Studio Learning
This conversation was in the context of a sort of flipped classroom model. I listened to the session and used the time to reflect on how that might look in my particular teaching context. I already use videos I have made previously on The Physics Lounge (http://pl.samhight.com/) to supplement my teaching in class, and the next step would be to completely flip classes.Reflecting further after the Physics Teachers' Day, I realised that I wasn't yet in a good position to flip. I realised that I needed to continue my plan of forming solid courses in Y12 and Y13 with a solid/reliable set of resources for practical work before I could consider this properly. It would also rely on others sharing the room to follow a similar model as the physical layout would need to be changed to create stations/bases around the room.
As to the "why": Why would I want to consider a Studio Learning model? Because that is the direction some Universities are headed and I need to best prepare my students for University.
Water Balloons
In discussion with others and observation of some video resources, I discovered some creative applications of balloons and water balloons. This seemed like a good way to have some fun and to make the classroom experience more enjoyable and memorable for students. I resolved to pick up some water balloons to trial some experiments.Experiments trialed so far:
- Static Electricity - blow up, rub on wool to charge, stick to ceiling
- Pressure - attempt to blow up normal balloon then water balloon and compare/contrast to develop the concept of pressure explaining same force but harder to blow up through smaller nozzle. Can use straws for normal balloon to make it harder also.
Experiments I want to try:
- Projectile motion - added risk if you drop the water balloon, makes it memorable. Can throw in the air vertically on a bike and stationary observer can see the parabolic arc.
- Sound - making squeaky noises with more/less tension from balloons vs water balloons
