Emails From the Front - Parent Conferences...Basically Russian Roulette

Because I teach a modeling workshop class over the summer (with my amazing teaching partner Laura Ritter from Troy Schools in Michigan) I get a lot of email from participants that encounter both everyday problems and unique problems in their classrooms and at their schools.  Normally I respond and the responses end their existence in my "sent items" folder.  But I've decided to put some of the questions and responses here so that they live on in infamy.

Joanna Demars from Grosse Isle high school who is a new modeler and a new SBGer asked for some advice in anticipation of a parent conference later this week.  

My response is below.

I think this conference is a great opportunity for you!  You get to test drive your conviction regarding SBG and probably modeling.  However, this conference is not about defending SBG and modeling.  Nothing you say will convince her that SBG is the best way to go for her daughter - even though we know that it probably is.  Someone recently told me that, "You're never going to persuade anyone of anything just by telling them."  Which is akin to "You're never going to teach anyone anything just by telling them."  So I wouldn't sway her with articles or research.

Mostly this is an opportunity to listen.  The mother is clearly frustrated because her daughter isn't succeeding using the student methodology that she has been using up until now.  It may be (and I don't know the student) that she is one of those "if I do all of my work I should get an A" kind of kids.  If so and she's been able to do this for her career.  Instead of adapting her student methods she is blaming the grading system (and probably the modeling too).  This information has gotten to the mother and she is concerned.  So the most important thing...LISTEN to the mother!  Try to get to the root of the problem.  The C- that the kid is getting is the surface feature of a larger problem.  What is really underlying it is what we have to find out.  It may be that this girl isn't very bright and the farther she gets in high school the tougher it is becoming for her to stay on top without learning anything.  I can only imagine that being that grade focused is going to (or has already) led to a pretty mediocre ACT score.  Is her insecurity in school causing her mother's questions?  

Or are they having a mismatch between expectations and achievement?  If this poor girl has been told all of her life, "You're going to Michigan" and she's no where close in GPA and ACT then no wonder she and her mother are freaking out!  So no matter how much you want to explain SBG in detail, listen first.

Don't get frustrated.  In the end, you both really want the same thing; for her daughter to succeed.  And although you might have different models of what that looks like you really are on the same team.   You want that her daughter learns physics, and is able to show that learning is a way that is meaningful which will lead to a good grade.  She just wants the grade.  I think she is working from a playbook that is written like this - if the grade is good my kid must be learning something.  And because my kid is awesome, if they are learning something the teaching must be good too.  Most of the previous sentence is false.  As we know, good grades aren't always an indicator of learning.  And no one would consider it good teaching in a class where every kid gets an A based solely on their effort.  

Her comments are pretty interesting.  I don't know why she wants the class average; probably her daughter has always been above the class average and if she is not, then she probably feels that the problem is not with her daughter but with you.  But share that information with her so that she knows that you're perfectly transparent about your process.  

We aren't about learn and dump teaching and learning here.  You really want the best for her daughter and that is meaningful long term learning.  But (and this is important) if she has a suggestion to help her daughter you're would welcome it!  Use this line and put her in the position to suggest stuff, no matter how wacky.

In the end you and the mother have to come up with a plan to get the student moving in the correct direction.  

Consider this - there really ins't a moral high ground here.  As a new(er) teacher you may be thinking that you have to "stick to your guns" on your grading system.  However, this isn't a my-way-or-the-highway kind of conversation.  You have to come up with a plan that everyone is happy with.  And if that means giving in a little (or a lot) to get the girl and mother on your side and moving in the right direction (that will both lead to better understanding and better grades) then do it!  Highlight the ides of reassessment and how important it is to both the learning and the grading.  We don't know how long it takes each kid to learn a concept and giving them only one opportunity seems a little antiquated.  If she reassesses then she studies more, learns more and ends up with a better grade.  Where is the down side. 

As for student motivation.  We expect that our students have the maturity to understand how school works.  If they choose not to do any work until the last graded assignment then they won't create deep and meaning full connections with all of the activities we do throughout the unit or quarter.  We are trying to help our students learn the value of giving your best effort at all times.  However, giving effort grades for just showing up or "completing" ones homework isn't a substitute for actually showing that they have learned anything.  

Suggestions:

The girl has to reassess; plain and simple.  If necessary tell them that you're happy to schedule time just for her but the ball has to be in her court.

Host a physics study group session in your classroom so that she and her friends can come in and work together or with you to clear up their misconceptions.

Offer to let her drop the class.  If they aren't happy then maybe a different class would be best.

Offer to let her retake the tests (the same ones) that she did poorly on again.  This will let her and her mother know that she still has no clue or maybe she does!

