Homework and project ideas I'm using in my classes that are authentic

I'm changing some things about my physics class now (even with only a few weeks left) and applying next year. I already do a large number of projects with the class, but I want to add these.

I'm changing the type of homework students will be getting. While they will still be getting some project work and physics problems for homework, they will also be getting a new type of homework that I think is much better and relates to them more. Their assignment each week will be to find something at home or something that they are interested in and see what physics concepts apply to it and how. They will then share it with the rest of the class. I think this will help them see why physics is important and make the class more relevant to them.

I'm also bringing back a project that I haven't done in a while: "How Does it Work". Students will pick a technology, product, sport, etc. and do a project explaining how it works and what the physics and science behind it are. They can present it as a PowerPoint, Prezi, web page, video, animation, poster, etc. It was very popular and the students learned a lot from it and I'm really not sure why I haven't used it lately.

These projects allow students to investigate things that are important or relevant to them, as well as providing different ways for them to show their understanding.

I'm always evaluating my class and the learning activities that are going on and reflected on what works and what doesn't. I think these two things will help make the class more interesting and relevant to the students and help them learn the concepts even better.



Related:

Making School Relevant for Students

10 Important Skills Students Need for the Future

Project Based Learning

Science of Everyday Life

Create a Personal Learning Network

Should we force students to learn? or How can we change schools to engage students?

Differentiating with Web 2.0 Technologies

Building Big - great STEM projects and labs from PBS

Building Big is a great site from PBS that has lesson plans, projects, labs, and activities for teachers to use in their classrooms. The topics are on buildings and structures, including Bridges, Domes, Skyscrapers, Dams and Tunnels. It's based on the PBS television series Building Big.

There are interactive labs, educator's guides, challenges, data on the world's structures, and information about engineering and engineers.

The labs are flash-based interactive activities that let students explore forces, materials, loads, and shapes and get information about each topic.

The activities are fun and educational and the resources can be scaffolded for any level.



Related:

STEM Resources for Educators

Project Based Learning resources for Educators

Free Project Based Learning resource available

 

I just found a new publication on project based learning, Work That Matters: The Teacher’s Guide to Project-based Learning, produced in partnership with San Diego’s High Tech High.

This is available as a free PDF download and has great tips, ideas, resources, and information for helping teachers and schools implement project based learning in their schools and classrooms. There is step-by-step advice on planning, organizing and managing projects, as well as how to assess them.

You can also request a hard copy by emailing Alec Patton here.


Related:

Project Based Learning Resources for Educators

"How do you know how to do that? I figure it out." How I learn.

People ask me "how do you know how to do that?" or "how did you find that?' I explore.  I'm one of those people who just likes to figure things out. Probably why I became an engineer and physics teacher.

I explore things and figure them out on my own. I read the "help" files for apps, software and web apps. I go Google searches for information and forums. I figure it out. No one shows me. I look for books, websites, magazines and read about things.

This is how I find resources. I go exploring and then I figure out how to use it or look for resources on how to use it. I tinker. I take things apart. I play with them. I try different things. I don't like to sit and be lectured, I want to explore something.

Now, this sometimes leads to issues (computer crashes, locking up apps, etc.), but I learn more than if I followed a manual or instruction book. Sometimes I even find features and uses that aren't in the books.

This is how I want my students to learn. Why? Because it sticks with them longer. When you explore and learn on your own, you tend to retain that knowledge or skill much longer.  I want them to explore and find answers and solutions on their own. I give them support and advice, but I don't give them the answer. This also teaches them how to learn on their own. They need to be able to figure things out on their own and find resources to help them.


How about you? How do you learn new things?



Related:

10 Important Skills Students need for the Future

10 Tech Skills Every Student Should Have

Free Project Based Learning Resources from Edutopia

Edutopia, the George Lucas Educational Foundation, is an excellent resource for educators. Their site has a huge variety of resources, tips, and research on education and is accessible for free. They are a big proponent of Project Based Learning (PBL) and also have a lot of resources on best practices in education.

They have a tremendous amount of resources on Project Based Learning available for free on their site. 

