A Photo Each Day

I was thinking today about how popular it is for people to be doing various “365 projects,” like taking a photo each day for a year and sharing them. I think there is tremendous benefit in capturing a photo each day for two main reasons: 1. It creates a tangible history of your life and it’s fun to look back on the little and big moments; 2. I think it might change how you go through your day because you are aware that the photo will one day be a reminder of who you were/where you were/what you were feeling.

It occurred to me that it would be great for students to participate in a “365 project” for my class (although it would only be 80-100 days for a semester-long course.) A lot happens in my class each day. Wouldn’t it be great if you had one or two students whose job it was to capture the essence of each day?   They would have to make decisions about what to take a photo of: If the students did a lab, they might take a picture of the lab apparatus; if the teacher talked the entire period, they might take a picture of the board note; if students were doing presentations, or there was an in class debate, or a video was shown, or the class went to an assembly, or there was a supply teacher, or researching in the computer lab – whatever it was, it would be captured!

The way I see it, the point of this exercise would not be as a “lesson recap,” rather it would be to inspire students to be more aware of their lives and the events that happen to them (especially events that encourage learning, personal growth and excitement).  Moreover, I would want students to feel they had the creative control over what the image would be given what class was like for them.  If they had a great class, not because of the lesson, but because a really great joke was shared between friends, then I would want to see the picture attempt to capture that.

I also think that the photo-per-day project would be a good way for teachers to reflect on their classroom teaching.  Looking back over a semester of photos that have been captured by students would be a very good way of getting a sense of what students experience in your classroom.  If almost every picture is a photo of the blackboard … I think that says a lot more than a thousand words about your teaching style!

I know that we are already a month into the new semester, but I think that I am going to try this idea out with my students.  For each of my courses, I already have a Ning social network where students blog and share videos/pictures regularly.  One of the great features of Ning is the ability to upload blogs/images/videos directly from a mobile smartphone by emailing the file to the social network.  This feature will make it really easy for my students to start a photo-per-day project and share their images with the rest of the class.

I’m looking forward to seeing what comes of this!

All images are from my cousin Kim, who did a 365 Project last year.  I think that she’s a fabulous photographer!  Check out her 365 here.

Video Supply Lessons

A few years ago, I came across this blog from Mr. Robbo called “How I Teach When I’m Away From Class,” and I thought it was a brilliant idea.  Basically, rather than leaving long and detailed written lesson plans for the supply teacher to read to the class, he records a short video of himself explaining what the students are expected to do.

I have used the technique a few times, and it is wonderfully successful.  My students have always responded well to it.  I think that seeing my face at the beginning of class helps students to remember that, even though I am not present today, I still very much want them to have a productive learning day.

The example video below is a “lesson plan” I left for my grade 10 Applied level Science class two weeks ago.  It was really important to me that I do the video lesson plan for this group of students because they generally do not respond well to change.  It was also still very early in the new semester and I wanted to reinforce the expectations we had been discussing at the beginning of the year.  (Have you ever noticed that even good students try to take advantage of supply teachers?  It seems they lose all sense of behavioural expectations.)  I also think that it’s great when you can show the students what they are going to be working on in class while you are away so there is no misunderstanding.

If I am organized ahead of time, I like to record my lesson videos at school and put them on the school network drive so it is easy for the supply teacher to show.  I have also put the video on a USB stick or, worst case scenario, uploaded the video to my website to be shown from there.

At the time when I recorded this video I could not find my digital camera, so I had to use my cell phone instead (which is why the quality is poor and the recording is so shaky).

As a precaution, I still type up basic instructions for the supply teacher so that they know what the video instructions are going to be about ahead of time.  This is also a good backup in case there is a tech issue and the video cannot be shown.

What Does Watson Mean To You?

Perhaps I am being too bold, but doesn’t Watson, the IBM supercomputer and “Jeopardy! champion,” demonstrate clearly that there is very little value in the memorization and regurgitation of information?

For those who may not already know, Watson is an artificial intelligence program developed by IBM to answer questions posed in natural language.  What makes Watson so remarkable is its ability to interpret some of the nuances of human language (puns, jokes, cultural references).  Recently, Watson competed in a special Jeopardy! series of “Man vs. Machine” and won by a significant margin.

