Blended Learning is the what, Instructional Design is the how

img_8286I recently participated in a lively debate about how can we help our students learn best?

The debate was centered on the topic of blended learning – what it is and how can we use it to make learning effective and efficient.  It was evident to me after following the debate that there are many different opinions and ideas floating around.  And while this is a healthy and important debate to have, I want to spend a few minutes discussing how I view blended learning at VRG and make clear why I believe this approach can help our students learn best.

First of all, let’s talk about the “what” and then work backward to the “how”.  Adapted from the Clayton Christensen Institute definition, we define blended learning as:

blended learning vrg

What does that really mean?  This means that if we are doing it right, blended learning activities will enable our students and enable our teachers.  Our students will experience their classes to be more relevant to their interests and needs and abilities. Our teachers will experience a structured, effective way to utilize all the tools in their toolbox to see and support and teach every student.  In reality, one blended classroom will look very different from another.  There will be a blend of lecture and discussion and collaborative exercises.  There will be a blend of group and individual tasks.  There will be a blend of online and face-to-face activities.  The blend will be determined by what the teacher deems best for the specific learner.  We will know when we have the blend just right when the teacher has more one-on-one time with each student and each student feels seen, supported and challenged.

We use this illustration to think about our vision for Blended Learning.

blended-figure

If this is the “what”, the next question is, of course, the “how”.  Early on in our pilot studies, we realized this was the important question.  That was when we began to discuss the process of Instructional Design.

instructional design

The teacher is the leader of the learning.  The decisions the teacher makes determine the roadmap for the student.  Finding the balance between all of the aspects mentioned above is what makes the roadmap effective.  Designing the structure of the course (pace, path and place) and determining which aspects to emphasize makes the roadmap labweek4befficient.  Many important interactions occur when learning is present:  when and how the students should interact with the content; when and how students interact with the teacher and their classmates; when and how students interact with reflection to connect new ideas to their already existing knowledge.  By understanding best practices in instructional design, we can draw a roadmap for each student to make the most of every interaction.

Good instructional design requires teachers to get and give continual feedback. In traditional classrooms, the feedback processes were too slow and time-consuming.  This forced teachers to make decisions based on “the average” of a class.  In a blended learning classroom, teachers are empowered by an understanding of each and every img_0043-1student’s progress thanks to effective edtech tools.

I realize now we should spend more time talking about the “how” and less about the “what”.  Teachers are the key to student learning.  How they design and teach their courses are key to successful student learning.

To be clear, we are focused on offering blended learning empowered by efficient and effective instructional design. img_9677

Want to see what a blended classroom can look like:

Blended Learning in a Physics Classroom

Creating Blended Learning Environments

Want to read a summary of our work over the past two years?

(in Swedish) En digital kursstruktur för synlig undervisning och ökad elevkontakt #CanvasLMS

Want to discuss this more or join our debate?  Comment below.

 

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Kollegialt lärande ur olika perspektiv

Guest blog author:  Markus Anderson

solving the jigsaw puzzle

Bild av Yoel Ben-Avraham

Under mina fyra år som förstelärare på VRG Djursholm har kollegialt lärande stått i fokus. Innebörden av kollegialt lärande för en skola är att lärare på ett strukturerat sätt via olika aktiviteter lär sig av varandra för att på så sätt utveckla undervisningen.

Ett exempel på vad det kollegiala lärandet för min del tidigare har fokuserat på är bedömning och implementeringen av gymnasiereformen (Gy 11). Ett annat exempel är arbetet med hur vi i skolans utvecklingsarbete kan ta hänsyn till beprövad erfarenhet, aktuell skolforskning samt att koppla detta till vår egen verksamhet så att vi kan bygga upp en evidensbaserad praktik. Detta är ett tankesätt som är hämtat från den medicinska forskningen och även ett arbetssätt som Skolverket förespråkar. I den medicinska forskningen vill man veta t.ex. vilken behandlingsform som ger bäst resultat för patienten. Vad som ger “bäst” effekt är dock mer komplext när det gäller lärande. Effekten av en undervisningsmetod beror inte bara på metoden i sig, utan också på vem som använder den och i vilket sammanhang. Idén med evidens är att systematiskt dra slutsatser från forskningen och prova olika metoder i klassrummet och lyfta fram de metoder som fungerar bäst just för mina olika undervisningsgrupper och även för skolan som helhet. Kollegiet arbetade med detta genom att bland annat göra lektionsbesök hos varandra.

