This year’s inquiry is going pretty well for a couple of reasons:

(1) I have an undergraduate teaching assistant in the class who took the class last semester. Having her in the room really helps. I don’t have to rush around to every group. I let her run some of the discussions. It provides a sense of “bigger” community than just our class, we are more strongly connected to past classes. She also has perspective on this class, the material, and learning the material that I can’t have.

(2) From just more experience and reflection with this class, I have a better sense of what ideas are truly critical and generative for making progress, and how to get those ideas seeded through activity and discussion. While I’m worried about overly stream-lining certain aspects, I think the balance I have is fine for now. Students hold authority and agency in the classroom, but I’m just better at maintaining both the reality and feeling of progress. I want to keep monitoring this, however, make sure I’m not rushing anything or taking away agency.

(3) We have a facebook page that is been put to pretty awesome use for moon journaling, reading reflections, random posts, etc. This has been useful for a lot of reasons–but it keeps me in touch with our class’ thinking and engagement. It also extends the temporal and spatial boundaries of the class.

(4) Students have weekly readings on topics such as children’s inquiry, nature of science, mindset, etc, which help students ‘digest’ what this class is all about. This also provides some variety to our class and connects our class more obviously to their professional lives.

(5) Overall, I feel like I am structuring student presentations better as to not make them overly repetitive. This has been a facilitation weakness of mine, but the “Five Practices Book” has really helped me rethink my goals, my planning, and my facilitation.

(6) I’m doing better at shutting up during discussion… and to mostly only make contributions to seed connections, facilitate. I could still talk less.

…

I’m posting a little less this year, because I am posting more regularly to research blog.

This morning I got up and read my post from last night about the TA in my class, and realized what I was writing about: Skemp, again, and the difference between relational and instrumental understandings.

The TAs who have been in my class have, for the most part, only instrumental understandings of physics. They know some algorithms for solving problems. In addition, they probably also value those instrumental ways of understandings as they have been rewarded for acquiring such understandings. They have been successful with those algorithms: What more could there be? They also, I think, do not tend to have particularly strong relational understandings of the physics, nor do they immediately see much value in such ways of understandings. I think a common response to my ways of approaching problems  is something like, “I have my way of solving the problem; and Brian has another way.” The difference isn’t that I have another way; the difference is that I have many inter-connected and related ways of making sense of the problem; for making sense of the relationships that exist among these various approaches; and for making sense of connections to other problems we might encounter. Both the kind of understanding I have is hidden from plain sight, but also why I value it is also hidden from plain sight.

I’m also not quite convinced that the future teachers I work with truly value relational understandings yet either, which is evidenced by their saying that I don’t like them to use equations. I do believe they are developing better relational understandings, but I think they still see much f this as a “school” thing–something they must do to do well in Brian’s class. I’m saying everyone is this way, or even that any single person is uniformly this way. I’m just saying that part of the ways in which they still make sense of it is in terms of what is expected from Brian. In that sense, I’d venture they are much more likely to think through problems when I’m around, then when I’m not.

I’ve been thinking a lot about how to think about problems where you drop a ball from a certain height (let’s say its 45 m) and we want to know how long it spends in the air and how what speed it has.

The two big ideas I like to go to are

Δx = Vavg Δt

and

a = Δv /Δt

For the drop situation, assuming g = 10 m/s/s, these big ideas become

10m = vf/ 2 * t    (The average velocity is halfway between the final and the initial, which is zero)

and

10 m/s/s = vf /t   (The velocity change is vf -0)

So to solve this equation, we are looking for two numbers (and time and a velocity), and those numbers must multiply to make 20, and divide to make 10. (Or plot them and ask where does this line intersect with this hyperbola?)

My first strategy is guess and tweak. I decided since the numbers need to divide to make ten, I can easily satisfy that by picking a pair of numbers where you the second number is simply a decimal shift of the first one. For example, I picked

10 * 1 = 10 (too low)

20*2 = 40 (too high)

15 * 1.5 = 22.5 (still too high)

14 * 1.4 = 19.6 .. that’s pretty good

The ball will take about 1.4s and end up with a speed of about 14 m/s.

In class today, students introduced three conjecture that are on the table for our consideration over the next few weeks.