Resources include lists of reading materials on PBL, links to schools that are using PBL, Resources from Edutopia on PBL, Resources from Maine on PBL including examples of PBL, lesson plans, assessments for PBL, planning guides for teachers and schools, professional development resources, resources for parents, and links to organizations and other resources on PBL. (Resources are in PDF form).

Project Based Learning is a great way to teach content, as well as essential skills such as teamwork, collaboration, problem solving, and more. 

This is an excellent collection of resources about PBL and how to implement it in your school and classroom. 

Related:

Free Classroom Guides and Downloads for 2011 from Edutopia

More free classroom guides for educators from Edutopia

Project Based Learning Resources for Educators

WPI Plan - a great educational model for all schools

10 Important Skills Students need for the Future

"Lehr und Kunst" or "Theory and Practice." - what we strive for in education

Flipped Classroom - my thoughts on it, some other ideas, & infographic

"Flipped Classroom" is a classroom model where the teacher works with students on projects and what would be typically homework instead of a lecture and the students get the "lecture" at home, usually through a video (like from Kahn Academy, or made by the teacher, or from Discovery Education). The proponents of this model say that it offers the teacher more time to work with students on projects and applying the knowledge, rather than spending time delivering that knowledge. The opponents say that it moves too much work to the student at home and many students don't have access to the resources, like broadband internet and a computer, to watch these videos.

In my opinion, this is nothing new. Teachers assigned reading out of the textbook for homework, and now they want to assign video lectures to watch. What's so different? Does it really improve student learning?

Here's my full article on my reservations of the Flipped Classroom Model: http://educationaltechnologyguy.blogspot.com/2011/04/flipped-classroom-what-it-is-and-my.html

I have students who don't have the time, computer, internet access, or ability to watch videos at home. A video is still a lecture. At home, the students have less access to someone to ask questions of.

Instead of making the students watch lectures at home, can we get rid of lectures all together, or at least change them?

I use lectures in my class. They are short, have lots of multimedia and live demonstrations, and lots of interaction between the students, each other, and my self. I use these lectures in different ways. Sometimes I use them to introduce a topic and the main points and then students do labs and projects were they further explore the concept and learn more about it, while learning other important skills. Other times I start with an inquiry lab or project and then the lecture comes later. With these lecture/discussion/demo's I can ensure that all students are getting certain information and that they have a chance to ask questions and discuss the topic.  I use short videos and animations in class. Could some of this be put on the student to do at home? Yes, but it would not be the same learning experience.

I don't assign a lot of homework. My students have sports, part time jobs, clubs, and many do a lot of work at home due to their situations. They do get some homework, but they have time to start it in class to ask for help.

I want my students to learn, but I don't want them spending hours and hours doing homework, or watching videos at night. I want them to have had a learning experience in school that makes them look at the world around them at home, and wonder why?, how? and be able to apply what they learned in school, to something outside of school. I want them to find things that they are interested in, and want to learn more about it on their own. I think we should be focusing on making school time more productive and effective and leave out of school time for the students to explore their own interests and needs.

Related:

10 Important Skills that Students Need for the Future - watching videos and taking tests are not on list

10 Tech Skills Every Student Should Have

What I use with Physics classes instead of a Textbook

Project Based Learning

WPI Plan - Great Educational Model for All Schools

Making School Relevant for Students



What are your thoughts?


Here's an infographic summarizing what the Flipped Classroom is and some data they found. I don't endorse this or the data, just sharing it so people can make their own decision.

Created by Knewton and Column Five Media

Ten Sites Supporting Digital Classroom Collaboration - great article

Michael Gorman has a great article on his  21 st Century Educational Technology and Learning blog entitled "Ten Sites Supporting Digital Classroom Collaboration In Project Based Learning".

The article lists 10 sites that allow for students to collaborate on projects together with a short description of the site and how you can use it with your students. 

I'm a huge fan and user of Project Based Learning and this is a great list of resources to use with students.

Related:

Project Based Learning Resources

#PBLchat - Twitter chat for Project Based Learning

Project Based Learning is a great way to teach content, as well as other needed skills (communication, teamwork, problem solving, technology, etc) - see related for more on these skills.

Edutopia is a great resource for information and resources on Project Based Learning as it is one of their main topics. It's also a great resource for any educator for a variety of topics.

