randallphysics.bsky.social
Science and engineering teacher.
#iTeachPhysics #iTeachChem #ModPhys
#ModChem
29 posts
318 followers
135 following
Active Commenter
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Good point!
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Have you made any adaptations to make it align better with NGSS? I’m a lifelong modeler and recently started using the Patterns Curriculum. It has a lot of the same strategies as modeling, such as paradigm labs and data discussions, but also taught me a lot about how to address the NGSS.
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I used speaker notes for a long time but so many students didn’t use them, even with lots of explicit instruction. So many times: “Ohhh, that’s where the instructions are!”, even after I showed multiple times. I like the text around the sides much better.
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Good tip! I’ve also learned from a colleague to add instructions, sentence starters, and links in the empty space outside of each slide as text boxes. Easy for students to see while working and then are hidden in Slideshow mode. This has been a gamechanger for me.
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Hello Howie!
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Thanks!
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Thank you!
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I bought a copy through my local bookstore and it’s in back order. Happy to see this be so popular, and I’m enjoying the new podcasts.
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@timvillegas.com mentions that the phrase “students with special needs” is problematic. I would love to know more about this. Is there something Tim has written or one of the Think Inclusive podcast episodes where this is addressed? I’ve searched for this but haven’t found it yet.
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If you stop taking antibiotics, the most resistant will start replicating again. You risk getting sicker and also “creating” bacteria that are resistant to that antibiotic.
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When you start taking antibiotics, there are a lot of bacteria in your body with genetic variation and different strength. Each day you take antibiotics, more die. You often will feel much better after a few days, but at that point, it’s the strongest/most resistant that are left.
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I love this problem but it is also an odd feeling. I’ve experienced doing post-lab discussions in science. Patterns Science has strategies to democratize post-lab data discussions in ways that are really effective and where I wasn’t needed as much. It was cool but I also missed being a central part.
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Also, as a parent of a neurodivergent child with real support needs, it’s sickening to hear it trivialized. This is probably not intended by the original statement, but it is the effect.
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Totally agree. Saying “we all have ADHD” minimizes the real, diagnosable disability that affects many. Horrifyingly, the director of special education in my current district said basically this exact thing at our new staff training this year.
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The calc teachers at my school were great teachers and hated when the previous AP C teacher “taught” derivatives and integrals at the start of the year in a very procedural way. It messed up their inquiry-based approach. I coordinated with them to find out when kids learned specific skills in calc.
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I totally agree. Calc isn’t the hard part of AP C, and only about 15% of the exam. I taught both AP 1 and AP C for 4 years. In AP C, about 1/2 of our students were taking calc concurrently. I waited until the end of the force unit to add derivatives and integrals with force and motion.
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I watched your video and I really like this method. I used to teach AP Physics C, this would be really interesting to try in that course, or in AP 1.
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Please add me!
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These are the suction cups I designed these to go with. Also, I designed different anchors to use a BeeSpi photogate, and to make loop-de-loops. When I taught AP 1 and AP C, we found a few different opportunities to use these. www.amazon.com/Hyamass-Plas...
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Also need to buy suction cups from Amazon. I can’t find a photo of my high-low setup, but here’s a photo of the tracks and anchors on a whiteboard.
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Cool setup! If anyone is interested, I designed 3D printable hot wheel track “anchors” to stick hot wheel tracks to a whiteboard or glass. This made for a quick way to do the High-Low track (stacked on top of each other, starting and ending height offset). www.thingiverse.com/thing:3920784
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My son’s 3rd grade teacher started the year with a whole class book that he loved, but had to drop it because there wasn’t time/room with the rest of their curriculum. I vividly remember loving listing to whole class books at that age. This is a bad trend.
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I was at a school with a daily advisory period (30 min) where students could choose which class to go to (default advisory teacher but can get note to attend a different class). We did a form of standards based grading. The best use of this time was for students to practice/study for re-assessments.
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I really like this storyline. It’s ambitious, it connects and provides lots of “hooks” for students at different points. I would love to see how it goes if you do it.
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Might end up basically being elements from our Universe but it might be an interesting way to get them to think about the pTable. Also, the topics in your course are very wide ranging (reproduction and circuits?). I’m having a hard time seeing one storyline, but design your own Universe might work.
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This is a really cool idea! I can see a fun PBL unit around designing your own element, something like what properties would it have, what would it be used for, and where would it be on the pTable and why in your universe? Each group member could design a different “type” of element.
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If you’re able to attend a workshop, Modeling Physics was transformative for my career (https://www.modelinginstruction.org ). It’s a pedagogy/approach and curriculum. No textbook (I used thePhysicsClassroom.com), but when you take the workshop you have access to all of the files digitally.
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Thanks so much!