Earlier this week, I was making some "whirli-gigs" to be used in a mock lesson intended to involve students in exploring, thinking, and investigating falling objects. The whirli-gigs are made of paper and they have blades which make them spin as they fall, causing variable amounts of drag.
In this middle school science lesson, students begin by freely exploring how they can make the whirligigs fall faster or slower, keeping track of what they notice and what questions arise as they explore. It is expected that students will begin to notice and wonder a variety of things, including how the length of the blades, the shape and angle of the blades, and the mass influence the rate of falling and /or spinning; and that this noticing and questioning will lead to more carefully designed experimenting and measuring in subsequent investigations.
A college instructor who was watching me prepare for this lesson asked, "Aren't you worried that this lesson will reinforce the misconception that faster things fall faster than lighter things?"
Before I share I how I responded, I am interested to hear what others think about this question and how others might respond.
Showing posts with label middle school. Show all posts
Showing posts with label middle school. Show all posts
Wednesday, May 11, 2011
Monday, April 11, 2011
Curriculum Evaluation Task Force: Nearing the End
Since November, I have been working with a diverse group of math and science teachers to evaluate and put forth a recommendation for a new middle school physical (and earth) science curriculum.
Our group consists of the following:
We are now coming to the end of our work–last Saturday we met as a large group for the last time. On average, teachers put in about 100 hours of work each. They were paid for their time, and we always provided breakfast and lunch during our long Saturday meetings. In the coming weeks, we will be finalizing reports on our evaluation and recommendation.
For me, I'd say the most difficult part of the process has been to manage the tension between (1) pushing forward so they could accomplish the work within a timeline, and (2) providing time and space for norms, voice, and collective ownership to develop. My strategy was to almost always focus on (2), but to drive hard and with clear purpose on (1) whenever the group needed me to do so, and then to back off again to let the rewards of cultivating (2) pay off.
Although the road was rocky, I think we have accomplished much, largely in terms of planting the seeds for a strong professional learning community. The teachers feel they have learned a lot through this process, and they didn't want it to end. Throughout the day on Saturday, teachers were discussing how the were going to stay involved and not let the experience, knowledge, and excitement they've developed go to waste. A few teachers were talking about how they had already joined a curriculum selection team for math in their school. Other teachers are moving on to our 9th grade curriculum selection process. Others will be helping to plan our summer professional development academy and/or piloting in the fall. A mother-daughter pair on the team expressed to me how valuable this project has been them to spend time with each other on matters of their profession. I think this sentiment has been true for everyone. It has given just enough structure, time, and sense of purpose to allow teachers to come together on matters of their profession. I can only wish them good luck moving forward, as I won't be here to see it happen.
Our group consists of the following:
- A Grade 6 Math Teacher
- A High School Math Teacher
- A Grades 7/8 Life and Physical Science Teacher
- A College Physics Professor
- A High School Environmental Science Teacher
- A Grades 7/8 Earth and Physical Science Teacher
- A Grade 8 Math and Physical Science Teacher
- A Grades 7/8 Math and Physical Science Teacher
- A Grades 11/12 Physics and Chemistry Teacher
- A Grades 6-8 Earth, Life, and Physical Science Teacher
- A Grade 6 Math and Science Teacher
- A Grade 6 (Elementary School) Teacher for All Subjects
- A High School Earth, Physics, Physical Science Teacher
- 4 Physics Education Research Graduate Students
We are now coming to the end of our work–last Saturday we met as a large group for the last time. On average, teachers put in about 100 hours of work each. They were paid for their time, and we always provided breakfast and lunch during our long Saturday meetings. In the coming weeks, we will be finalizing reports on our evaluation and recommendation.
For me, I'd say the most difficult part of the process has been to manage the tension between (1) pushing forward so they could accomplish the work within a timeline, and (2) providing time and space for norms, voice, and collective ownership to develop. My strategy was to almost always focus on (2), but to drive hard and with clear purpose on (1) whenever the group needed me to do so, and then to back off again to let the rewards of cultivating (2) pay off.
Although the road was rocky, I think we have accomplished much, largely in terms of planting the seeds for a strong professional learning community. The teachers feel they have learned a lot through this process, and they didn't want it to end. Throughout the day on Saturday, teachers were discussing how the were going to stay involved and not let the experience, knowledge, and excitement they've developed go to waste. A few teachers were talking about how they had already joined a curriculum selection team for math in their school. Other teachers are moving on to our 9th grade curriculum selection process. Others will be helping to plan our summer professional development academy and/or piloting in the fall. A mother-daughter pair on the team expressed to me how valuable this project has been them to spend time with each other on matters of their profession. I think this sentiment has been true for everyone. It has given just enough structure, time, and sense of purpose to allow teachers to come together on matters of their profession. I can only wish them good luck moving forward, as I won't be here to see it happen.
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