Edutopia has a great article on a new Twitter chat, #PBLchat, that just launched in December. It occurs on Tuesdays at 9pm EST, 6pm Pacific and is growing every week.

I'm a firm believer in Project Based Learning and Twitter as a resource for educators and #PBLchat just brings the two together.

Join us!



Related:

Project Based Learning Resource page

10 Important Skills Students Need for the Future

10 Tech Skills every Student Should Have

STEM Resources page

Some great science projects and science literacy projects

Science education lends itself to hands-on labs and projects easily, but there are some nice project ideas that are a little different than what most people are used to seeing / doing in a science classroom. Literacy is one of those areas. In science, student write lab reports, and maybe some research projects. There are some other great projects that incorporate literacy, science knowledge, and even some technology skills.

1. Science Journalism - have your science students pick a topic in your class and look for current events or news on that topic. Then have them write a news article about that topic and what is happening currently in that area. They have to do research, create and edit an article, and use at least a word processor. You can also combine all of the students' work into one "newspaper" and share it online.

2. "How It Works" project - have students pick a device, technology, or product and create a project that describes how it works. They should be relating something they have learned in the science class to the project. They can create a poster (paper, electronic, Glog), a website, presentation, etc. for the project itself. Again, they are doing research, collating the research and creating a product.

3. Invention - have the students apply what they have learned in class to create an invention or new technology of their own. Research, creativity, presentation, and more.

4. Create a science fiction story based on science topics they have learned in class. Literacy, science, and creativity.


These projects have students developing their science knowledge, research, literacy, creativity, technology skills, and more. They can be done individually or in groups.


What are some different science projects you do with your classes?



Related:

Project Based Learning resources and tips

STEM (Science, Technology, Engineering, Math) Resources

Science Resources on Ed Tech Guy

"Lehr und Kunst" or "Theory and Practice." - what we strive for in education

"Lehr und Kunst" or "Theory and Practice." (Learning and Skilled Arts) is the motto for my alma mater, WPI (Worcester Polytechnic Institute). I really like this as a motto for all education. 

 

The motto appears in the ribbon above the shield. The books represent theory and the arm and hammer represent the practice or skilled art.

We are trying to teach our students facts, knowledge and information, but they also have to be able to apply this to different situations. The practice of applying knowledge is so important. 

We talk about 21st century skills, like communicating, working in teams, life-long learning, analysis, applying, critical thinking, and problem solving. This is what we need to teach our students. They need to be able to learn skills and knowledge and then apply them to a situation. 

How do we do this? Project Based Learning, Contextual learning, internships, practicals, scenarios all help students learn theory and then apply it in practice. To help our students be successful, we need to help them learn theory and how to apply that theory.

Related:

WPI Plan - a great educational model for all schools

EMS Education Practices

Project Based Learning

Edheads - cool activities and projects

Edheads is a great web site that has online projects for students to do. These projects help students explore and learn about a variety of topics.

Some of the projects include - design a cell phone, virtual knee surgery, simple machines, and more.

I found it fun also! Try it out yourself and you will find that it is a nice resource to use in your classroom. The crash scene project was fun and is great for a physics class.

They are also looking for ideas from teachers to add to the collection and there is a nice teacher resource center. 

10 Important Skills Students need for the Future

The future. What do our students really need to know and be able to do to succeed in future education and careers?

Content is a part of what they need to know. Standardized tests test content knowledge and some skills. There are huge debates raging over standardized testing, curriculum, and the like. But what it is that students really need to know for the future. Hint: it isn't all content.

Content is important to a point. Having certain knowledge of facts and information helps us put things in context as we work and live. Content helps us evaluate other information we are working with. However, in today's world of the web and smart phones, facts and content are less important. Students, and the workforce, need to know how to think critically, find and evaluate information, work in teams, communicate effectively, solve problems and apply knowledge and skills to new things and be able to learn on their own. These are some of the "21st Century Skills" that have been talked about for years. I agree that these are the most important skills and I feel that Project Based Learning is one of the best ways to teach these skills.

I learned many of these skills in college because even 20 years ago, my school, WPI, understood these ideas. The WPI Plan is an excellent model of project based learning, core competencies, and needed skills. This base has allowed me to be successful as an engineer, and successfully transition to being an educator. It has also helped me to learn on my own.