It has been clear to me for some time that we live in a world of information abundance, which has changed our lives in profound ways.  At our fingertips we have access to an unmeasurable amount of information – providing answers to virtually any question.  But until Watson came along, we still needed a real human’s critical thinking skills to process the information.  After every Google search, humans naturally ask questions like, “is this the information I was looking for?”, “does this information seem accurate?”, “is there a bias in the results?”, etc.  Now, I know that there is still a LOT of thinking that a computer can’t do, but it seems to me that the gap is getting narrower.

As teachers in the 21st century, we need to help students refine their skills, not fill their heads with content.  In this day and age, information is cheap and readily accessible.  Our energy is much better spent instilling within students a curiosity for life and love of learning.  We need to help students think critically and develop problem solving skills.  We need to provide them opportunities to communicate and collaborate.  We need to empower them to be independent and self-directed people.  We need to give them a place to discover their talents and appreciate the talents of others.  We need to nurture their creativity and innovation.  And we need to help them care for one another.

I think that every teacher should ask the question of themselves:  At the end of my course, what skills will my students have developed?  I don’t think that Watson will be able to answer that question any time soon.

Tracking Student Achievement

Assessment policies and “best practices” are a big deal in education.  It seems to me that every year the discussion around assessment, evaluation, and reporting becomes richer and more multi-layered.

To a new teacher (or a very traditional one), the policies around assessment, evaluation, and reporting, can be overwhelming and complex.  Because assessment policies and best practices can seem daunting at first, I think that some teachers have a tendency to lean too heavily on mark reporting software to “crunch” a student’s overall mark.  Obviously, the simplest – and most ineffective – way to track a student’s achievement is to evaluate everything the student hands in and put the marks into some tracking software, which then averages all of the assignments together and spits out an overall grade.  I don’t even want to begin to list off all that is wrong with this approach.

Now, I’m not bashing mark tracking software.  In fact, I use a program myself, and I think that it is a really important component of my overall assessment of a student’s achievement in my courses.  However, I am very cautious with how I use the software, and I never let a program tell me what a student’s mark should be.  Calculating the overall average of a few major tasks is only one piece of information I use to generate a student’s overall grade – after all, the tracking software has never once had a conversation with my students, or observed them while they worked!

Over the last few years, I have been on a quest to find a mark tracking program that I like and that aligns with the assessment policies set by the Ontario government.

As with many teachers in Ontario, I first started tracking marks using Markbook.  It is a powerful program for doing detailed calculations and “number-crunching,” but I really feel that Markbook has some very big limitations in our current climate of assessment and evaluation.  Within a few years of using Markbook, I felt it was very stifling to me when trying to exercise my professional judgement.

I have experimented with a large number of online mark tracking programs, like MyGradeBook, Engrade, and Thinkwave.  In general, I have been disappointed with their customizability and functionality, as they are only designed to be used in one specific way.  Maybe it’s the techie in me, but I want a program that I can tweak to work just how I like it.

A few years ago, I switched to Easy Grade Pro.  It is a robust program that gives me a lot of control over how marks are entered, processed and output.  The main advantage of this program is that students can access their marks from the web using a secure login and password.  I also feel that the interface and reports generated by Easy Grade Pro allow me to better “eye ball” a student’s overall level of achievement on submitted work.  Of course, it still has some issues, but it has served me well for the past 2 years and I do recommend it.

Today, I learned about a new mark tracking program that I think has a lot of potential.  It’s called Markscan and has been specifically designed for standards-based assessment in Ontario.  The key difference between Markscan and other software applications is that the program does not generate a student’s mark at all – it only creates an assessment graph to facilitate the teacher’s professional judgement.  The program is actually designed only for “eyeballing!”  As you can see in the image below, the program is not at all flashy, but I was impressed by the concept.  If you’re also intrigued, check out the 5-minute Busy Teacher Demonstration from the Markscan website.  I have only just begun to start playing with the program, but I think that I am going to try it out this semester alongside my regular mark tracking software.  I will let you know in June if I’m going to dump Easy Grade Pro and start recommending Markscan instead.  Stay tuned …

Image Credit:  Dave Dugdale (http://www.rentvine.com/)

I Love Technology

Technology is a major part of my life – so much so that I often take it for granted.  However, every once in a while I realize the absolute awesomeness of what I am able to do with technology that would not have been possible when I was a teenager.