• Justice’s Conjecture: For any trip, the average speed will be greater than (or equal to) the average velocity
  • Many have thought through this, are convinced. Most of them have arguments that are well reasoned plausibility, but  we’re not near a proof.
• Renshell’s Conjecture:  On a position vs. time graph, the slope of a line would seem to give you the velocity
  • Many are beginning to articulate how the algebra connects to to graph, and some are beginning to see this as obvious
• Justin’s Conjecture: You can’t find the average speed by simply adding up the different speeds and dividing by the number of different speeds
  • We have a couple of examples where this didn’t seem to work. A few have articulated the idea of a weighted average, but

On Tuesday, We’ll work specifically on, “How would you explain to someone else in a different section of our class what Renshell’s rule is, and more importantly WHY it works?”

We might also do: “Draw a position vs. time graph where average velocity is equal to average speed… draw a position vs time graph where average velocity is less than average speed…  then either prove Justice wrong by drawing a position vs. time graph where average velocity is greater than average speed, or try to explain why such a graph is impossible.”

Unfortunately, we have to move on the accelerated motion… but I’d love to spend another day or two doing experiments with two-body constant velocity situations, hashing out explanations for rules that seem to work (or not), making connections among representations, and working to prove or disprove conjectures. There are those who need more practice and time on the basics, and plenty of fodder for those who ready to move on.

I’m remembering why this class (one where I teach students within the constraints of a heavy pacing guide and third party exams) is both a joy and a pain.

With students’ reading reflections, one of the things I am trying to do this year is synthesize and report back to them the issues and questions students I see that they are coming into contact with.

As themes emerge, it will be there responsibility to make connections to one or more themes in writing their reflections:

So far, I am practicing doing this to see how long it takes me, and hone my skills at discerning themes. With just a sample of 7 students reflections in, here’s what I’ve found. What do you think?

What is the role of everyday thinking and experience in science learning?

 “I think it really helps students to learn by bringing in real world examples and have them relate it to what they are learning in the classroom.”

 “How important it is to consider real-life examples that are as similar to the experiment as possible”

 “They also used real life situations such as ropes near a swimming pool to compare their reasoning’s with each other…These were a great way to see how the students respond and think in scientific form and use their experiences to come to an answer to this question.”

 “Students do draw on their prior knowledge in order to further explain their thinking.”

 What similarities and differences exist in how young learners, adult learners, and experts  think?

 “The amazing thing was that in Mary Bell’s article, the students made very similar predictions. I really thought it was amazing that kids in such young grades were thinking on the same lines as a college class, and according to Mary Bell, along the same lines as experts”

 “I think it’s safe to say that no matter what age you are the thinking process in coming up with answers to problems such as this are the same.”

 “Something else I noticed was that these 5th and 6th grade students went even more in depth about their reasoning then us college students.”

 What role does language and vocabulary play in science learning?

 “I love the interaction among students and the way they attempted to use technical terms such as force and gravity in sixth grade.”

 “The students struggled to articulate their ideas because of a lack of vocabulary, but were still able to work through it together.”

What role does discussion play in science learning? How does teacher best facilitate this so that students are independent but still making progress?

 “She asked a question and let the students discuss the topic without much guidance. She never tried to guide them to the correct answer, she let them build off each others ideas and come to the conclusion on their own.”

 “I can see that all of the disagreeing and the teacher sitting back and letting the students discuss was better for them then just asking the question and telling the answer without much discussion. The way the students facilitated their own learning was very interesting to read about.

 “The most important part in my opinion was the students working together to not only prove but disprove several of the solutions to the question.”

This year in my classes, I’m doing a first day exit slip consisting of three questions:

#1 What about this class makes sense to you? What specifically is it that makes sense to you and why?

#2 What about this class doesn’t (yet) make sense to you? What specifically are you concerned or confused about?

#3 Is there anything else on your mind? Something you want or need to tell me about?

Some snippets:

#1 What makes sense

“We will be discussing everything and everyone has their own ideas”

“Group work makes me comfortable–and all the support I know I will have makes me excited. I was scared of this class and no I’m not.”

“Being in a community in this class makes sense to me. We’re learning together, but we all think differently.”