Research by the Institute for the Future released in a report entitled “Future Work Skills 2020″ shows that preparing for a specific career area based on content is difficult and, instead, people should be developing certain broad skills. These same skills are important for our students to learn. The report explains each of the skills in detail, and also goes into the implications for education and policies.

Here are the skills:

Sense-making. The ability to determine the deeper meaning or significance of what is being expressed

Social intelligence. The ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions

Novel and adaptive thinking. Proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based

Cross-cultural competency. The ability to operate in different cultural settings

Computational thinking. The ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning

New-media literacy. The ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communication

Transdisciplinarity. Literacy in and ability to understand concepts across multiple disciplines

Design mind-set. Ability to represent and develop tasks and work processes for desired outcomes

Cognitive load management. The ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniques

Virtual collaboration. The ability to work productively, drive engagement and demonstrate presence as a member of a virtual team

A summary map of the skills:

Related:
Project Based Learning resources


21st Century Skills resources


WPI Plan - a great educational model


ISTE - 21st Century Skills and Educational Technology




Resources:


The Institute for the Future and “Future Work Skills 2020″ 

Gigacom.com article (list of skills came from this site)

ZoonZone - great hands on activities for STEM subjects

ZoonZone is site that has a collection of hands-on activities and projects for science and technology.

There are 20 different projects in 5 different areas. Each project has a video that can be used to introduce the project to your class. There are overviews of each activity, ideas for extending the project and a list of resources to help students. The overview includes the concepts that the students will be learning about through the project.

This is a great resource for teachers. They can use these activities to add STEM content to their class and incorporate projects into their curriculum. The projects are also great for introducing engineering concepts to students.

Experiments and Exploration are vital to science education!

This week, an article was posted about how some middle school science teachers felt that labs were messy and a waste of time in science. They stated that they could get the students to know the material better through lecture and a couple of demo's and the students just looked at labs as free time. They also stated that when they did less labs, the state test scores went up.

I'm horrified that these people are science teachers. Exploration and experimentation are vital to science and science education. Students need to learn how to explore, collect data, analyze, conclude and communicate what they found. They need to work in groups to solve problems. This is what people do in real life. They don't sit around getting lectured to.

Test scores are, unfortunately, being used to much as a measure of student learning, when in fact most of these tests are invalid and useless. I also find these teachers' comments about students treating labs as free time an indication that these teachers lack classroom management skills. I also think that the labs they are using are not well designed.

I can look up science facts online very easily. But that doesn't mean that I understand them, or can even evaluate if these "facts" are actually true. Science changes constantly as scientists and engineers explore the world and find new things and new ways of doing things. Remember these science "facts"-  the earth is flat, the earth is the center of the universe.

To succeed in any endeavor, a student needs to be able to think critically - they need to analyze and solve problems. They need to learn how to work as a team and communicate. They need to have an understanding of where science comes from and how it is explored. They need to understand that failures lead to answers also. They need a basic functional literacy in science. They can only get this through projects and labs.

These projects and labs should be hands-on, but there are also plenty of labs and investigations that can be done online, for free, and are still very educational. This is a great alternative to hands-on labs that are too expensive or possibly dangerous. Students can also use free web 2.0 sites to do projects, webquests, and more that will teach them so much more than facts.

As an Aerospace Engineer (worked for 10 years as an engineer before becoming a physics teacher) I can tell you that the only way I was successful is because I learned science and engineering through labs and projects. You can not learn to apply concepts and facts by sitting in a lecture hall. My college, Worcester Polytechnic Institute, understood this and they have a very unique educational program called the WPI Plan that is based on projects.

I'm very sad that some science teachers are focusing on facts and test scores rather than actual teaching and learning in their classrooms.


Here are two other articles by other educators who agree that this is not a good idea:

http://www.joebower.org/2011/10/science-labs-are-messy.html

http://davidwees.com/content/should-labs-be-part-science-education


And here are some more articles I've written on this topic:

WPI Plan - A Great Educational Model for All Schools

http://educationaltechnologyguy.blogspot.com/2009/05/how-to-get-started-with-project-based.html

http://educationaltechnologyguy.blogspot.com/2009/04/project-based-learning.html

Edutopia also agrees that their research shows that Project Based Learning, which includes labs, is very effective way to learn.