Outline what it means to be a good student in your class; what does a good notebook look like, how much time is spent on homework, studying, reassessing, etc.  So that the mother knows why good students to well and why her daughter isn't.

OK enough rambling, I hope some of this helps.

The original email follows.

Hello Don and Laura! I hope you enjoyed your extra hour of sleep... although the buddies probably got you up, Don...

Anyway, I have parent-teacher conferences this week and I'm trying to gear up to talk about this new grading system. I have a parent email that I'd like some advice on how to respond. 

I know that I want to talk about how SBG promotes retention and deep understanding, but I know that this student in particular doesn't care whatsoever what she learns, but instead wants to just get her A. 

How should I approach this mother's email?

I welcome any advice you have!!

Joanna

Emails From the Front - Why Isn't This Working?

Because I teach a modeling workshop class over the summer (with my amazing teaching partner Laura Ritter from Troy Schools in Michigan) I get a lot of email from participants that encounter both everyday problems and unique problems in their classrooms and at their schools.  Normally I respond and the responses end their existence in my "sent items" folder.  But I've decided to put some of the questions and responses here so that they live on in infamy.

Kyle Luz from Eisenhower High School in Utica emailed me about some frustration he was having with his kids learning about the accelerating particle model.

Here is my response.

Here is the theme of this email: when we were teaching in a more traditional style the kids didn't really understand acceleration then either but our teaching didn't put us in a position to even know it!

Most teachers (at times myself included) exist in persistent state of denial about how much their students know and are able to do.  With a traditional model we teach and then give homework, go over the homework, and then quiz.  The students who do well "really must have paid good attention" and the students who did poorly "just didn't get it" or "didn't apply themselves".  The students are to blame and we just go about the business of teaching.  We don't know (along the way) what they know and are able to do and frankly many teachers really don't want to.  We don't even give ourselves an opportunity to find out!  This is not necessarily all true - I'm stereotyping to make a point.

With the modeling method we are constantly into the kids business of learning!  We are constantly finding out what they know and don't during white board creation when we visit their small groups, during white board discussion in large groups, during challenges (practicums) when they are forced to apply their knowledge, all of the time!  Because the focus is on the students and not on the teacher they have to express their knowledge on a daily basis not just on quizzes. 

This, however, doesn't mean that they "get it" in fact it just highlights the fact that acceleration is the HARDEST topic of study that they will encounter!  Until I started really working with kids I didn't know how challenging this was for them.  And even if kids can draw the correct graphs I don't know if they get acceleration.  That's why we do motion maps also.

Let's talk about the graphs.  How hard are these?!?!?!  Impossible, seriously.  But the fact that the kids cannot interpret these graphs is not necessarily a function of your class.  It is a deficiency built of years of mediocre math and science education.  This is a huge problem for all kids in all schools.  That is why the ACT science section (which is just interpreting graphs) is such a good assessment of kids reasoning abilities.  Knowing this and I mean really knowing this gives us a huge advantage over other teachers.  We now know what the kids can and cannot do and have the tools to help them do better!

Your situation is not unique, however.  Yesterday we were doing a challenge where they were given a ball bearing and a ramp and a buggy.  They took whatever measurements they wanted and the challenge was, when given a spot on the ramp from which to release the ball could they get the ball to hit the buggy at the end of the ramp.  Some kids jumped in and knew that they needed the acceleration of the ball and the speed of the buggy.  However, I visited one group who told me they were looking for the "speed of the ball on the ramp".  I'm like, but doesn't the ball speed up on the ramp?  Blank stares.  Seriously? 

After years of this, however, I kind of know where the kids are going to struggle so I'm not too surprised and I'm finally not in denial about how hard it is and how they really don't get it.  Consider this statement, "Fast cars have fast accelerations."  I don't think there is a student out there who would dispute this, however, aren't there huge issues with this statement!  The kids naturally confuse the value of a with the change in that value - in this case its velocity and acceleration.  But all of their lives the two have been inseparable! 

In conclusion:
1. They really have never gotten acceleration on a conceptual level that would allow them to do more than solve problems.
2. It is way harder than advertised!
3. Living in denial about what you students know and is so much easier and acknowledging their failings does turn one's hair white (or whiter).
4. The kids don't understand these things because of cultural misunderstandings.

But, there is hope.  Helping kids learn this stuff in the context of real learning is WAY better than not.  Even though they all might not get it, they will develop skills that will take them far into the future.  And they are engaged, and they like it, and you have a good relationship with them; all positives!  We never know how long it will take anyone to learn something.  That is why some of us have our kids assess and reassess and re-reassess.  It given them multiple opportunities to show what they have learned.  But that is a conversation for another time.

This will help until we get to unbalanced forces and ask kids to remember acceleration and they look at you like you're speaking Greek!