Det här året ägnar jag mig åt kollegialt lärande dels som processledare för programlagsarbetet samt genom att studera hur det kollegial lärandet ser ut på andra gymnasieskolor i Danderyds kommun.

Programlagsarbetet

labweek4bFör att på bästa sätt utveckla undervisningen inom naturprogrammet arbetar vi i programlag där de lärare som undervisar på programmet ingår. Detta arbete leder jag tillsammans med min kollega Hanna Forsberg. I programlaget arbetar vi just nu med att identifiera utvecklingsområden utifrån naturprogrammets programmål och att i linje med detta ta fram en tydlig progression av elevernas kunskapsutveckling i de olika årskurserna. Vi tar också fram ämnesövergripande projekt för att hjälpa elever se samband mellan olika kurser och utveckla ett naturvetenskapligt förhållningssätt.

Danderydsstudien danderyd kommun

Detta är en studie som finansieras av Danderyds kommun och som jag genomför i samarbete med mina kollegor Mona von Porat och Anna Sarri Krantz. Fokus för Anna och Mona är formativa arbetssätt som används i klassrummet i matematik och svenska. Mitt fokus ligger istället på lärarnas kollegiala arbete. Syftet med mitt delprojekt är att utvärdera det kollegiala lärandet i ämnena svenska och matematik i Danderyd kommuns tre gymnasieskolor. Utvärderingen ska ge kunskap om vad det kollegiala lärandet handlar om och i vilka former det sker samt ge kunskap om möjligheter och begränsningar i det kollegiala lärandet i Danderyds kommun med avseende på såväl förutsättningar som processer. Genom att identifiera och värdera dessa är min förhoppning att ta fram ett underlag som kan användas för att utveckla det kollegiala lärandet med fokus på att förbättra metoder i undervisningen. I skrivande stund har jag genomfört ett flertal auskultationer på Marina läroverket och på VRG Djursholm. Nästa steg är att göra liknande observationer på Danderyds gymnasium och efter det sammanställa en rapport och presentera resultatet för Danderyds kommun och lärare 02 Markus Andersson

Att få möjligheten att bedriva praktiknära forskning är stimulerande och utmanande! Min förhoppning är att just praktiknära forskning blir ett mer vanligt inslag för alla lärare i hela landet och jag tror att det skulle kunna bidra till givande skolutveckling och högre måluppfyllelse för eleverna.

Markus Andersson,  Lektor Biologi/Kemi/Naturkunskap | Ph Lic Teacher Biology/Chemistry
Förstelärare | Lead teacher

Read more from Markus here>>  Digital tests and Lead teachers lead the learning

 

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VRG students win at #UF2017 (again!)

This week was #UFSTHLM 2017 week.  Many of our senior economy students presented their UF companies at the annual Junior Achievement Convention in Stockholm.

During this convention, each team of students presented their company.  Each company represents a concept the students have taken from idea to action.  Creating a UF company is a hands-on task.  A task that lasts for a full academic year.  Students write business plans; plan and implement marketing; work through development challenges; create, monitor and follow-up all economic aspects of running their company – it is a holistic task. With the support of a coach, students lead their own learning.

On Monday, VRG had 14 companies represented:

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On Wednesday, four VRG companies were recognized for winning one of the competition categories:

ecoborn

Best Booth went to EcoBorn UF.  A company that makes and sells eco-friendly baby clothes with already colored cotton.  You can read about their company’s idea in this article: Tonårskillarna som vill minska gifterna i babyskläder  In addition, EcoBornUF won 2nd place in Best UF Company.

ungkarrieruf

Best Service went to UngKarriärUF.  A company that creates podcasts about different careers students may be interested in.  They interview people who are working actively in the chosen career about the path they took to get there and what type of everyday tasks they accomplish.  You can listen here>> to listen to their latest podcast where they interview a Community Manager.

frey.jpg

Best Product went to FREYCashmereUF.  A company that sell eco-friendly cashmere
scarves made (partially) of recycled threads.  In
addition, customers are encouraged to donate an old scarf when they buy a new one.  The donated scarves are then taken to charity.  Their motto is “a scarf for a scarf.”  You can read more about their sustainable idea in this article: En halsduk för en halsduk

safewoman

Best Business Plan (4th year in a row VRGD has won this award) went to SafeWomanUF.  A company that sells an “all-in-one” kit of products to aid women’s defense and security.