What do you think?

WPI Plan - a great educational model for all schools

There has been a lot of talk about education reform and what models will help our students learn the best. I submit that Worcester Polytechnic Institute's undergraduate program plan is a great model to follow. It stresses learning, critical thinking, functional literacy in a topic, project based learning, and student creativity. 
College was a great experience for me and I learned much more than just content. In fact, I feel that my undergraduate degree at WPI prepared me for anything I want to do in the future. Let me explain.

I went to Worcester Polytechnic Institute, in Worcester, MA. WPI is an excellent school, highly ranked, and offers an excellent educational experience. The school is small, with only 3,400 undergraduate students. But, the school is well equipped and well run. 

The secret behind the school's success is the unique curriculum, called the WPI Plan, consisting of 4 quarters instead of 2 semesters, 3 large projects, and course curriculum that are mainly project based. Each undergraduate has to complete a Humanities Sufficiency Project, an Interactive Qualifying Project (IQP) and a Major Qualifying Project (MQP). 

The Sufficiency is a 3 credit project and course sequence in the humanities which ensures that all WPI graduates are well rounded. Instead of students having to take meaningless core courses, they develop their own plan and sequence. I took a writing course to help improve my writing skills and then took a sequence of courses in US Government and Foreign Policy before doing my project on the political use of air power in the Vietnam war.

The IQP is a 9 credit project done in the junior year which relates science and technology to society. My group did a project on the Quality of Technical Education in the United States. As part of it, we did research on different programs, school systems, number of students taking technical majors (engineering, science, etc.) and then surveyed current engineers and scientists about their college education and what they thought was good and bad about it. We also looked at how well high school's were preparing students for these types of college majors and made recommendations for high school programs. (which started my interest in education).

The MQP is a 9 credit project done in the senior year similar to a Master's thesis. My group designed a Two-Stage-To-Orbit space craft. We had to do everything from project planning, to engineering design and analysis, to working with NASA (who sponsored the project) to get information and feedback. The project then had to be presented and defended in our department. 

The project based curriculum helps students learn content and develop problem solving, communications, and teamwork skills. It also helps develop ethics and responsibility in the students. I found that my WPI education has prepared me for my career as an engineer, as well as an educator, and served me well in many capacities.

This plan stresses project based learning. Why? Because back when they developed the Plan (over 30 years ago) they knew that the only way to truly master subject area content is to apply it. They also knew that students needed to develop teamwork, communication skills, problem solving skills, creativity, critical thinking, and research skills (sounds like "21st Century skills" doesn't it?). WPI's symbol is the two towers of the first two buildings on campus. Lehr und Kunst. German for Theory and Practice, it's WPI's founding motto and the principle that still underlies the academic programs today. In class, in projects, and in research, students and faculty put knowledge into action to make the world better.

The projects are an integral part of the Plan. All classes are expected to use projects in their curriculum and the school has the three projects that all students must complete. The classes are taught by professors who are very dedicated to education, not just research. Each class is project based and emphasizes critical thinking and problem solving, along with a functional literacy of the topic, over memorizing data and facts.

I think that WPI was ahead of the game with their plan, considering this is the route that high schools and even middle schools are going. K-12 education is starting to realize how important these skills are and that project based learning is a great way to engage students while teaching them content and other needed skills.

I think that we can make more schools like WPI and do a better job of teaching our students the skills they need to know: teamwork, communications, problem solving, critical thinking, self-education and lifelong learning.

The students at WPI are given more control over their education by having the freedom to choose what they want to learn and how they are going to learn it. There are not a huge number of unneeded and useless "core" classes for students to take. Students create their own humanities program and their own educational plan. There is space in their schedule for them to take elective classes to explore new areas and topics. Students learn the basics and develop a fundamental literacy in each subject. Students do not memorize formulas and facts. They learn how to apply their knowledge to real-world problems and situations. For example, in Thermodynamics, we were taught the three laws of thermodynamics in depth. Then we were able to apply these to any situation instead of learning 10-15 different equations for different situations. This is in contrast to many schools who teach students every little equation for specific situations instead of teaching them the basics and how to apply the basics to any situation.