DP

The original email is below.

Funny you send out an email when I need a quick boost in my teaching.  I had a Unit 3 test scheduled today, but after the review exercise I gave out yesterday, felt that students were not ready.  So, going against report cards telling me when to give a test, I gave a short quiz today and will test next week after some more work. The quiz was a v vs. t graph from a 2000 APB exam.  Lots of positive and negative velocities and horizontal lines.  Things I feel we covered and practiced and talked about. (I am still talking too much, but I'm only a rookie).

My student did not seem to do as well as I thought.  They could not identify a zero velocity on a v vs. t graph as where it crosses the x-axis and most told me where it was horizontal.  I can understand the misconception and will work to change it next week, but I had about 5 of 35 tell me that the cart NEVER had a velocity of zero!?  How do I deal with that?  And after using and practicing "area" to determine a displacement, when the question asked where the "final position" of the cart would be if it had started at 2.0 m at t=0, it was like I asked them the question in latin.

It avoid any more of my hair turning white, can you tell me? Do you, after 15 years of skillful modeling, still have students get through a unit and not have a clue of what was done?  I have a sketch of that mythical outcome graph you showed from your book last month to keep me motivated, but hope you a second to give another boost.

Thanks, see you at the zoo,

Kyle 

Emails From the Front - Open House Ideas

Because I teach a modeling workshop class over the summer (with my amazing teaching partner Laura Ritter from Troy Schools in Michigan) I get a lot of email from participants that encounter both everyday problems and unique problems in their classrooms and at their schools.  Normally I respond and the responses end their existence in my "sent items" folder.  But I've decided to put some of the questions and responses here so that they live on in infamy.

Jim DeHaan from De La Salle Collegiate high school inquired about open house ideas.

My response is as follows:

How long is the open house?

Depending on the time you can do any number of things.

We have an open house of sorts where the parents do the students’ schedules.  They move through a typical school day  but spend only 12 minutes in each classroom.  For this I do a discrepant event demonstration show.  I set up between 6 and 10 discrepant event demonstrations and have the parents predict the outcomes before I do the demo for them.  It’s fun and light and I get to show the high energy nature of my classroom.  It doesn’t, however, give me time to explain the things about my classroom like the modeling method or the SBG.

If it is long like 35 or 40 minutes I suggest a structured activity like the buggy lab or a pendulum lab with white boarding.   Both are fun and easy to do with decently easy to interpret results.

If it is truly an “open house” where people can walk in and out I would suggest have a couple of hand-on demos that they can do set out.  Like the ball under the table, two different mass pendulums, a popper car on a track, happy and sad balls etc.  In addition I would have student work around the room like white boards for sure and if you do anything else like writing samples or pictures or projects with kids names on them.

What do you think about that?

The original email is below.

I am looking for ideas for open house.  Got anything that you are willing to share?

Also, I made some new stacks of graphs worksheets (the other ones were low quality).  They are attached.

Emails From the Front - Confused on Every Level

Because I teach a modeling workshop class over the summer (with my amazing teaching partner Laura Ritter from Troy Schools in Michigan) I get a lot of email from participants that encounter both everyday problems and unique problems in their classrooms and at their schools.  Normally I respond and the responses end their existence in my "sent items" folder.  But I've decided to put some of the questions and responses here so that they live on in infamy.

Joanna Demars from Grosse Isle high school who is a new modeler and a new SBGer asked students to apply to reassess.  She got a weird application. 

My response is below.

So – this looks like a student who is so entrenched in traditional “learn this and be tested on it” type school that she is confused on every level.  The question is not how can she learn the physics but what can we do to re-engage her in the learning process (modeling and SBG).  

Ideas:

1   Bring her in and re-explain the whole system to her individually.  She seems kind of needy and that one-on-one attention will be super beneficial.  She didn’t even understand what the application was for – so she’s way confused.

2   Talk to her counselor and suggest a pass/fail scenario.  If she’s a senior and has already been accepted to college and her grade doesn’t matter then take all of the pressure of grades off.

3   Allow her to grade herself.  Give her your grading outline and some samples of full really good answers that met the expectations and let her go to town.  Tell her that you’ll be reviewing her scores so she needs to be honest and be able to justify the scores she gives herself.

Whatever you decide I suggest a preemptive call home – just to let the mother know that you have talked with the student, are aware of an issue and the steps that you’ve taken so far. 

Does that help?

The original email is below. 

I had a student very frustrated today in class and then I got this in my reassessment application. 

These are student's responses to the online form to reassess. 

