Shoot & Tweet
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We introduced ourselves to the cohort with a tweet!
Quickfire: Video Story Problem
We created an open-ended problem to peak student interest in a traditionally boring problem.
Cosmos Quick and Dirty Guide
#Cosmos Quickfire Year 3 by MSU UrbanSTEM on Scribd
Our entire cohort (50 teachers!) made google slides presentation to summarize quotes from the book that inspired us.
Quickfire:Where does it STEM from?
STEM is using tools all tools to fulfill human needs(love included).#MSUrbanSTEM #msuaha #STEM pic.twitter.com/jbeizzBBU7
— Mike Ng (@MrNgScience) July 18, 2016
Our challenge was to represent what STEAM is and where we fit into STEAM. Our constraint was the type media we could use. My media was Origami paper.
IDEAS photo assignment
We took pictures of items that looked like the alphabet. Everything is just a matter of perspective. Our brain makes connections to make learning easier!
Quickfire: Creativity guidepost meme
We created memes to explain one of the guideposts for effective teaching from this article.
The guidepost I am communicating with these memes is, "Connect Your Interests with Your Teaching."
The guidepost I am communicating with these memes is, "Connect Your Interests with Your Teaching."
Quickfire: Breaking the Laws of misconception stopmotion
We made a stop motion video with an app to visualize a misconception in physics. This article explains that we have to directly address misconceptions as starting points for learning.
Amazing STEM narrative
This was an Amazing teaching moment we recreated in small groups. Here is the summary for our Amazing STEM book.
Narrative of Amazing Teaching Moment: Students are constantly asking, “Why do I need to know this?” so I try to give students specific challenges to apply their learning. In our unit on projectile motion, students study how objects move in 2-dimensions. For example a cannonball that is shot into the air travels in the sideways direction (x-axis) and in the vertical direction (y-axis). The cannonball’s horizontal motion and vertical motion can be calculated independently from each other.
For the final assessment of the unit, students must predict and test exactly where a hotwheel car will land on the ground if the hotwheel car falls off the table. The only measurement tools students can use are a meterstick and a velocimeter (tool for measuring the speed of the car). After students decide on the measurements they need and collect their data, students place a glass mug on the ground where they think the car will land based on their calculations. Finally, we test their predictions by letting the car fall off the table and hopefully into the mug. Students cannot let the car touch the ground until they are ready to be assessed. Students receive a grade based on how many attempts they need for the car to land in the mug. Additionally students receive a grade based on the work they show to explain how they made their prediction.
Students must synthesize many skills to achieve success in this challenge. Students must apply their mathematical models for an object in free fall and two-dimensional motion to determine the final position of the car in order to determine the types of data they should collect. Students must apply their knowledge of data collection (multiple trials, significant figures, measurement tools). Students also apply their ability to solve for an unknown variable (the distance the car travels). Students must also use their collaborative skills to agree on a common method.
This moment in class is always amazing because students can immediately see or hear whether or not they learned projectile motion as they nervously wait for the car to fall into the cup. Additionally, I am always amazed with the tenacity (and sometimes fury) at which students return to their calculations if their original prediction is not correct.
Hashtags: #physics , #hotwheels , #math, #hotwheels, #gravity, #math, #labpractical, #getinthecup, #racecar, #evilknievel, #projectilemotion, #studentengagement
Narrative of Amazing Teaching Moment: Students are constantly asking, “Why do I need to know this?” so I try to give students specific challenges to apply their learning. In our unit on projectile motion, students study how objects move in 2-dimensions. For example a cannonball that is shot into the air travels in the sideways direction (x-axis) and in the vertical direction (y-axis). The cannonball’s horizontal motion and vertical motion can be calculated independently from each other.
For the final assessment of the unit, students must predict and test exactly where a hotwheel car will land on the ground if the hotwheel car falls off the table. The only measurement tools students can use are a meterstick and a velocimeter (tool for measuring the speed of the car). After students decide on the measurements they need and collect their data, students place a glass mug on the ground where they think the car will land based on their calculations. Finally, we test their predictions by letting the car fall off the table and hopefully into the mug. Students cannot let the car touch the ground until they are ready to be assessed. Students receive a grade based on how many attempts they need for the car to land in the mug. Additionally students receive a grade based on the work they show to explain how they made their prediction.
Students must synthesize many skills to achieve success in this challenge. Students must apply their mathematical models for an object in free fall and two-dimensional motion to determine the final position of the car in order to determine the types of data they should collect. Students must apply their knowledge of data collection (multiple trials, significant figures, measurement tools). Students also apply their ability to solve for an unknown variable (the distance the car travels). Students must also use their collaborative skills to agree on a common method.
This moment in class is always amazing because students can immediately see or hear whether or not they learned projectile motion as they nervously wait for the car to fall into the cup. Additionally, I am always amazed with the tenacity (and sometimes fury) at which students return to their calculations if their original prediction is not correct.
Hashtags: #physics , #hotwheels , #math, #hotwheels, #gravity, #math, #labpractical, #getinthecup, #racecar, #evilknievel, #projectilemotion, #studentengagement