I snapped this image of my desktop a couple of minutes ago:


Here is why I think this picture is so cool:

  1. On the left hand side of the screen, I am watching a YouTube video of Eric Mazur delivering a talk about his program of “Peer Instruction“.
    • His talk is interesting and engaging to me personally because he is a Physics teacher and so am I.
    • His talk is available free online.
    • I am receiving some wonderful PD while at home in comfortable clothes, at a time that is convenient to me.
    • The link to this video came from my Twitter stream within which I am connected to hundreds of educators who share my passion for education and technology.
  2. On the right side of the screen, I am helping to plan a small good-bye party for my student teacher.
    • Within a few minutes, I have created a document with a sign up list for the party and shared the document with all of my students.
    • Already I have students editing the document and volunteering to bring items (a cake, pop, etc.)
  3. I am able to capture and edit an image of my screen in a matter of seconds using Jing.
  4. I am blogging about my passion for technology to an audience worldwide.
  5. The readers of this blog are going to write a comment telling me about a time when they marveled at how amazing technology is (hint, hint) facilitating a two way conversation across time and space!

I love technology!

Small Successes

Although I am a strong advocate for the use of instructional technology, I have never been a proponent of “technology for technology sake.”  In actual fact, my approach to education has little to do with technology and much more to do with creating 21st century learning environments that will prepare our students for a world that is rapidly changing.  Of course, technology is one component of creating these types of learning environments, but not the most important part.  Instead, we need to help teachers think differently about what “their job” is, and help student think differently about what “school” is.

The past few weeks I have had a few interactions that have made me believe that positive changes are happening in the world of education.  I wanted to share these success stories with you.

My Grade 10 Applied Science class has 22 really nice kids.  Generally speaking, they are not excited about Science, but I do my best to make it interesting and engaging for them, and we usually have a pretty good time.  I have always worked hard to model for my students an appropriate use of technology.  I am probably one of the few teachers in my school who does not have a “NO CELL PHONES” policy – Instead I have an “APPROPRIATE USE” policy.  At the beginning of each year it sometimes feels like I have opened Pandora’s box because I am constantly having to manage students’ use of their cell phones.  It takes many focussed conversations and a lot of modeling, but eventually students start to “get it” and I don’t have to work so hard any more.  This Monday, my Grade 10 class really got it and it was so cool to see.

Students were doing some reading in small groups about the different ecozones on Earth.  One of the short articles made reference to flying squirrels and one of my students asked me what they were.  I tried to explain it but I knew that a picture would communicate the concept much better so I pulled out my phone and Googled it.  They thought that was pretty great (and that flying squirrels are pretty creepy).

Ten minutes later I overheard Jas say, “what does epiphytic mean?”  It wasn’t 30 seconds after when I heard Nicole reply, “It’s a plant that can grow on another plant.”  I was completely caught off guard (mostly because even I don’t know what epiphytic means!).  When I asked Nicole how she knew the definition, she said, “Sir, I just looked it up on my phone,” as if I had just asked her a mundane question like what she ate for lunch.  I got so excited that I called everyone’s attention to praise Nicole publicly and reinforce her decision to use her cell phone in an appropriate way for our classroom.

Of course I expect that my students will still make poor choices about their cell phones from time to time, but I believe the message is getting through and that is a success story worth sharing!

Other success stories came from a few teachers at my school who recently attended the OSSTF Toys and Tools:  Technology in Education conference with me.  I was pleased to hear that they enjoyed the conference and have been trying some new “tech”-niques.  Some teachers from our Social Science department were inspired by Danika Barker’s presentation at the conference to start their own social network using Ning.  When I was talking to these teachers, they were excitedly telling me how the social network has already become an enriching experience for their students because …

“students are learning and sharing outside of the classroom, any time they want”
“students are learning from each other”
“students are making deeper connections”

It was like music to my ears!

Also in the past few weeks, I have had many teachers come by my office to tell me how they have been using web 2.0 tools in their classes:  PollEverywhere to facilitate a unit review, Voicethread to facilitate online discussions, MixedInk to practice writing lab reports, and the list goes on!

As a teacher who endorses the vision for 21st century learning environments, it can sometimes feel like we are very far away from reaching that goal.  However, a significant shift will take time and it is important to step back and recognize the small successes along the way.  These small successes give me a lot of hope for the future of teaching and learning.  If you have a success story to share, please tell us about it in the comments.

