I hope everyone is well. And enjoying our entrance into physics. One of my strategies yesterday and into tomorrow is to scaffold our learning. A fancy word for building on knowledge - both what you already know and what you are acquiring. The goal is to avoid the tsunami effect; pouring so much in that students don't have enough time to really absorb and reflect (and enjoy) the learning process. Of course, there is a balance. You don't want to go so slow that students are bored.
Tomorrow we will be doing some direct instruction (lecture) on basic science process content and skills and then move onto analyzing our data. We will then endeavor to use some interactive visualizations to further our conceptual development of these physics concepts and then look at a real world application of motion patterns. It will be fun.
To continue our parallel effort of investigating education and learning topics we will be considering some more information on creativity. This will involve the following:
1- We will be watching a TED video on creativity by Ken Robinson during class
2- I also want you to read this blog/article on creativity The Education Value of Creative Disobedience
Within your motion groups (that we organized yesterday) I want you to have a blog discussion on these articles. I would like to keep this open but you may consider some of the following items:
- What is your "definition" of creativity?
- Why do you think creativity is important?
- Can you think of a time when you were most creative?
- How does creativity mesh with the Harwood Activity Model for Inquiry?
- What can we do to foster creativity in ourselves and others (like our classmates or future students)?
- Do you know any really creative people - what are they like?
- etc.
This is due next Thursday 2/16.
I will cover this in class tomorrow as well.
See you then
Be well
Matt
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