 

Congratulations to all of our UF companies – #stolt.

Thanks also to Henrik & Alexandra (UF coaches) for all your support!

Read about UF2016 here>>

Read about UF2015 here>>

 

 

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Teachers team together & learn from each other @VR Workshops 2017

 

vrworkshops6

Richard Walls (Head of Innovation), Louise Westerberg (Founding VR Board member), Alistair Creelman & Kerstin Hallén (VR Director of Schools)

 

 

On March 17, more than 200 Viktor Rydberg Schools teachers assembled at VRG Jarlaplan for an afternoon of lectures and workshops –  led by VR teachers, for VR teachers.

#learningleaders

 

 

 

The afternoon began wit an inspiring lecture from Alastair Creelman.  Alastair works as a specialist in E-learning

at Linnaeus University in Kalmar.  He spoke about the many dimensions of instructional design when considering online, face-to-face and blended learning experiences.  He shared many great resources for how to design effective learning with “smarter collaboration“.

vrworkshops7Following a quick break, the teachers broke into workshop groups.  Each workshop was led by a colleague.  A list of workshops was provided in advance, everyone got to choose.  Topics ranged from voice training to special education to digital tools for formative feedback to historical walks around the city.vrworkshops11

Typical for each session was an engaged leader willing to share his/her idea about learning, and active participants interested in understanding more.

Perhaps even more so than quality professional development workshops was the inspiring networking going on in the formal and informal discussions in the hallways.

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VRG besökte #TrippelHelix konferens om skolans digitalisering

Read here to see how Hanna Forsberg, Lead Teacher at VRG, is working to ready our school and our staff for further development of blended courses at VRG. Here is an account of her networking with local agencies to share best practices.

Hannas skolblogg

Skolans digitalisering: från IT-strategi till verksamhetsförändring

Den 14 mars höll Swedsoft en konferens inom ramen för projektet Trippel Helix – nationell samling för skolans digitalisering.  Trippel Helix har ekonomiskt stöd från Vinnova, och fokuserar på vad och hur när det gäller digitaliseringen av skolan. Detta bland annat genom att hålla regionala och nationella workshops, samt forskningskonferenser (läs mer om projektet här). Min egen erfarenhet av Trippel Helix workshops är att det är bra forum för spridning av information, möjlighet att ge input och respons, samt att knyta kontakter mellan aktörer inom de tre “benen” i trippelhelixen: skola, akademi och näringsliv. En av de mest framstående aktörerna i området, Skolverket, har haft löpande samverkan med Trippel Helix i samband med regeringens digitaliseringsuppdrag.

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“Spring” into action in our library!

Guest bloggers: Maria Axelsson & Anja Vikingson
kollafakta

During the spring semester in the library, we have a focus on media literacy and source criticism. Today, when more and more information is being filtered through social media, it is becoming increasingly important for students to develop source-criticism skills to be able to orient themselves and evaluate sources. The library helps both teachers and students with the source-criticism tools. We organize lectures, workshops, do lesson visits and talk with students in the library.

We also support students with their search strategies as they do their diploma projects and prepare for further studies. Within the VR Schools Foundation, we library2have developed a database of all graduates’ diploma projects. It opens up as a test for all of the VRG schools this year. The aim is for pupils to inspire each other and get the chance to share their results.

Additional activities 

In addition, the library has a reading club where we discuss the books we have chosen and read together. Before each holiday, we arrange “klarsittning” where students can stay after school and finish assignments before the holidays. Librarians, student resources, and some library1teachers are available to help and we provide “fika”. This year, we have also organized a chess tournament.   And, we have organized film screenings with LGBTQ + Group and to follow current events like the US elections.

library3Follow us on Instagram to see more about what is happening and to get book recommendations: 

https://www.instagram.com/vrg_biblioteket/

Or, come visit us!

Maria Axelsson & Anja Vikingson

Librarians

____________________________

Vårens aktiviteter i biblioteket!

Under vårterminen i biblioteket har vi ett fokus på media literacy och källkritik. Idag då allt fler nås av information filtrerad genom sociala medier blir det allt viktigare att utveckla sin källkritiska kompetens för att kunna orientera sig och värdera källor. Biblioteket hjälper både lärare och elever med källkritiska verktyg. Vi ordnar föreläsningar, workshops, gör lektionsbesök och samtalar med elever på plats i biblioteket.