All of the learning, research and projects all have a purpose beyond just for class. Projects are all real-world applications or really are real-world projects. Student projects have included working to shore up the canals of Venice, design water systems for villages in Africa, developing medical equipment for disabled or sick patients, designing safety features for cars, and much more. This learning with a purpose gives meaning to what everyone is doing. This is very important in education.

WPI stresses teaching over research also and is very committed to the quality of the professors. Professors who have issues with their teaching or have poor reviews by students (each class has a evaluation form done by every student and these are taken very seriously) are given support and help in changing and improving their teaching. They are not vilified. They are supported and helped and that means that they become better educators. This is what we need to do with K-12 educators - help them when they struggle, not demonize them as the reason for the failure of society.

The WPI Plan is an excellent model for schools to use as a way to make education more personalized, engaging, relevant, and effective in preparing students for the future. The education there goes beyond preparing them just for the major they are in. The education prepares students for life. They are prepared to continue their education, adapt to new situations, and even change careers from engineering to education. It is truly a unique and effective way to teach and learn.

Related Posts:
http://educationaltechnologyguy.blogspot.com/2010/04/great-educational-ideas-from-colleges.html
http://educationaltechnologyguy.blogspot.com/2009/12/technology-in-use-in-engineering.html
http://educationaltechnologyguy.blogspot.com/2009/04/project-based-learning.html
http://www.wpi.edu/News/Journal/Oct96/miracle2.html

Free Classroom Guides and Downloads for 2011 from Edutopia

Edutopia, the George Lucas Educational Foundation, is an excellent resource for educators. Their site has a huge variety of resources, tips, and research on education and is accessible for free. They are a big proponent of Project Based Learning and also have a lot of resources on best practices in education. 

They have a page with Free Classroom Guides and Downloads for 2011 that contains four excellent guides in PDF format. There are also additional, related resources linked from this page. 

The four guides are: 

Top Ten Tips for Teaching with New Media - tips and tools for making learning more engaging and collaborative.

Summer Rejuvenation Guide - Ten Fun Ways for teachers to spend their summers

Top Ten Tips for Assessing Project-Based Learning -  effective assessments for project based learning

Home-to-School Resource Guide - Get tips, tech tools, and strategies for how to strengthen the bonds between schools, families, and communities. 

Edutopia also has great blogs with some excellent articles written by educators. 

Share this resource with your colleagues.

Related Articles: (containing Edutopia)

Free Educational Technology Journals and Resources

Free Resource from Edutopia

Sources of Funding for Teachers

How to Get Started with Project Based Learning

Project Based Learning

End of the school year approaches - lesson ideas and reflection

We are quickly approaching the end of the school year. Advanced Placement Exams start next week, effectively the end of AP classes (although I do a lot of projects with my AP students after their exam). The student's last day of school is June 21st and teachers finish on June 22nd. Seniors will be finished by June13th though as they then have graduation rehearsals and Senior activities. I teach 90% seniors, so I have to finish up everything by the 1st of June when Senior finals begin. 


As I was looking over the schedule and working on my lesson plans for next month, I was trying to decide what I would do with my students. I use web quests, videos and activities from Discovery Education, and projects to keep my students learning during a time of distraction. Senior Prom, Junior Ring Dance, end of the year, Spring Fever, Senioritis. They all affect schools around this time. So, I use the projects. Think of projects related to your curriculum that would be great to do at the end of the year and use that instead of lectures, problem sets, or standard labs.

The rockets project is my favorite and my students favorite. The web quest incorporates elements from NASA's web site. The students are applying multiple areas of physics during this project: energy, chemical reactions, fluid dynamics, forces, Newton's Laws, and more. They get to work in a group and do something hands-on and creative (they get to decorate the rockets any way they want and they are also able to do different fin designs). The best part is launch day. The students get to go outside and launch rockets. I handle the actual launching so that I can ensure safety, but the students love the countdown and watching the launch. They also have to chase down rockets that drift in the wind. Who wouldn't want to be outside launching rockets on a beautiful Spring day?. Then, they do a web quest on aerodynamics and then design, build, and fly their own gliders. They learn some great physics topics while having a lot of fun.