Image Credit:

Cell Phone – Mykl Roventine

Flying Squirrel – nikoretro

Assessment As Learning

There continues to be a big push in our school board to incorporate more “Assessment As Learning” into the learning process.  Basically this means helping students to develop skills for self-evaluation and metacognition.  One of the ways that my department has opted to try and integrate this into our science curriculum is through the use of student friendly check-brics.

One example of a simple check-bric might look like this:

Criteria Met Not Met
My graph includes a title and labeled axis.
My graph includes a line of best fit for the data and an equation of the line.
My graph has a caption, briefly describing what the graph is about.

white space – please ignore

The check-bric above is the type that a student might complete before handing in an assignment.  Generally, the point is to help students self-reflect on their work so they can make the necessary improvements themselves.  In my class, after the students complete the check-bric above, they are given the chance to take their work home and improve it before it is handed into me for more formative feedback.

Over the last year, I have started to use check-brics not only for students to assess their work, but so they can also assess their learning.  For example, if the students were participating in a learning activity, such as a scientific investigation, I will develop a simple check-bric for my students to look at before and after the task.  Below is an example of one I used the other day for a learning activity about accelerated motion:

Statement Yes Kinda No
I have a good understanding of how to use the motion sensors
I have a good understanding hot to use the Datastudio software
I understand why a distance-time graph can have different shapes
I can explain what is happening in a distance-time graph based on the shape
I understand why a velocity-time graph can have different shapes
I can explain what is happening in a velocity-time graph based on the shape
I know how to calculate the speed of an object from a d-t graph
I know how to calculate the acceleration of an object from a v-t graph
I know how to calculate the displacement of an object from a v-t graph
I can see how an understanding of accelerating objects relates to objects in real life

white space – please ignore

What I like about this approach is that students can see before they begin an activity, what the activity is designed to teach them.  I think that if a student is aware that “understanding the shape of a displacement-time graph” is important and that the activity is their opportunity to learn this concept, they will be more likely to ask for help from other students or from me while the activity is going on.

white space – please ignore

At the end of the activity, I do not need to collect any “product” other than the check-bric.  The learning results of this particular activity were pretty good:  About 8 students put mostly all YES, about 14 put mostly KINDA, and about 4 students put mostly NO.  Immediately, this tells me who my “experts” are in the class, and who needs the most extra help.

The part I am really excited about is what I hope to do with this data.

My first thought was that I needed to seek out the students who did not understand and talk to them directly, and I will definitely do that.  But, I am also attempting to empower my “experts” more and get them involved in using their mastery to help others.  I have arranged for pairs of experts to record a short video (less than one minute) explaining how they understand one of the rows of the check-bric.  They are encouraged to use words and diagrams as they see fit and they can use the department’s Flip video camera any day after school.  Ultimately, they will post the videos to our class social network for all other students to see.  I am really hoping for a positive response to this, so that it can become a regular occurrence in my class.

I see the creation of student videos as a really valuable use of the assessment as learning data for a number of reasons:

  1. It empowers students to see themselves as having something of value to share
  2. It distributes the responsibility of reteaching content to weaker students from the teacher to other capable students
  3. It provides opportunity for the “KINDA” students to re-approach the content, even if I may not have time to get around to each of them individually
  4. It permits all students to review the subject content at a time that is convenient to them – whether they are in the library at school, at home, or visiting their grandma for the weekend (Comment:  I think that asynchronous learning will be a big part of the educational landscape of the future)

I am excited about how this first attempt will go.

Image Credit:   KTVee, Mechki

A New Approach to Classroom Expectations

Every year I discuss classroom expectations with my students.  Each year, this conversation looks somewhat different, but it generally involves asking students for input.  I have heard some teachers say that “developing classroom expectations with students allows them to feel some ownership of the rules, and they are more likely to follow them.”  I don’t really believe that.  In my experience, students know all the right answers, which is why every list of classroom expectations I have ever seen looks pretty much the same.

I feel that asking students for input on the classroom expectations is really a token gesture – it looks like a nice thing to do, but it’s not really a useful way to have a lasting impression on student behaviour.  The important part of generating a list of classroom expectations with your students in not what they come up with on the list, but how they come up with the list.  It is the process of generating a list of expectations that helps to establish the tone of the classroom.  Do you ask students to work collaboratively?  Do you encourage students to be creative in the presentation of their ideas?  Do students feel it is safe to contribute?  Does each student have a voice?

