tag:blogger.com,1999:blog-3503907480945604393.post6909299577243288710..comments2017-07-06T12:39:39.677-04:00Comments on Observations First: Active Physics and InquiryJKhttp://www.blogger.com/profile/10598562442485184399noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-3503907480945604393.post-19939506956384238792016-12-26T14:23:06.084-05:002016-12-26T14:23:06.084-05:00I teach a course at a Title I school with a large ...I teach a course at a Title I school with a large population of low socioeconomic students that are largely EL and LTELs and we use the Active Physics book. It's a terrible book. It throws in complex concepts like metric conversions and sigfigs in the middle of chapter sections rather than having a chapter solely devoted to measurement and calculation. Also, the expected math level of the book far exceeds the math level of my students. The other problem is in order to "teach to the book" the expectation is that students are conducting long-term learning through PBL-style assessments. The compounded problem on this is that many of the below-grade level students that I am teaching this class to have very short memories and, having already tried implementing a form of the chapter assessment which requires a synthesis of knowledge over the course of a 6-7 week unit (the chapters in the book are way too long), I can tell you from experience that lower grade level students learn nothing from this style. It's too long and drawn out for them, too confusing and they don't realize what they are supposed to get out of it. Unknownhttp://www.blogger.com/profile/02427297155626430344noreply@blogger.comtag:blogger.com,1999:blog-3503907480945604393.post-52275481427170743742012-04-03T12:45:34.752-04:002012-04-03T12:45:34.752-04:00Some teachers have created collections of curricul...Some teachers have created collections of curriculum materials meant for use with Modeling at the ninth grade level, and even for use with students who haven't yet developed the algebra skills to use mathematical models, but these are not well-publicized even within the Modeling community.<br /><br />One approach I've seen is to teach circuits using the CASTLE curriculum in the Fall, so that students have taken more math when they get to the mechanics portion. One Modeling-based curriculum for ninth grade starts with energy using bar charts, and this approach could delay the algebra intensive material even further.<br /><br />The bottom line, though, is that there is work yet to be done developing resources that are useful for applying a Modeling approach to a wider range of student populations, especially to classes of younger students.JKhttp://www.blogger.com/profile/10598562442485184399noreply@blogger.comtag:blogger.com,1999:blog-3503907480945604393.post-89525315553877226332012-04-03T11:11:18.682-04:002012-04-03T11:11:18.682-04:00Hi, I am a 9th grade physics teacher in Massachuse...Hi, I am a 9th grade physics teacher in Massachusetts. I learned physics using Modeling, but our district uses Active Physics. <br /><br />I personally do not use Active Physics, because I found it too focused on ideas that were not aligned to the MA frameworks. Also, I teach students with learning disabilities, and the many directions in the Active Physics activities left them confused and took away from their learning. I have heard from other teachers in district that this is common for our student population (low socioeconomic). The teachers I know in our district do not follow the curriculum at all.<br /><br />I would love to use the Modeling method as I learned it, but because of low math skills, I find myself doing exactly what you said - choosing different aspects of programs that appeal to me, and then creating everything else myself. <br /><br />I'd be interested in a way to adapt Modeling for students who are not fully able to grasp mathematical models. My students are still learning algebra when they get to me - and do not reach linear equations until halfway through the year.k. wonghttp://www.blogger.com/profile/00607757168516939967noreply@blogger.comtag:blogger.com,1999:blog-3503907480945604393.post-72940668103894681042012-03-10T10:34:12.155-05:002012-03-10T10:34:12.155-05:00I am simply curious how this works with low socioe...I am simply curious how this works with low socioeconomical students with various levels of metacognitive and science thinking skills. I've looked over the book/curriculum and found few points in which I could teach how to organize complex information so that it could be understood. Further, I found that unless you understand very high level physics, this curriculum is very cookbook style teaching. First do then, then do this, etc. I saw very little room to differentiate between various students and to actually teach to students. Rather, I saw that as an instructor you are teaching to the book. <br /><br />Philosophically, a book is meant as a supplement to students learning new information and learning metacognitive skills. The teacher is there to ensure students are thinking about the information and making it applicable to the real world. This allows the teacher to teach to the students. I am not so certain that a book should be a curriculum; one size does not fit all.<br /><br />Any thoughts from those who have taught in lower end schools? If I have to teach this soon, I want to know if it has any merits or if the textbook sales people are simply amazing at their jobs.BioGeekhttp://www.blogger.com/profile/02267750178382035771noreply@blogger.com