Another thing I start doing around this time is to reflect on the past year. What worked? What went right? What went wrong? How did I handle classroom management issues? How well did my students learn? Lots of questions to answer and get ready for next year. I do this throughout the year too, but this is the point where I can really plan and make changes for the following year.

    

One thing I do to as an evaluation of the year is to have my students fill out a survey about the class and their experience. It asks them to rate things such as was the classroom and equipment (labs and projects) adequate, was enough time given for demonstrations and review, how well did the teacher answer student questions, and their thoughts on assignments and work given. It also asks about me: did I set a climate that was conducive to learning, did I effectively communicate with students, did I address their needs and issues, and were the teaching methods effective. I also have space for them to write comments about what they liked about the class and what they think should be improved. They can put their name on it or it can be anonymous.

I do take the surveys with a grain of salt. Some students write all "4" (highest score) and some complain that everything was too hard. But I do get a lot of great feedback and ideas. Some times I am surprised by the level of sophistication that I my students have and how insightful they are about their classes. (I've also used this model with pre-service teachers).

After I've read through all of the surveys and taken notes, I sit and think about the whole year. I try to be critical of things so that I can really evaluate how things went. I am going to implement some of the things I've come up with and some of the things my students noted, but I am also going to keep my lessons flexible so that I can modify them once I've met my students next year and see what they are like and what they need. I believe in constantly assessing how I am doing as an educator and how well my students are learning and changing and modifying things as needed throughout the year. The end of the year and summer are great times to come up with lots of different ideas so that I have a collection of ideas to use next year.

Ongoing Assessment is a term we use in EMS for constantly monitoring our patient and changing our treatment as needed based on the patient. This is also something we do in education. We change things to meet the needs of our students.

This year I've been using the classroom blogs and Google Forms to get more feedback from the students throughout the year. I will also be using a Google Form instead of paper for this year's final class evaluation. 

As I write this, I keep having thoughts about issues I've had and how to change them next year. I'm also thinking about the type of teacher I am and what I can do to improve my attitude and persona to make me better. I think one of the things I'm going to do this summer is to actually relax a bit instead of working to much to recharge myself. I will be attending a few conferences and will keep active with my PLN (Personal Learning Network) to share ideas, thoughts, and resources. I want to come back to school next year enthusiastic, motivated, and ready to have some fun while educating. 

So, let's hear from you:

What do you do in your classroom at the end of the year to keep students focused and engaged?

How do you evaluate teaching and learning in your classroom? 

What do you do at the end of the year and summer to prep for the next year?

Great Educational Ideas from Colleges and the Boy Scouts

cross posted at Tech&Learning Magazine

I went to college at Worcester Polytechnic Institute, WPI, and majored in Aerospace Engineering. I worked for 10 years as an engineer before becoming a physics teacher. WPI has a unique curriculum, called the WPI Plan, consisting of 4 quarters instead of 2 semesters, 3 large projects, and course curriculum that are mainly project based. Each undergraduate has to complete a Humanities Sufficiency Project, and Interactive Qualifying Project (IQP) and a Major Qualifying Project (MQP). The Sufficiency is a 3 credit project and course sequence in the humanities which ensures that all WPI graduates are well rounded. The IQP is a 9 credit project done in the junior year which relates science and technology to society and the MQP is a 9 credit project done in the senior year similar to a Master's thesis. The project based curriculum helps students learn content and develop problem solving, communications, and teamwork skills. It also helps develop ethics and responsibility in the students. I found that my WPI education has prepared me for my career as an engineer, as well as an educator, and served me well in many capacities.

This is the type of plan I try to use with my Physics students. I try to do as many labs, projects, and activities as I can because I know how well that works. The students are more engaged and tend to learn and remember concepts better. Project based learning is been proven to be a great way to educate students. In fact, WPI has done research on this topic. My IQP was on the quality of technical education in the US and we found that the students who did best in STEM (science, technology, engineering, math) majors and careers were the ones who had a good background in high school, including collaborative projects. Other research at WPI has shown the same thing. Many educators and educational institutions also have shown that project based learning is a very effective way to teach and learn STEM topics.