Question 1: An explanation of what you did to earn the score on these standards.
Question 2: What are you going to do to be better?
Question 3: When are you going to take the reassessment?
Question 4: Optional: Anything else you'd like me to know?

i have no idea. i could not give you a straight answer. i felt as if i knew what i was talking about but i guess i was misled. guess i am not comfortable with with standard six or nine. whatever one required to explain when " x is double, y....."

i would like to take a look at my test. i also have reviewed our unti 1 packet.

2:35 pm Thursday

i am not willing to accept a grade this low. i am frankly confused on why i did score as low as i did. i understand you may feel standard based grading is beneficial but to be honest i have no idea how it even works and how it reflects on me if i do receive 2s on standards.

She would also not let me help her after school. 

Do you have any advice about how to deal with this situation?

Emails From the Front - Can't Handle the Swings

Because I teach a modeling workshop class over the summer (with my amazing teaching partner Laura Ritter from Troy Schools in Michigan) I get a lot of email from participants that encounter both everyday problems and unique problems in their classrooms and at their schools.  Normally I respond and the responses end their existence in my "sent items" folder.  But I've decided to put some of the questions and responses here so that they live on in infamy.

Ben Lampe from University Ligget Schools described how he noticed that good days were very good but bad days were very bad.  

Here is my response.

“Rounders” is a great poker movie and in it Matt Damon’s character says that some professional poker players won’t play no-limit hold ’em because “they can’t handle the swings”.  I feel this way about modeling…some people can’t handle the swings!  The highs are super high and the lows are super low.  That doesn’t change; it’s a rollercoaster for sure.

But at least there are highs!  Don’t forget that any time you implement a significant change in practice there will be an “implementation dip” .  This is what happens to performance when you first try something drastically new – your overall performance drops.  And it takes some time for you to get back to where you were.  A lot of people quit during this time thinking that it is the new methods that they adopted and don’t give them time to work.  When the new methods are good there is an increase in performance which will eventually make you better than you were before.

In teaching this implementation dip manifests in our students comfort levels and our sense of doing a good job.  The problem is that it is real and we FEEL it so much!  There are still days when the kids aren’t into it and I go home frustrated and annoyed.   I still put so much of myself into it that when it doesn’t go well I lament it and blame myself…lame.

Take heart!  We’re all feeling the same things and we’ll have time to share tomorrow.

The original email is below.

One thing I have noticed about being a modeler (or at least trying) is that I have a much larger swing in the type of day I have.  Before, I just had days.  Some could be bad, but most were just fine.  Now I notice I have WAY better days than I ever used to have, but I also have WAY worse ones.  Maybe that is because I am new at this, but getting student buy in has been a challenge.  When they do buy in, the class goes awesome, when they don't I become frustrated at a level that I wouldn't have had before.

Emails From the Front - What kids focus on vs. what we know is important; a mismatch

Because I teach a modeling workshop class over the summer (with my amazing teaching partner Laura Ritter from Troy Schools in Michigan) I get a lot of email from participants that encounter both everyday problems and unique problems in their classrooms and at their schools.  Normally I respond and the responses end their existence in my "sent items" folder.  But I've decided to put some of the questions and responses here so that they live on in infamy.

Ben Lampe from University Ligget Schools described a class period where he did a practicum/challenge - the buggy crash actually - and instead of high-fives and cheers there was only anger and dismay.  Also - he described an interaction with a stubborn student who wanted to "get a point back" because she used the wrong vocabulary word.

Here is my response.
Even during the workshop this summer – not all groups were able to get the cars to hit.

It really is harder than we think it should be.

Nonetheless, when you combine traditional learning, grade conscious kids with a new activity…it is kind of a dicey situation.  Unfortunately you ended up on the bad side of this. 

Let’s see if we can’t figure out why they sucked at this and didn’t like it.  This may be their first ever activity of this type. 

High school kids today are always looking to mitigate the results – so if they do bad on something they have a way to get out of it.  For example if a kid does something bad and you call them on it they often respond with, “but what about the other kids doing it too?”  It is hard for them (mostly because they are high school kids) to take full responsibility for anything!  They often don’t put in their full effort because if they do and then fail – they think they really suck.  These ideas extend to the challenge.  They – unlike us – don’t really expect to succeed and they don’t do everything they can think of to make it happen.  Therefore the pass/fail thing doesn’t work for them because they can’t get out of it.  We think it should make them more motivated but it goes the other way and then they want to argue their way out of it.  When did grading become a dialogue? 

So what’d we do next time?  Maybe (and I’m just brainstorming here) you don’t grade it.  Will the less (apparent) pressure on the outcome will they relax and do better (or at least not bitch about the outcome)?  Or provide an extrinsic reward – apparently kids love candy!  Or go radical and have them come up with their own challenge and carry it out.  Not that they’ve shown enough independence yet to do it.