Vi handleder även elever i sökstrategier då de skriver arbeten och förbereder dem för vidare studier. Inom stiftelsen har vi utvecklat en databas med målet att tillgängliggöra elevers gymnasiearbeten på våra skolor. Den öppnar efter ett testår upp för alla stiftelsens skolor i år. Syftet är att eleverna ska inspirera varandra och få chansen att dela sina resultat.

Förutom detta har biblioteket en litteraturklubb där vi diskuterar böcker vi har valt och läst ihop. Vi ordnar så kallad klarsittning där eleverna kan sitta kvar en eftermiddag och arbeta klart med skoluppgifter inför lov. Bibliotekarier, resurser och några lärare finns då tillgängliga för att hjälpa till och vi bjuder på fika. Nytt för i år är även schacktävling. Och vi har ordnat filmvisning tillsammans med HBTQ+gruppen och bevakat amerikanska valet. Följ oss gärna på Instagram för att se mer vad som händer och för att få boktips:

https://www.instagram.com/vrg_biblioteket/

Maria Axelsson & Anja Vikingson

Bibliotekarier

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IDA – Instructional Design Academy – an idea in the making

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15 teachers, 2 days, 1 focus = how to describe, improve and further develop the quality of instruction at the Viktor Rydberg schools … IDA, Instructional Design Academy, is an idea in the making.

In January, we gathered a group of teachers from each of our five schools and challenged them to think beyond what is happening in our schools today.  But, instead, think about what do we want to be able to do tomorrow.  We discussed ideas from current educational research, worked in brainstorming processes, debated ideas, developed specific paths for progress and, most importantly, we listened to each other. IMG_4296.JPG

Before they arrived at the two-day academy, each participant was asked to think about an area of expertise that they would be interested in developing a professional learning module.  The topic could be any aspect of learning in our

The topic could be any aspect of learning in our schools, but should be related to Instructional Design in a digital environment.

 

rotation-idaOn Day 1, we examined where we are right
now … with a focus on how students learn best and blended learning. Using a station rotation approach, teachers worked on individual tasks, team tasks and in a group.  We studied the work of Dylan Wiliam and discussed the idea of deliberate practice,

Using a station rotation approach, teachers worked on individual tasks, team tasks and in a group.  We studied the work of Dylan Wiliam and discussed the idea of deliberate practice, blended-figurereviewed the later work of John Hattie and visible learning, as well as different models of blended learning.

Then, each participant was challenged to develop a professional learning module within their area of expertise.

On Day 2, we discussed the long-term vision of our organization to eventually offer img_4305varied forms of distance and online education.  Then, teachers worked individually and in teams to develop their modules.
Using the ideas from Day 1 and the vision from Day 2, teachers were inspired to address current challenges and develop modules for teams of teachers to study.

Each module is built on a cycle of study, discussion, practice and review all in a team of peers.lyft

ida-feedback-2Based on the feedback from our first session, we are now in the process of planning the
second meeting of our Instructional Design Academy.

ida-response-1 What we know will be included:  current educational research, examples of best practice, intentional cycles of development and lots of time for teacher-to-teacher discussions.

ida-quote

We believe our teachers are the most important parameter in our students’ academic success.  Therefore, we will continue to develop our IDA program for all VR teachers.

 

 

 

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A lesson beyond the classroom

suecircle

Guest blogger:  Lead teacher, Sue Tennander

Topic: authentic learning

 

In the Communications course of the English programme, students study human IMG_1617interaction and communication in different contexts. Social interaction is undoubtedly something that all students already have plenty of experience of, but in order to develop their analytical skills they are introduced to a number of different theories that focus on how we learn at different ages. One assignment related to this particular topic requires students to plan, in groups of two or three, an activity that they can lead with a small group of fourth graders (eight-year-olds)  at the nearby British International School of Stockholm (BISS). IMG_1609This year, with their activity plans approved and predictions made about how things would work out, students spent a morning being the “big kids on the block“ rather than the youngest at VRG.

After a general introduction, each group of VRG students was assigned 3-6 eight-year-olds who were clearly eager to see what the giants from up the road had to offer. Within minutes, groups were spread throughout three classrooms and a corridor, deeply engaged in solving puzzles, playing word games, telling stories, doing memory tests, building towers and wrapping eggs in such a way that when they were dropped from a height they wouldn´t break. These are just a few of the many different activities that the VRG students had planned.IMG_1649

This was clearly the most energetic part of the assignment and it gave the VRG students plenty of authentic material on which to base their follow-up report. This is where they had the chance to relate theory to practice, analyse whether their activity had gone according to plan or not, and comment on the many different types of interaction they encountered during their visit.