“What makes sense is what we are going to do during the semester and what is expected from me.”

“For this class, you have to do your work in order to get a good grade.”

“This class makes sense and I feel comfortable with my ability to succeed.”

“It makes sense to work in groups. Sometimes science is no individualized.”

“It makes sense that this class is more about discussion than lecture”

“I like that this class is open and its not just lecture. I feel like  can learn more when we feed off each other.”

“This class makes sense because it allows us to see how a child thinks and how the difference between the teacher and children’s thinking can affect learning.”

“The method of learning makes sense to me. Brian made is clear about the method.”

“So far this class makes sense in terms of why I have to take it.”

“Breaking down things: learning how to do science and learning science along the way.”

“This class will help me better understand science, and in particular, how I understand it and how children understand it.”

“The assignments make sense because they are clearly explained.”

“The class will allow me to learn the ways how others think about science and how to make others learn by interacting.”

“I am still trying to process everything. The class/small discussion makes sense to me.”

#2 What doesn’t make sense

“Some of the assignments”

“The independent projects.”

“I don’t understand why we have a facebook page and a blog”

“I’m afraid I won’t get around to doing an project. I sincerely hope I can.

“Some of the timing doesn’t make sense. I feel like we are going to cram a lot into a little space and I feel like that might be frustrating.”

“I think I need more clarification about expectations for assignments.”

“The independent project. Is it a paper?”

“I know this isn’t a methods class, but what should I focus on most as far as a future K-6 Teacher? Should I just focus on being more knowledgable or how to explain these things to an elementary student.”

“The different parts of the notebook.”

“I would like more information on the independent project such as format and expectations.”

“With independent projects, do we have to do one or all three parts?”

“Please ask me again later! Right now I’m good.”

“Why is this class separate from life science?”

#3 What else?

“I’m ready to get started!”

“I find the moon with my kids about every night. Super excited about that I get to do it for class.”

“I’m having a baby girl in December. =)”

“I’m very excited about this class and love hands-on experiences and assignments.”

“I appreciate your energy. It makes the 3 hours seem bearable.”

“I have a class right after this across campus so if I hope can avoid getting out here late. That would help.”

“I’m excited about this class!”

“I’m excited about what we are going to learn.”

“I am so excited about this class,and I want to thank you.”

“I look forward to this class and the challenges it will hopefully present.”

Responsibilities

To contribute to your group’s ongoing work–this means you should “pull your weight”, do your part, and do the work you are expected to do.

To participate in ways that invite and allow others’ to participate as well

To be prepared for class–for example, you should be on time everyday with assignments completed.

To respect others and their ideas by listening for understanding, listening with an open mind, by providing constructive criticism when you disagree, and by offering help.

To be actively engaged in class by getting involved, contributing to class discussion, and listening to others.

To be forgiving of others’ mistakes and to ask for others’ forgiveness when appropriate

To clean up after yourself

Rights

To have the time and resources to meet expectations

To ask questions and seek clarification

To hold and express your own ideas and opinion

To agree or disagree with others, in a respectful manner

To participate fully in classroom activities

To seek mediation and facilitation from instructor when rights are being violated

To be wrong and make mistakes

To use the restroom when needed

To use technologies like cellphones out in the hallway when really important.

To have a break during class

To be respected by others (and not be embarrassed by others)

To research facts or for yourself

* We did introductions, I learned everyone’s name

* I talked about class stuff, syllabus

* We did the pendulum mini activity (write quietly, talk with group, share with class, rewrite again): Where will washer go if I let go when its at the very top of its swing.

* We watched the pendulum video of children (pausing now and then for small group and whole class discussion)

* We did student rights and responsibilities

* I introduced my life as a researcher, current project, and handed out consent forms

* I discussed homework (read pendulum case study and write reflection; plus finding the moon assignment)

* Students left me an exit ticket with responses to three Q’s (#1 what about this class makes sense? What is it specifically that makes sense? #2 What about this class doesn’t make sense to you right now? What questions do you still have? #3 Is there something else on your mind? Something you’d like to tell me)

Still to do for wednesday

#1 Do teacher rights and responsibilities

#2 Address concerns (projects, assignments, etc)

#2 Have students read and sign consent forms

#3 Start unit of light!