As for the girl with the points; ugh I remember those days and that kid.  There is really nothing you could have done to placate her, really.  It seems like her issues are with so much more than “position”.  She is clearly frustrated and taking it out on you and  your grading system or the class structure; all things that I’m sure have nothing to do with what is actually bothering her.  That doesn’t make it any easier to deal with her, especially if you’re trying to hold on to a certain standard of work.  Think about this; if she really does understand it then does she maybe deserve another opportunity to show you that she does?  Or what is the harm in giving her the “point” if she really does get the concepts?  These are complicated issues!

I really think, however, that both of these stories asks a bigger question; what are points and is there a different way to grade that focuses on the things that we know are important about teaching and learning?

I don’t have a good answer to that question but I’d rather argue about learning than about grades and definitely never about points.

Anytime we change something that we are doing its going to suck at first.  The kids have to buy into it as much as you all did this summer.  My question is, if the kids are feeling unsuccessful, what have you done to show them what it is like to be successful?  Have you employed any strategies that put them in a cognitive conflict position and helped them get out of it?  Have you created any lab scenarios where they are concretely able to see how doing it on their own leads to success?  These are all huge questions but ones for thought.

Remember we do the right thing because we know it’s the right thing to do; not because it’s the easiest.

The original email is below.

I had a depressing day.  First, I handed back quizzes from earlier in the week in my honors class.  Then we proceeded to do our first practicum lab.  We were crashing fast cars into slow ones from behind.  I had two lines set up, one about 3 meters from the x and one about 4 meters.  Some groups were told to start both from the same line, some were told to start one on each.  I have 8 groups of 3 in this class.  Only 1 group succeeded in the first try.  Almost no one succeeded until the third try otherwise.  Instead of high fives and cheering, there was anger and dismay.  The pass/fail thing was no good (even though it only counts for a point out of a few hundred in a marking period).  I was very surprised by a few things, first, the fact that so many groups failed.  They had solid plans, but their ability to make it happen was horrible.  Second, once they failed and I asked whether they thought it was a launch problem or a design problem (stolen from Real Genius) they all agreed it was a launch problem and did no work to figure out what could have happened on the calculation end.  One group determined they had grabbed someone else's cars, and another group went back to their work and figured out they had miscalculated.  All in all 3 groups passed.  I was shocked at the failures, bummed out by the lack of high fiving, and generally I was depressed by what I had planned on being a fun day.

After this wonderful class, I had one of my students come up and argue with me for 20 minutes about a point I had deducted for using the word "motion" instead of the word "position."  She claimed they meant the same thing and that I was being overly punitive.  After 20 minutes I said, "It is clear I am not going to convince you of my position, but this conversation is not going to continue.  These two words do not mean the same thing, and the point was deducted because the word position was required here."  She got that message.

Anyway, sorry to vent, but I know you feel my pain on this one, and meeting you and the rest of the crew this summer has helped because I can email someone who even gets what I am saying.  On the good side, Spirit Week is over here, and as a class dean and general "involved" guy, I am glad to be able to go home and relax.

Have a good one,

Ben

Emails From the Front - SBG and Final Exams

Because I teach a modeling workshop class over the summer (with my amazing teaching partner Laura Ritter from Troy Schools in Michigan) I get a lot of email from participants that encounter both everyday problems and unique problems in their classrooms and at their schools.  Normally I respond and the responses end their existence in my "sent items" folder.  But I've decided to put some of the questions and responses here so that they live on in infamy.

Chuck White from Ann Arbor asked about how SBG works with final exams.

This is a good question and one that hinges on how much freedom you have.

Do you have to give some sort of common assessment that is the same as other physics teachers at your school or in the district?  If so – you probably have to give that. 

If not you've got a  couple of options.

A really good discussion of some of them is here:

http://kellyoshea.wordpress.com/2011/02/08/sbg-semester-exams/

As for me, I have to give a 70 question multiple choice test.

I have made sure to link that individual questions with the appropriate standards so that I know that I’m testing them on the things that I've stated. 

But the final exam is not the same as the assessments throughout the quarter.  This is a summative assessment, the only one that we really give.  So I tell them that there is no reassessment and we are testing what they have actually learned by all of the practice along the way.

However, to mitigate the high stakes nature of that, I provide them with a review that is very similar in both structure and content so they know that if they practice that they will be ready.  It makes the final exam kind of like a reassessment.

To be honest with you, if the final exam is really a measure of the skills that they have developed then why should the actual questions be a surprise?  I’m not saying the actual text but the question types…

There isn’t a great answer to this question, just a bunch of  “this is what I do”. 

I hope this helps!

