20 minute pulse checks!
A colleauge of mine, @jgough, asked us to try a new experiment to build in a formative assessment into our class, and help break learning up into 20 minute chucks that are more productive and digestible for students.
Here’s how this went down in my class:
- 20 minutes into class I asked everyone to get a sheet of paper and write down what they learned in the first 20 minutes of class. No names.
- I collected the responses and then distributed them randomly to other students.
- We went around and each student read the response he/she had been given. This was a nice trick to preserve anonymity and give kids a chance to be really honest in what they were learning. This is a powerful formative assessment, since it helps me see what the students are taking away from the lesson, as well as gives the students a checkpoint themselves to see if they’re picking up the main ideas.
- We then tried to come up with a single sentence summary, which I posted with the hastag #20minwms. The powerful thing is that about half a dozen or more other teachers are trying this at my school, and so we all get to see what is happening in other classes.
Here are all the individual responses:
I learned that I am one of the most confident people with vpython in my class.
I learned that the = sign in physics really means “get” or “is”
I learned how to code the line
bus.pos=bus.pos.vbus*deltat, and that = means gets
I learned that I am pretty good at CAPM and CVPM
I learned that you can use vpyhton to solve just about any problem we’ve done all year
In computer language, bus.pos (new) = bus.pos (old) only in the language. And writing the equation in vpython for both CVPM and CAPM is easy.
I learned what a terabyte is and who created the internet.
I learned that you can use vpython to solve complicated equations or statements with 30 or 40 lines processes.
I learned that I am a lot more competent at vpython than I thought I was.
I learned to take a vpython program and sort of translate it into physics speak.
I learned that with practice, I can do anything with vpython.
I learned how to better create velocity in vpython.
That most lines of code can be manipulated into a different command much in the same way as a math eqaution.
vpython makes a lot of new possibilities for physics.
vypthon is like a superpower, but only when completely mastered. Kinda like the new TV show with the cape.
Other class’s responses
I learned that vypthon can do graphs.
I learned than an = symbol in some cases can have different meanings.
I learned that I am a lot less confident in vpython that by hand, but it doesn’t have to be that way.
I learned that vypthon is powerful, and I don’t know how to use it well.
I learned how to make objects move on vpython and I learned the different meanings of =
I learned how an = can mean so many things and about how vpython is great and very useful.
I learned that an = sign can mean very different things in different situations.
I learned more about the potential and capability of vpython.
I realized that when we are faced with something new, we underestimate our ability to solve new problems. And
math and science have a different language
I learned that = signs in math, physisc and computer worlds mean slightly different things.
Here’s the collective sentence we decided upon:
We are learning that vpython is a powerful tool for solving problems via computer programming #20minwms