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Paul Browne

  • Paul Browne posted a new activity comment 3 years, 1 month ago

    Ann

    I really think that from completing the transitions project you set your students, they will be a lot more confident and informed about their pathways for their next step in their lives. I think your attention to detail, the types of communication used and with whom, will all certainly facilitate a smoother transition for a group of…[Read more]

  • Paul Browne posted a new activity comment 3 years, 1 month ago

    Ryan

    I will try and use some of what you did and implement into our grade 10. The simple steps you used with the students help scaffold how to be successful in the limited time you had it seems. Did you find that the tool helped you differentiate in class? Was there a wide range of complexity variations in the final products? If so, how…[Read more]

  • Paul Browne posted a new activity comment 3 years, 1 month ago

    Ryan

    As mentioned above to Cynthia, I would agree with you it is an easy way to begin to flip the classroom. The pre-existing content makes that simple. I would be interested now in seeing what is out there for students in grade 11-12 in the IB/AP subjects.

    Paul

  • Paul Browne posted a new activity comment 3 years, 1 month ago

    Cynthia

    Thanks for the feedback. I hope you can also get the opportunity to try it. At the very least, have a look at the Educanon software and the pre-existing free content. An easy way to flip the classroom.

    Paul

  • Paul Browne posted a new activity comment 3 years, 2 months ago

    Morgan, thanks for the comment. You can always customise the test for your own purposes. That is easy as it is digitised. Perhaps run the test for you own class, then share the results at PLC or at a department meeting. You may be surprised of the interest who teachers wishing to share. The conversations will be deeper and richer if you can…[Read more]

  • Can creating a Playposit video bulb improve students conceptual understanding in the grade 10 electricity unit?
    The video project:

    The UBD plan as previously posted:

    The student information page with […]

    • Hey Paul–

      Looks like an interesting use of EduCanon–you sort of flipped the flipped classroom tool! Clever.

      I always enjoy watching students take the roll of teachers. It makes them come to terms with their weaknesses and also helps them be more ‘meta’ when interacting with a teacher. They’ve “been there” and understand what goes into writing questions.

      • Ryan

        As mentioned above to Cynthia, I would agree with you it is an easy way to begin to flip the classroom. The pre-existing content makes that simple. I would be interested now in seeing what is out there for students in grade 11-12 in the IB/AP subjects.

        Paul

    • Hi Paul,

      What a fantastic project! The moment I saw it I knew that it had the potential of differentiation, as your video demonstrated midway. Maybe one other way to consider collaboration might be to tweet about it and see if some other school around the globe wants to collaborate on designing the bulb/and/or coming up with an answer to your kids questions? I am fascinated and I hope you continue sharing! Please congratulate your kids, they were great!

      • Cynthia

        Thanks for the feedback. I hope you can also get the opportunity to try it. At the very least, have a look at the Educanon software and the pre-existing free content. An easy way to flip the classroom.

        Paul

    • A really great point you hit on is how this worked well for ESL/EAL students – to be able to visually express their learning is an excellent example of differentiation. As one student noted, “we have to use video and diagram – so we can remember it [visually] which helped me”. Those of us in international schools especially should keep this in mind at all times.

  • A lot of the credit for the idea to write this particular blog post goes to Mr. Peter Round who used to work in our school as our Vice Principal for Academic affairs.   He was, and still is a huge exponent of […]

    • Hi Paul,

      I think having the students give their teachers feedback is an interesting idea. We provide our students with plenty of feedback to help them grow as learners. It makes a lot of sense that we would have the people we have the most contact with, that interact directly with our practices, give us their perspective. I totally understand teachers not wanting to share their results with their colleagues, at least initially, but I think it’s an excellent idea for teachers to use as a tool to assist in self-reflection.

      I do think that this tool would need to be adapted for younger students. A scale of 1-5 can be difficult for them to think about – especially in the 2-4 range. A simple yes or no questions might not provide as detailed information, but it would still allow for you to use that data to help inform your practice and instruction.

      This is a really thought provoking idea, and it’s one that I think I will share with a few of my colleagues that are always continuing their journey of self improvement!

    • Morgan, thanks for the comment. You can always customise the test for your own purposes. That is easy as it is digitised. Perhaps run the test for you own class, then share the results at PLC or at a department meeting. You may be surprised of the interest who teachers wishing to share. The conversations will be deeper and richer if you can find others! The simple fact that you are looking for data and making changes, will improve your teaching and create a more highly functioning team. Yes, it is personal! For me, that’s what made it more valuable.

  • Moving on from just Coetail commenting…….
       If I were to be honest and rewind the clock a couple years it has to be said that my personal learning network PLN did not exist in the online world.   I am a tea […]

  • Paul Browne posted a new activity comment 3 years, 3 months ago

    Laura
    We have (or had) a scroll of death on moodle and have really made an effort to use moodle books. It is a way of organising with pages and can include all the usual activities that the main page can have. You can replace many of the tabs with just one. Check out https://docs.moodle.org/23/en/Book_module. We also have made the main…[Read more]

  • Paul Browne posted a new activity comment 3 years, 4 months ago

    Ryan, your ideas are interesting as there is a load of data that can be collected that you would not be able to do so in class with apparatus. I wonder if you have considered some extension work allowing a bit more creativity or the solving of a design challenge? Kind of like an opportunity to put everything into practice? Could you get the…[Read more]

    • Hi Paul- Good idea about a final piece of work that allows them to bring multiple concepts together. I will chew on this. I wonder if I could design something where they have to prove/show-examples of as many concepts as possible in one ‘scene’. They could do voice-over narration as their scene progressed. Have to be careful though, as I’ve…[Read more]

  • The intention for the Coetail course 5 project is to task the students with the creation of an eduCanon videobulb as described in my previous post at the end of course 4.
     