IMG_1620The final stage of the assignment was for each pair/group of VRG students to practise their presentation skills a week later in class, when an overview of each activity involved at BISS was given.

The visit to BISS is just one of the many authentic learning situations that I and many of my colleagues at VRG strive to incorporate in our courses. I have a feeling that it is also one of the most fun, at least it seemed that way to me as I walked between groups of students from both schools smiling and laughing together.

 

Read about other examples of authentic learning at VRG, here:

Economy students work with mentor companies

Students use PechaKucha to lobby votes for their EU proposal

Students share Swedish culture with Language Immersion Programme students

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Students say MEPNL was “eye-opening and enlightening”

mep1

On their recent study trip to MEPNL (Model European Parliament in the Netherlands), VRG students learned more than parliamentary procedure … they had new experiences, made important connections, participated in engaging debate and found new inspiration to learn even more.

 

Students followed a busy 9-day schedule:

DAY 1 – SATURDAY FEBRUARY 4

Arrival of delegations in Arnhem, Training Committee-Presidents
Arnhem

DAY 2 – SUNDAY FEBRUARY 5

Teambuilding activity, Committee Meetings
Arnhem

DAY 3 – MONDAY FEBRUARY 6

Official Opening MEPNL 17, Committee Meetings, Gelderland dinner
Arnhem

DAY 4 – TUESDAY FEBRUARY 7

Committee Meetings, travel to Maastricht, Closing of MEP Green Paper Procedure, Voting on a new ‘Youth Treaty’
Arnhem – Maastricht

DAY 5 – WEDNESDAY FEBRUARY 8

Workshops ‘Europe in 25 years’, Delegation Meeting, Lobby Session
Maastricht

DAY 6 – THURSDAY FEBRUARY 9

Visit of the European Parliament, delegations meet their own MEP’s, Presentation of new ‘Youth Treaty’
Brussels

DAY 7 – FRIDAY FEBRUARY 10

General Assembly, Lobby Session
Maastricht

DAY 8 – SATURDAY FEBRUARY 11

General Assembly, Official Closing MEPNL 17
Maastricht

DAY 9 – SUNDAY FEBRUARY 12

Departure of delegations from Maastricht

img_0279-1Perhaps the most impressive event was when our students visited the European Parliament in Brussels and signed the youth treaty. While inside the EU in the plenary session, students saw a real debate regarding agriculture.  And, they saw a bill pass.  Outside the EU, students visited with and ate lunch with a Swedish EU MP.  During lunch, he explained his role and his focus on environmental issues.

Here are some messages from the entire Swedish delegation of MEPNL17 expressing their gratitude for this amazing opportunity:img_0276-1

This past week at MEPNL17 has been absolutely incredible. I’ve met people from countries I had only known the name of before, I got to experience a unique insight into how the EU works, and why we must work hard to protect it and furthermore, I had a ton of fun debating and discussing relevant topics with people equally passionate as me. It was truly a once in a lifetime opportunity and I am so grateful that I was given this opportunity. Thank you so much!

Felicia Hu SPETS18

 

img_0344I want to express my deep gratitude for being given the opportunity to be a part of the Swedish delegation at MEPNL17. The memories created during that week will stay with me for the rest of my life. There are two words that keeps popping in to my head when thinking about MEP; Eye-opening & Enlightening. Being surrounded by people living across the entire continent has really made me think twice about values and privileges that I and people in my Swedish surrounding have. Something that really stood out to me, was a long and deep discussion with a delegate from Hungary. I remember that so many things that seemed so obvious to me, were the exact opposite to what was obvious to him. We spoke about politics and economics, and the conversation was at least an hour-long.

Again, I want to thank VRG for giving me this opportunity.img_0356-1

Samier Musa, NA18A

The week of MEP in the Netherlands was a week to remember. The amount of things we did in such a short period of time made it feel like much longer than a week. We have not only learned about debating, listened to several interesting speakers and read a lot of resolutions. We have had intense discussions, stressful moments and too little sleep. Most importantly, we have met people in the same age as we are, people who are very talented and smart and that will be our friends forever!