The original email is below.

hey don! 

can you tell me how you handle final exams, since you use SBG?  Students have been inquiring about what my final is like (format, style, etc) and to be honest, i have not thought that far ahead.  what do you do? and how do you grade it?

my students have bought into  the concept of standards and mastery thus far.  I do not want to fall back into giving some sort of multiple choice format final exam if i can avoid it.

any help you can provide would be greatly appreciated!

To Unit or not to Unit?

One of today's discussion centered around the importance of units.  I would really like to take a hard line on this and either say that, "Units are crucial to students' understanding of physics." or "Units are superfluous and not germane to students' understanding."  

Frankly I don't think either is quite right.  Even after 14 years of teaching (12 of which doing it well) I'm undecided on the issue.  I know various physics teachers that would describe themselves as "unit sticklers".  They harp on the students about the importance of units in answers and insist that the students include units in their algebraic expressions.  One (bad) teacher I know used to have students identify the correct unit of a quantity as a multiple choice question on a test.  Ugh.  

The commonality among these teachers is that for the amount of effort and energy they put expressing the importance of units - it seems to make little difference to the kids behavior and even less to their understanding of the concepts!  I have experienced this first hand in talking to these teachers at the end of the school year and hearing comments like, "even this far into the school year the kids still don't know the units for acceleration."  No kidding!  Could it be because they never understood it the first time?

However, blowing off units entirely seems to be even worse!  In using the modeling method we stress the importance of analyzing the slopes of graphs for both numbers and units.  In the first week we ask students to measure the mass and length of dowel rods of various lengths and plot mass vs. length.  The slope ends up with number around 0.40 and units of g/cm.  We ask students to express this in a "for every" sentence; "for every 1 cm of length added the mass would increase by 0.40 grams".  The number 0.40 itself doesn't mean anything. 

Later in the class we ask students to relate the units cm/s to something in their everyday lives like mph.  Without having a good understanding of both cm/s and mph its hard for students to make the right connections.  A couple of years ago there was an embarrassing video of a young woman who didn't have a good sense of what 80 mph meant.  http://www.youtube.com/watch?v=Qhm7-LEBznk  unfortunately for her, her husband took some video of their interaction.  As funny as this may be, analyzing units can be very advantageous in creating a good conceptual understanding.

Let's look at the idea of the Newton for example. What is a Newton? Someone might tell you that it is the "force that would give a mass of one kilogram an acceleration of one meter per second per second." I have no idea what that means - stupid internet - and I know it isn't something that my students would be able to develop, discover or even comprehend! However, there are some teachers that relish in showing students (through some F=ma kind of thing) that N=kg*m/s/s. I do not recommend this as a teaching strategy. In fact, if you get anything from this blog post - please don't do this! Removing the context from the measurement and the unit is not a good way to create a deeper understanding.
So where is the balance?  I know that a really good understanding of units only comes after years of study of physics.  For most of us it only comes after a couple years of teaching physics!  Whatever you choose to do I'd encourage you to attempt to link the units to the context of the situation and if at all possible link it to something physical that they can understand.  Here is an example.

As physics teachers we probably know that the free fall acceleration for an object is close to 10 m/s/s.  A textbook would tell you its 9.8 m/s squared - which is a discussion for another time.  But do kids relate to 10 m/s/s in a way that relates to their everyday experiences?  How would your understanding of 10 m/s/s change if I told you that it was equivalent to 22.5 miles/hour/second?  That would mean that for every 1 second of time that an object falls it speeds up 22.5 mph.  So if you jumped off the building and fell for 1 second you'd hit the ground going 22.5 mph.  Do you want to be hit by a car moving at 22.5 mph?  at two seconds you'd be moving at 45 mph!    

So units?  I think that with all learning and understanding context is important.

The First Rule of Forces

We're on day 10 of our workshop and there is some discussion about how to name forces.  This is necessary because there are a couple of different naming conventions that are popular.  Regardless of the convention I feel like we should all follow the "First Rule of Forces" which states that:

"When naming forces you must name the physical object doing the pushing or the pulling."

I can't remember where I got this rule - probably from my physics teaching mentor, Mark Davids.  He grounded every concept in a physical experience and this has helped me get the students to really examine their own understandings of forces.  By sticking to the FROF kids are forced to think more critically about the forces involved in any situation.

If a student has to name the physical object supplying the force then they can't throw around physics words like, inertia, momentum or gravity as supplying forces because none of them are physical objects.  Too often kids imbue these physics words with special properties.  Popular culture doesn't do us any favors here.  I was watching American Ninja Warrior the other day - which is a game show in which contestants have to complete an elaborate obstacle course - and the commentators couldn't stop themselves from saying, "His momentum kept him swinging..."  I wanted to reach into the TV and throttle someone!