WPI's Mechanical Engineering Department also has a great classroom called the Discovery Classroom. It is a lecture-style room with large tables for the students. It has multimedia capabilities, laptops for the students to use, and a room off to the side which contains equipment for demonstrations. This took a plain lecture hall and turned it into an interactive learning room.

WPI also has some great programs for incoming freshmen to introduce them to the school and STEM topics and help prepare them for the rest of college. High Schools would do well to have similar programs that would help freshmen obtain the skills necessary to be successful in high school.

Other colleges have similar programs that emphasize group projects, the interaction of technology and society and a base in the humanities. High schools have also been moving more and more towards project based learning because it has been proven to work.

K-12 education should take notice of some of the great and innovative things that colleges are doing and adapt them to their own schools. Many colleges have K-12 outreach programs and schools should take advantage of these.

I am also an Eagle Scout, which is the highest rank in the Boy Scouts. I learned a lot in the Boy Scouts besides certain skills in camping, hiking, and the like. I learned how to work as a team, how to be a leader, and how to plan things. In Boy Scouts, the adults are advisors and the scouts do the planning and running of events, training, and campouts. As an Assistant Scoutmaster, I worked with a group of 5 boys who planned and carried out a Camporee for over 500 scouts. The Boy Scouts aren't afraid to let the boys take charge and lead. The adults will step in when necessary, but the boys learn a lot by their mistakes too. The older, more experienced scouts help teach the younger, newer scouts. Discipline is also handled by older scouts and things run very smoothly.

I think schools should do more to let students make decisions and run things. Let the students come up with ideas for lessons, projects, programs and more. Let them lead these projects and have the teachers advise them. The students will learn valuable skills and feel what it is like to take charge of a situation. Have students teach and tutor other students. Have upperclassmen be mentors to the underclassmen.

Some schools already do these things, but others would do well to look outside for ideas for new and innovative programs. Colleges, youth groups, the military, and even business and industry have plenty of great programs and ideas for doing things. Many of them can be brought into K-12 education and can be used to improve student engagement, achievement, and skills building. We have a large number of problems in schools now, and educators have to be creative in coming up with ways to address them. Look to these other organizations for ideas and help. We don't have to do it on our own.

Please share your ideas of things from outside education that could be used inside education.

Resources/more information:

http://www.wpi.edu/

http://www.scouting.org/scouting.aspx

http://educationaltechnologyguy.blogspot.com/2009/05/how-to-get-started-with-project-based.html

http://educationaltechnologyguy.blogspot.com/2010/01/should-we-force-students-to-learn.html

http://educationaltechnologyguy.blogspot.com/2010/03/whos-responsible-for-failing.html

Free Book - Amazing Web 2.0 Projects

Terry Freedman has put together an excellent, free, book entitled "Amazing Web 2.0 Projects." This book has links, resources, tips, and examples of projects to do with your students using Web 2.0 technologies.

Some of the features of the book:

• 87 projects.
• 10 further resources.
• 52 applications.
• 94 contributors.
• The benefits of using Web 2.0 applications.
• The challenges of using Web 2.0 applications.
• How the folk who ran these projects handled the issues...
• ... And what they recommend you do if you run them.
• What were the learning outcomes?

This is a great resource for any teacher. The projects can be easily modified and there is so much other information and links to help educators come up with their own projects. I recommend this to any teacher, especially teachers who are just starting to use Web 2.0 technologies.

It is available for download, for free, as a pdf file. http://www.ictineducation.org/free-stuff/

PS - my blog is listed in the book as a resource.

HSI - Historical Scene Investigation

Riding the wave of the CSI craze, HSI - Historical Scene Investigation is a ingenious way to teach history. The site was created by a consortium of colleges and the US Library of Congress in is based on Social Studies/History standards.

There are 13 "open cases" for teachers to choose from, with topics such as children in the civil war, the atomic bomb, and the Boston massacre.

Each case poses a question about the topic and has resources for both teachers and students. Students then use the resources on the site to answer the question(s) posed at the beginning of the case.

This is a great resource for teachers to incorporate more project based learning and critical thinking into their classrooms. The site has come up with some great topics and provides excellent resources for the students to use. One of my colleagues who teaches history thought it was great and is using some of cases right now.