    If you have never heard of […]

  • Paul Browne posted a new activity comment 3 years, 6 months ago

    Thanks for the comments Jamie. Great to hear from you on this site and not just through fb! I like your comment about self awareness. I wonder if the results would have been different for my students in grade 10? I think for that grade I would keep the phones in the bag a bit more often. If you could set the hormones setting to…[Read more]

  • Coetail Course 4 final project:   UBD plan for Course 5 and the student creation of an interactive video project using http://www.educanon.com
    Potential Course 5 project summary:
    Grade 10 physics students will create a […]

    • Hi Paul-

      Educanon is awesome, and I am very curious to see how your experiment will turn out. I’ve used it extensively as a teacher delivering content to students, and really had no idea that students could use it to make their own videos–way to repurpose!

      I think your concern about videos taking a long time to create is valid. I’d also be curious how two students, one who creates his own video vs. one who finds one on YouTube, will compare in terms of what they learn and how they use their time. If it were me, I’d “start small” and have them all use pre-made videos, but I admire your gumption!

      You might want to consider giving them a meaty list of physics-video-publishers that they can start with. YouTube is a massive, horribly disorganized place and there are a lot of great videos that your students might never find if not aimed towards them. Remember that their YouTube results will be based on their videos–so searching “Electric circuits” might return a music video for them, whereas it brought you to Khan Academy!

      Looking forward to hearing about it.

  • Paul Browne posted a new activity comment 3 years, 6 months ago

    Brent
    Thanks for sharing the hour of code information. I like the way that you have set out the simple and straight forward ways to get into coding. I had no idea about the pair coding and the idea behind the groups working together. It all seems to make sense especially if the stats say that the take up is low. Our school seems to struggle…[Read more]

    • Hi Paul,

      That Trinket site you built is pretty impressive. I think your Grade 12 APers will appreciate the experience for sure. We are a small school, PreK to 8, so basic programming is something our school is just beginning to tinker with. This is our second year of Hour of Code. Many of the students have started using Khan Academy programing as well.

  • Paul Browne posted a new activity comment 3 years, 6 months ago

    Thanks Ryan, I hope you find it useful. Thanks also for the tip on EduCanon.com.

  • This blog post is a quick journey and discussion on a small survey about “Mobile phones as a device in class” that I completed with 35 grade 12 AP and IB physics students. I recieved 27 responses.  It was take […]

    • Paul Browne…long time, brother.

      Great post collecting data. I agree with your anti-“ALL PHONES IN THE BAG” policy, as it can be an appropriate tool. And, according to your data, kiddos are developing their own preferences to completing the tasks at hand.

      What’s fascinating is the third question, and I think there’s more in the data to tease out; distraction. Manny of your students didn’t identify what distracted them other than the tool as a whole. A follow-up discussion might be to develop self-awareness of distraction, can they “control” the distraction, and nip distraction in the bud.

      I struggle with “too much tech” and screen time with kids (yesterday at a conference, a co-attendee was on her phone the entire time and disengaged from conversation).

      It’s a great discussion.

    • Thanks for the comments Jamie. Great to hear from you on this site and not just through fb! I like your comment about self awareness. I wonder if the results would have been different for my students in grade 10? I think for that grade I would keep the phones in the bag a bit more often. If you could set the hormones setting to reduced, that might reduce the dependence on the phones!

  •  

    My students in grade 12 have just completed a unit on capacitors.   I have had to do similar units in both my IB physics class and AP2 physics class.  There are some general differences in the content and […]

  • Paul Browne posted a new activity comment 3 years, 7 months ago

    Amanda, I hear what you are saying about the new schedule. Our HS has also just moved to a 5 class 10 day schedule. We have teachers doing 5 for 5 in 3 different classrooms and it is not fun re-doing the projectors x6 daily. I am glad you have some strategies to try an manage the quick turn over. The staff in our school are less than keen…[Read more]

  • Keep reading even if you are not a physics teacher!

    There are a plethora of videos on all subjects on the internet available for teachers and students to use in their subject areas. We are particularly […]

    • Hey Paul-

      You found a total gold-mine there–his videos are awesome!

      If you wanted to tag-team on flipping some Physics 10 lessons (I know, not many left…), I would be super interested. I’ve been third-party-flipping (sounds like fun doesnt it?) for a while and it is really great, but the Black Hole of video-production has always scared me off.

      I’m sure you’ve heard of EduCanon.com but if not…its a fantastic tool to use alongside videos.

    • Thanks Ryan, I hope you find it useful. Thanks also for the tip on EduCanon.com.

  • Paul Browne posted a new activity comment 3 years, 7 months ago

    Ryan, I wonder with your idea of using the sim first you could add in the possibility of enabling the students to predict what may happen. It must help the students engage early with the concept. Does not matter if right or wrong, that can be discussed later. When they use the sim, they are already comparing and contrasting with their own…[Read more]

    • Hey Paul- I think you have identified one of the most difficult areas of teaching: Knowing where the ‘desired degree of difficulty’ lies for each student. For some students, giving perfect data that behaves exactly as it should robs them of the requirement that they critically analyze the results. For other students, giving rubbish data (i.e.…[Read more]

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