Anyway, below are some of the conventions you may see for naming forces.  Consider the gravitational force supplied by the earth on a block.
1. Agent Object - in this the force is named with an F and the subscripts list what is doing the pushing or the pulling, the word "on" and then the object on which the force is acting.  For example, Fearth on block.
2. Object Agent - in this the force is name with an F and the subscripts list the object on which the force is acting, the word "by" and then what is doing the pushing or the pulling.  For example, Fblock by earth.
3. Physical Object - in this the force is named by the physical object doing the pushing or the pulling.  For example, "earth".
4. Nickname - in this the force is named by its "nickname".  For example, "weight".
5. F notation -  in this the force is named with an F and the subscript is the nickname. For example Fg.
6. Formula - in this the force is named as a formula.  For example, "mg".

There may even be more!  My opinion?

Not all of these are created equal!   

Soapbox time; there are a couple of these that really are better than some others.  Agent Object and Object Agent are both good.  They allow us to follow the FROF.  I also like #3 in that it is the most basic.  But other than those three - I really have a hard time getting on board.  

Let's talk about nicknames: weight, friction, tension, normal...these are all force nicknames well known to physics teachers - but not necessarily to physics students.  When do we introduce these to our students?  Earlier this year I had a student come up to me and ask, "when are we going to start calling it the normal force?"  First of all, I have no idea how he knows we call it the normal force.  Secondly, what is his hurry?  So I told him this story.  

Last weekend Mrs. Pata and I went out with some of her friends and their significant others.  One of her friends has a new boyfriend and this was our first time meeting him.  I have a nickname; my close friends and family call me DP.  When I introduced myself to this guy I said, "Hi. my name is Don its nice to meet you."  He responded with, "DP great to see you!"  I'm like, um...what?  In my head I'm thinking, dude - you don't even know me!  

It is not appropriate to use people's nicknames if you don't know them.  It is just an inappropriate in a physics class to use the nicknames of forces if we don't know them.  Textbooks throw around these nicknames like "tension" all willy-nilly.  No students can gain the right context from a textbook definition.  This idea is manifested by numbers 4 and 5 that remove the context of the force and require that students have an understanding of these ideas already.  #6 removes the context of the force and asks students to relate it to an even more abstract idea and equation!  

    

Regardless of the convention that you choose classroom vocabulary can/should only be used when the class has been involved in the making of the definition or if 100% of the class in on board with its adoption.  I urge you to be aware of these problems ahead of time and make the choices that are best for the conceptual development of your students.

I love the first rule of forces and the kids always want to know what the other rules of forces are.  I haven't come up with any yet; but its early!  

Modeling Workshop Day 1

It was quite the day.

First of all the content level of this group of physics teachers is very high!  We have many teachers who have been teaching for lots of years and those who haven't were engineers in the past.  So content is not going to be an issue.  The actual issue in the past has been that there has been a mismatch is content expertise between the participants.  There were some that already knew the physics and some who were, let's just call them "novice".  That made it difficult for we as leaders to know where everyone was given a particular moment.  But that is a very good analog to what happens in the physics classroom!

Another difference between this and last year is that there are no outright skeptics.  Sure, there are plenty of participants that question what we're trying to do and why we're doing it.  But no one who thinks that I'm full of shit and is just waiting to point it out.  For that I'm thankful.  It is difficult to get in touch with a group when you as the facilitator constantly feels that you have to justify what you know to be good teaching.

We did have one "ah ha moment!" and that was pretty cool.  The group had completed and white boarded what we call the variation and measurement labs.  These aren't labs in the modeling materials but what we use to establish the relationships that we want the participants to know and be able to use in the future.  Once they have them on white boards we circled up and started to discuss the boards.  I was facilitating the conversation and having a dialogue with one of the participants.  I was asking, "Let's say you had a tile and you added 1 square cm to its area...what would happen to its mass?"  He referenced his "for every statement" and said that, "the mass would go up by 0.71 grams."  I said, "What would happen if you increased the area by 10 square centimeters?"  He said, "It would go up 7.1 grams."  Then I said, "and what would be the mass of tile whose area was 100 square centimeters?"  He looked at me, looked at his board and saw that one of his data points was a tile whose area was 100 square centimeters and the mass was very close to the 710 grams he was about to say.  He looked back at me then back at the board and threw his hands up in the air!

I said to the group, "I think something important just happened there!"  and we all laughed and cheered.  Seldom do we get to see that kind of moment happen so vividly.  It was awesome!

That is the power of the workshop though - it can be that trans-formative; even on the first day.

FCI: I didn't know what I didn't know

My first year of teaching was the 1999-2000 school year.  I felt so good about the year.  I connected with the students, I had a ton of fun and I really thought that I taught some good physics!

