Imagine IT Timeline
For the phase 4 reflection I imagined a self-paced module as a unit. The closest I got to that is assigning students skills on khan academy to master. Specifically, I assigned students the 8 scatter plot skills for mastery. I conducted mini lessons on specific types of problems because Khan academy could quickly give me analysis on which students struggled with which type of problem. I do have a hunch that some students cheated and completed the problems for their friends. Putting a deadline for credit for homework really encourages cheating. My colleague has proposed that standards-based grading is the only way to motivate students for the sake of learning rather than for compliance. When students complete homework for compliance, they tend to copy on paper or digitally.
If I could go back in time, I would focus more on my summative assessments. Much of my struggle has resulted from the lack of backwards planning. If I focus more on the summative assessments (tests, lab practicals, lab reports, and projects) I will be able to make the connections more easily for my students.
I will allot more time working on the clarity of the summative assessments (rubrics, directions) so that I can plan my learning experiences towards them.
I also have to manage my expectations with my time line. I can definitely push my honors students more quickly because I have higher homework expectations from them.
I'd like my project to grow into student-led projects and labs. I want students to explore physical relationships there are interested in and design experiments around them. One idea I already have is to do video analysis on video captured by students' phones. An even larger dream is to have students build connections to experimental design in social sciences. I think it would be very interesting to study how a gyroscope works because they are important for the implementation of VR.
Students automatically see a phenomena and be able to ask a question, design an experiment, analyze the data, and explain the relationship with a graph, equation, and words as a reflex. I'd also like to allow students some 20% time where they can run an experiment or do research on a topic we did not get to cover.
My wildest hopes are for students to present their 20% project on an experiment they designed, a physics research project, or VR lesson.
I'd also dream that students would build a website portfolio of their work so they could refer back to it and also to help other students.
If I could go back in time, I would focus more on my summative assessments. Much of my struggle has resulted from the lack of backwards planning. If I focus more on the summative assessments (tests, lab practicals, lab reports, and projects) I will be able to make the connections more easily for my students.
I will allot more time working on the clarity of the summative assessments (rubrics, directions) so that I can plan my learning experiences towards them.
I also have to manage my expectations with my time line. I can definitely push my honors students more quickly because I have higher homework expectations from them.
I'd like my project to grow into student-led projects and labs. I want students to explore physical relationships there are interested in and design experiments around them. One idea I already have is to do video analysis on video captured by students' phones. An even larger dream is to have students build connections to experimental design in social sciences. I think it would be very interesting to study how a gyroscope works because they are important for the implementation of VR.
Students automatically see a phenomena and be able to ask a question, design an experiment, analyze the data, and explain the relationship with a graph, equation, and words as a reflex. I'd also like to allow students some 20% time where they can run an experiment or do research on a topic we did not get to cover.
My wildest hopes are for students to present their 20% project on an experiment they designed, a physics research project, or VR lesson.
I'd also dream that students would build a website portfolio of their work so they could refer back to it and also to help other students.