Mo Physics Mo Problems

My spring break is filled with little jobs I like to accomplish. One of those jobs is switching over the garage from winter to summer. See in Wisconsin, we truly have 4 seasons. Every year there is around a 100 degree difference between our coldest winter weather to our warmest summer weather. We get feet of snow in the winter and dew points above 70 in the summer. Every spring break, I am excited for the great garage switch over. The snowblower gets packed up and put in the back and the lawn mower gets pulled out an put in the front. The problem is though, the grass is never ready to be mowed over spring break and many times we haven’t seen the last of the snow for the year. This year we got several inches of snow shortly after the break so I had to undo my work just to get the snowblower out. Yet, I still find myself sticking to this yearly plan despite the fact that the weather doesn’t comply with my plan. A few years ago during a technology refresher for our school gradebo

I had the opportunity to read a wonderful and super rich book about grading practices by Cathy Vatterott called Rethinking Grading : Meaningful Assessment for Standards-Based Learning . The book is not only for those thinking bout implementing standards based grading.  It has important, research based strategies that we should all be using in our classroom from crafting learning objectives, forms of assessment, and the power of feedback. I put together some of my takeaways from the book in a single diagram.  This image can't do justice to the depth of the book. My highlights covered over 10 pages in a Google Doc.  So, search it out and dig in. If you find errors in the doc, I'm always looking for help proofreading! Thank you

Over the weekend, I read Teaching Students to Self-Assess by Starr Sackstein .  It was a fantastic read.  The book focuses on the importance of reflection in the learning progress. This post only provides a few highlights. Her book has great student examples of reflections and discusses tracking progress over time using reflection.  I highly recommend reading and reflecting on what her book sets out. Why is reflection so important? If we want students to become more independent, life-long learners, they need to understand how they learn. Reflection involves analysis and evaluation which are higher order skills in Bloom’s Taxonomy. The results of reflection will help students make informed choices about how they personalize learning. The results of student reflections will help instructors modify their instruction to reach all learners. How does reflection fit into the learning cycle? The graphic below is one I made last month after reading John Hattie's L

If you haven't read about our sharing of the personal learning project, you can read it here . This post will focus on reflections on the project and process.  After getting some informal feedback from students on the project, I created a Google Form to collect some class data on the project to have in addition to the feedback presented in the portfolio from individual students.  The questions were guided by theses informal conversations I had with students.   Student Reflection What follows will be some class data in addition to a few individual reflections: Freedom of choice (1 = strongly disagree 5 = strongly agree) "I felt like by choosing my projects I used my time more productively because I was  researching something I actually wanted to research." "The thing I enjoyed the most was the freedom that we got to choose an idea that appealed to us. This is a stunning change to normal class projects where the teachers choose what you lea

The concept of a growth mindset has received great traction in the educational community.  If you are not familiar with the work of Carol Dweck, please watch either of the videos below to get some more information. TedTalk (~10 min.) EdWeek Keynote with Q & A (~ 60 min.) A key takeaway for me here is how we address student "weaknesses".  In an environment where choice is allowed in terms of accessing, engaging, and expressing, it can be easy to fall into a pattern where we allow students to only operate in modes that they are strong in.  If students aren’t encouraged to work in multiple modes, this can reinforce the idea of the fixed mindset. This is something I have seen in my classroom.  Students will continue to choose one form of assessment because it presents the least amount of challenge to demonstrate what they know and are able to do.  I am hoping to change this for term 4 in my classroom. I am not going to be removing choice from my

Exam time seems to be all about quantitative data.  Teachers are determining how many points students have, percentages are being translated into letter grades, quarter grades and final exams are being weighted and combined to determine that all important final percentage which will determine that final letter grade.  That letter will give us some idea of how well the learner mastered the course outcomes.  In addition, students are using online grade calculators to determine the minimum level they need to perform at in order  to earn the grade they desire.  Yes, final exam time is about arguing for the grade you deserve, but I feel that there is room for more. I always feel that final exam time should be just as much about reflection on learning as it is about expression of learning. It is in that spirit that I am hoping to shift the focus of what goes in student portfolios in my courses. I currently ask students to do some reflection, but it seems minimal at best.  Over the

This blog owes a lot of inspiration from this post by George Couros . Sometimes as a teacher I have to deliver content to a large group.  Today, in AP Physics 2 was a good example.  We are covering magnetic force.   I can predict the force and motions experienced by an object when acted on by a magnetic field. This is a very complicated topic that students can't experiment with at the atomic level. I can set up a demonstration that shows what happens at a macroscopic level but it doesn't help students understand what is happening at the subatomic level. The biggest difficulty is not mathematics. It is spacial reasoning and conceptualizing what is happening. It is a process which involves "right-hand rules" which provide simple models for how charges behave in a magnetic field. Here is a sample question students learned today from scratch. Ok, enough with the physics talk. What is my point? I feel that as educators, the current wisdom

At a recent school PD session, it was announced that we will be revisiting grading practices in an effort to come to agreement on common practices as a staff.  I admire our administration for taking on this issue.  Grading practices are something that most staff don’t like having open conversations about, myself included.  I feel like I always need to be able to defend my position and I should be.  So, the point of this post is to help me frame my beliefs as it comes to opportunities for students to receive feedback and act on that feedback. This diagram below is an attempt to summarize the process I allow students in my classroom when it comes to a particular learning outcome. I recently revised my objective rubrics to follow a 0-4 scale based on Bloom’s Taxonomy verbs. 4 Synthesize multiple pieces 3 Analyze unique information 2 Apply understanding 1 Explain basics The key to this process is providing students feedback and giving them the opp

I posted about this before, but it's so good it needs to be done more. So you want to get a snapshot of your learners without collecting 100 different forms. Also, you want to illustrate to students that they are different and give them the "why" of personalization. Here's how to learn the range of your class quickly while still getting quality data. Thanks to Andelee Espinosa with the brilliant post-it note hack. 10 minutes 6 post its per student white board Set up whiteboard into a table Strength Challenge Access (how to get) Engage (how to express) Express (how to show) Students fill 1 strength and 1 challenge for each category Here are some starters for students to think about. Access (How you get information) Engage (How you Work) Express (How you show) Reading Listening Words Pictures Videos Paper Computer Copy of notes Taking my own notes Collaboration Leading