I great teacher that I knew sent me an email and asked me how my year went.  I don't like to toot my own horn but I told him that I thought it went great.  So he said to me, "Well, I have this little test that you can give to your students to kind of see how you did in your teaching."  I said, "Send it over!"

The next day I received a copy of the FCI.  Attached was a note that said, "Good luck and make sure you take it before you give it to your students."

Keep in mind that this was 2000 and the internet pretty much sucked at this point.  If I put FCI into Yahoo I'm sure that nothing of import would have come up.  I didn't really know what a big deal this thing really was.

I looked at it and saw that it was a physics test.  So I decided to jump right in.  I read number 1 and kind of knew the answer; I mean I knew the answer but wasn't overly confident in my concepts.  So I didn't answer it and moved on to number 2.  Same result.  Lucking it came with the answers!  So I checked, just to make sure that I was right (seriously).  I went on to the next couple just checking to make sure I was right again.

Let's face it, I had no clue if I was right or wrong.  I still have a hard time admitting that to myself, let alone you!

So I gave it to my students - in denial about the fact that if I didn't know what I was doing then they might not have the same experience.  I scored them and the students scored an average of 13.5 out of 30.  Is that bad?  Yep.  The teacher who gave me the FCI contacted me later in the week and asked how the kids did.  I lied!  Well not lied exactly I fibbed.  I said that they didn't do as well as I would have liked.  He told me that if I was interested in improving my teaching he was teaching a workshop for physics teachers that summer.  That is how I got into my first modeling instruction class.

I learned through the literature that the pretest scores on the FCI are barely over 8 and 13.5 is the score that an average traditional physics teacher's students score.  I was completely average.  My kids knew less than 50% of the correct answers!
I have now been giving the FCI for 10 years and it allows me to see how the changes that I make each year in instruction and assessment affect the students learning.  I don't know of another tool that has impacted my teaching so much.

I didn't realize that I didn't know anything about conceptual development or student misconceptions or the importance of qualitative knowledge.  Nor did I know how important these are.  Thank you FCI!

The Hard Boiled Egg: A Metaphor

Every Monday morning before school starts I meet with my PLC which is the best part of my week!  This is a group of smart, highly motivated, committed and talented educators.  And conversation are amazing!

We call ourselves the "Constructivism PLC" because our goal is to implement constructivist lessons in our classroom, record them on video and then watch (and critique) them as a group.

I spend a good deal of my week thinking about what I want us to talk about during the next PLC.  I usually get inspired by something I read or experience.  This week I was listening to an NPR show that I like called, "The Splendid Table".  The host was talking about talking about cooking and mentioned eggs - specifically hard boiled eggs.  That started thinking me about how I boil eggs.  I use the method my grandmother taught me; put the eggs in a pan, cover with water, put the pan on the stove on high, when the water boils, set the timer to 12 minutes, drain and let cool, peel and eat.  This is a far cry from the Julia Child method.

I thought to my self, I wonder how other people boil eggs; I bet there are other methods.  So when everyone started coming into the meeting I asked.  It turns out that NO ONE boils eggs in the same way!  There was even some controversy as to whether adding salt to the water will prevent cracking.  Here is the thing - my suspicion was that there would have been different methods and that everyone would be comfortable with their own method.  This is the key for me - every teacher has their own methods with which they are comfortable.  But we rarely ask, "Is there a better way to boil an egg?"

I was ready to roll with the metaphor.  But when it came time for me to roll it out, I thought, "This is so contrived...there is no way these English teachers are going to let me get away from this."  I paused and then bailed... I BAILED ON MY OWN METAPHOR!  It was awkward to say the least.  I can't believe that I had a crisis of confidence.  Sometimes I suck at life!

But then a very interesting thing happened.  Another teachers said, "Wait, what is the metaphor?"  I was like, "Um...um...uh..." and then Geoffery jumped in.  He picked up my fumble and ran with it.  He linked the egg metaphor to two ideas - working with students who couldn't care less about boiling eggs and to working teachers who already think they are egg boiling masters and aren't interested in hearing about how anyone else boils eggs.  Every comment from there was linked to this egg metaphor and it grounded the conversation.

It turned out that this mornings conversation was really about motivation.  How do we motivate our students (at all levels) and how do we, when interested in real professional development, motivate our peers?  These are not questions with easy answers but by sharing our ideas in a safe and open environment we feel like we are part of a community.  I cherish that feeling.  Thank you PLC.

So here is the question; are we as professional educators, ready to admit that there is more out there to learn?  This is the point of our group.  Is one method to boil an egg better than another?  Can I get over myself and try new techniques?  Is the fact that I've been boiling eggs the same way for years a reason to keep doing it?  Is just getting the egg boiled good enough?  Are there really better ways to do it?

And does salt really keep an egg from cracking?