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Personally I learned much more about the EU and about how the real decision-making in Europe is made. Especially the day we went to the plenary session in the European Parliament in Brussels. I know that there are a lot of problems in the union. These problems are easy to state and easy to be negative about. What I found brilliant about MEP was that the focus was not only on the problems, but how we as young citizens can solve them. Putting young people from all over Europe together made the discussions beyond interesting and very intellectual, with many different points of view.

I truly enjoyed this unforgettable week in MEPNL17, and I hope that there will be img_0345-1many more MEP sessions for VRG students in the future. It was a fantastic experience, and I want to express my gratitude to the school for making it possible for me to go. Thank you!

Rebecka Mannerford

Being at a MEP conference is an amazing experience and I would like to thank VRG for giving me the opportunity to attend my second one. Besides meeting several new friends, getting deeper knowledge of cultural differences and the process of the EU, being a CP at an international session has developed my leadership skills and made me understand the difficult task that comes with leading a larger group.

Once again I would like to emphasize how thankful I am for being given the opportunity, and I hope that many VRG students will be given the same in the years to come.

Best regards,

Anna Sandros Hansson, EK17

img_0368The week in the Netherlands as well as the visit to the European Parliament in Brussels was an incredible opportunity to learn and experience how the decision-making process in the EU works. During this week I have developed my English and debating skills but also had the chance to work in a committee consisting of 15 different nationalities. It has been a week filled with fun times, hard work and many new friends. I will bring all of this with me in the future. Thank you for giving me the opportunity!

Emma Söderberg, Ek17a

mepnetherlands1I want to thank VRG for giving me the opportunity to go to MEP. It was an extremely inspiring week, meeting people from all over Europe and learning about their cultures and input on subjects ranging from who’s got the best beer to how to tackle EU integration. I especially remember the introduction speeches held by each country where (besides Hitler being mention at least four times) you really got a picture of how different even other Europeans countries can be. The EU is truly an amazing carpentry and a perfect example of how we can work together over cultural barriers. I cannot thank you enough for giving me the experience of a life time.

Best regards,

Viktor

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Blended Learning in Physics gets the whole group engaged …

img_9677During the past four weeks, our staff has been studying and reflecting over what blended learning is and how does it, could it and should it work in our school.  We have broken down the definition, looked at models and studied examples, read important research on the topic and debated what does and does not work for our students.

On a recent walk through, I noticed a lot of activity in our Physics 2 class. One of student teachers was reviewing concepts for an upcoming Physics assessment using a blended learning model – station rotation.img_9683

During two sessions of 45 and 55 minutes, students in small groups rotated between stations.  The pre-arranged stations included:

  1. Calculation station – students could work on problems as assigned in their textbook, they could use video references and work together
  2. lab 1:  transversal and longitudinal sound waves
  3. lab 2:  “telephone” to see how sounds travels over a distance
  4. lab 3:  straw tones – investigate how the length of the straw affects the tone
  5. lab 4:  singing plastic pipes – what happens to the tone when we rotate the pipes at a faster pace

In each station, students were required to read and follow directions.  Record their observations and draw conclusions.  Both the student teacher and their regular teacher were available to clarify and guide as questions came up.

img_9688At the end of the station rotation sessions, each student img_9689answered an individual online quiz using Socrative.  This “exit ticket” reinforced important concepts, assessed how much each student had understood during this review session and gave the teachers important data for the coming lesson.

I asked the two teachers …

What was your most interesting observation during the process?

“Seeing how engaged the students were at each station and seeing how much they already knew and their ability to use their knowledge in order to explain physical phenomena in the different experiments.  … It’s also evident from the answers to the questionnaire in Socrative that the overwhelming majority of students have understood the concepts behind the different experiments which is very fun to see.”

If you repeated the lesson, what might you organize differently?

” … Let all groups end at station 1 in order to ensure that it is quiet when they have to concentrate and make calculations. There was also a bit of a lack of time for the students at the stations which could be prevented by not starting the lesson with half an hour of walking through how to solve a physics problem that the students had requested. “

In addition to answering assessment questions, the students also gave our student teacher some valuable feedback on this process:socrative-answer, from Socrative:

fun and helpful

rushed

good with stations

flexible, easy to understand concepts

 

 

 

img_1347Good to see so many students and teachers engaged in review of important concepts, there was an element of choice for students – path, pace – they, obviously, appreciated this approach to learning.

Thanks, Aree and Malin for sharing!

#LearningbyDoing

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