Getting off to the right start means communicating change from teacher led learning from day one!

I typically get to know the students by asking them to fill out a "How I Plan to Dominate the World" form to turn in. This year I think I will seat students in groups around tables from the start and have them discuss their plans with each other. Sharing with the entire class will be interspersed with syllabus details.

SOSC - I

Teaching Introductory Physics (3.24 Solving Problems) - Arons

Sample problems should:
1. Incude irrelevant information to prepare students for real world problems.
2. Require completely solving algebraically before making numerical substitutions to maximize learning.
3. Interpretation of numerical and algebraic solutions in words stating why they make sense.

SOSC - I

Teaching Introductory Physics / Linguistic Problems - Arons

I've got to watch what I say more closely. When describing forces on a body that are equal and in opposite direction, "cancel" is likely to communicate the obliteration or disappearance of the forces rather than that the effect is overcoming each other.

SOSC - I

A Modeling Method for HS Physics Instruction - Malcolm Wells, DH & GS

According to the article "the ultimate success of every teacher depends on opportunities to draw on the resources of the physics community." Thanks to DMAPT and AAPT memberships, connections through Twitter and the Blogosphere and now the Modeling in Physics workshop this has become an enriching reality for me. Thanks to all!

Preconceptions in Mechanics - Unit 1 - Camp & Clement

I wonder if each basic model once constructed by students should be displayed in the classroom. When students make contradictory statements constructing later models, it could prompt other students to help get back on track. Of course the teacher needs to consider reviewing the earlier construction.

Explaining the "at rest" condition of an object - Jim Minstrell

Students are more likely to understand concepts in a non-threatening social context, given hands-on examples, encouraged to make and discuss the simplest rational explanations with their peers and agree on one.

SOCS - I

Teaching Introductory Physics - Ch.2 Sec. 2.19 (Arons)

During this next year I plan to look for as many opportunities a possible to ask students whether their comments are observations or inferences to develop logical reasoning. Perhaps I should make a sign???

SOCS - I

Teaching Introductory Physics - Ch.2 Sec. 2.18 (Arons)

I love to use Galileo and the birth of modern science to start the year. It fits so well by putting so much in context. This includes the history of development of the scientific method, of linkage of math and science, the design of experiments and more. Best of all Galileo was defining the very concepts we are studying using simple devices.

SOCS - C

Two Approaches to Learning Physics - David Hammer

Hammer's article told of two interesting case studies that demonstrated the shortcomings of a course that starts with theory, facts and formulas rather than student involvement in the formation of the concepts.

SOCS - I

Learning and Instruction in Pre-college Physical Science - Jose P. Mestre

Since it is "better to teach fewer topics with enough depth to help students achieve a deep conceptual understanding", I am beginning to consider which topics should be dropped this year.

SOCS - C

Learning and Instruction in Pre-college Physical Science - Jose P. Mestre

In this article Mestre lists steps to overcoming misperception in students. I am pleased to see that these are being developed as part of our Modeling in Physics workshop even through day 4.

SOCS - I

Teaching Introductory Physics (Arnold B. Arons) - Average velocity

While the concept of average velocity is critical to understanding kinematics, its reciprocal is also worthy of consideration. If students examine this ratio and its characteristics they will find is applicable  in optics (Snell's Law) and geophysics.

SOCS - I

Teaching Introductory Physics (Arnold B. Arons) Ch.2 Rectilinear Kinematics

The vocabulary is critical to understanding motion and often a source of lingering confusion. The best instructional strategy is to coach students to generate the idea first and establish the name last.

SOSC - I

Teaching Introductory Physics (Arnold B. Arons) - Ch.1 Underpinnings

Differentiating between period and frequency is a common difficulty for my students each year. I have often instructed students to look for the word "per" or "for each" to identify frequency vs. units of time for period. This year I will help them discover for themselves a generalized verbal interpretation of ratios.

SOCS - I

How we teach and how students learn - A mismatch? (2) - Lillian McDermott

To get students beyond the common impression that physics is a collection of facts and formulas the curriculum must give students ample practice solving problems qualitatively to develop critical reasoning skills.

SOCS-C

How we teach and how students learn - A mismatch? - Lillian McDermott

I lived the inadequacy of solving problems using formulas rather than a functional understanding (II. A. 1.) I assumed two objects of different masses would fall at the same speed, but have different KE. But the force and distance are the same and thus the KEs.

SOCS-I

Wherefore a science of teaching? - David Hestenes

Understanding the human Information Processing System is foundational to matching teaching methods to learning methods. For one thing scientific knowledge must be organized into increasing levels complexity and sophistication to be effective.

SPCS-I

Force Concept Inventory (David Hestenes)

Students bring commonsense beliefs that are deep rooted. A teacher's mode of instruction must take into consideration that this is logical based upon student's experiences, not because they are incapable.
SOCS-P

FCI Test Experience

This test was a very thorough test of my understanding of forces and motion. Number 15 & 16 took the most thought for me. The force of the tires to the ground and ground to the tires were not mentioned. But they require that the car still places a force on the truck and vice versa (N3L). I wonder if I missed any other unstated facts on other questions.

Overall I am feeling confident of my answers. I am looking forward to finding out the results tomorrow and even more to learn how to convey understanding to my students through modeling!

Anticipation

I am looking forward to the start of my Modeling in Physics class on Thursday!

After early retirement from a powertrain engineering career I have reinvested my life as a physics teacher. Starting with long term subbing led to part time and now full time teacher positions. It has been an enriching experience! Early on I was advised to join the DMAPT (Detroit Metropolitan Area Physics Teachers). Wow, what a powerhouse of gifted teachers! This has connected me with wonderfully talented teachers in the organization and beyond through Twitter and a few blogs.

A  reoccurring topic at our DMAPT meetings has been Modeling as a teaching method. While I have tried to infuse  my interpretation of inquiry-based learning into my teaching I realize I have much to learn. I love to learn and want to pass that on to all of my students. I am convinced that Modeling will be a giant step in that direction. Can't wait for Thursday!