This year I tried something new.  First, I asked students to write down 5 expectations that all people (including the teacher) should always uphold while in the classroom in order to make it a better place to be.  Next, I asked students to form small groups and consolidate their lists.  Finally, we generated a list as a class by including only the expectations that showed up in more than one group.  This all took 20 minutes.  So far … so good … and pretty boring!

The next stage was to assign certain expectations to each group (it worked out to be at least two each.)  The groups were asked, “what does the expectation look like?  how will we know we are doing it?” – this generated some good discussion in the groups.  I then asked students to come up with a “picture” that we will take with a digital camera to remind us what the expectation looks like.

IMG_0217 modI had to give the students an example:  “If the expectation was, come to class prepared, we could take a picture of a student holding all of the necessary materials – pencils, paper, etc.”  The students immediately started talking in their groups about how they would capture their assigned expectations.  What would they do?  Who would they involve?  Did they need props?  Should they do multiple images?  All of this great discussion came out!  Most important to me, the students were collaborating on a task that was not clearly defined.  They needed to be creative; they needed to be problem solvers; they needed to communicate and compromise.  All of this interaction is what builds community in the classroom, not this list of expectations!

Finally, we took 10 minutes or so to set up each of the photographs, and captured the pictures with my digital camera.  My students really seemed to enjoy the activity and I feel that they left the class that day with a greater sense how to work effectively together, and a stronger image in their minds of the classroom expectations we generated.

That night, I went home and uploaded the pictures to Animoto, found some music licensed for use with Creative Commons and put together a short slide show to watch in class.  I have shown the video at the beginning of class for a few days.  The students think that it’s pretty cool because it is their photos in the video and the video is much more engaging than a list on the wall.  From now on, I will only need to show the video if I feel that the class needs a gentle reminder.

For your viewing pleasure, I have embedded a modified version of our classroom expectations video.  In order to protect the identities of my students, I have put cartoons over their faces.  In general, I tried not to change the wording of the expectations that the students came up with.  I wanted them to feel that this video came from them and not from me.  Also, because each photo was part of a larger conversation we had in class, the image probably communicates more to my students than it might to you.  Enjoy!

Google Forms in the Classroom

Google Forms is a component of the “Google Docs” application suite and it is an really simple way to survey your students.  If you have never heard of Google Forms before, watch this two-minute video to get an idea of how Forms work and how simple they are to use.

Google Forms are really useful in the classroom.  Some of the ways I have used Google Forms in the past include:

1. Surveying Students

I usually have students complete a basic “getting to know you” survey the first day we are in a computer lab.  In addition to asking standard questions, like name and student number (for importing into my grade book), I also like to ask some technology access questions.  I am always curious to know what percentage of students have a computer at home with internet access, what percentage of students have a cell phone, and what level of comfort my students have with web 2.0 services.  It is really important to me that I do not alienate any of my students by using educational technology tools to which they have limited or no access.

2. Selecting Groups

IMGP0204This past semester, I had my students creating documentary videos about how physics connects to other subjects.  The results were amazing for the first attempt at a new project and I am looking forward improving the assignment this year.  By the nature of the project there is a strong emphasis on “production skills”, including storyboarding, script writing, dramatization, filming, and editing video.  It was important to me that students did not simply form a group with their friends, but rather formed groups based on their personal interest in the topic and the complimentary skills each student brought to a group.  As a result, I created a Google Form in which the students selected their top two topic choices and rated themselves on a scale from 1-5 for different production skills.  When it came time to assemble into project groups, students understood that it would be a big mistake to only use “friends” as the criteria for group selection.  In the end, I was really proud of how the students divided themselves up by ensuring that the production skills were shared equally throughout the class.

3. Collecting Peer and Self Assessment

Often after completing a major assignment, I like my students to reflect on their overall level of effort/contribution to the project.  I am also interested in their assessment of other students (if it was a group project).  Google Forms is a really great way to have students provide a concise and focussed reflection on their work and the work of others.  All of the information collected in the form is aggregated into a spreadsheet, which allows me to quickly read over all of the responses in one place.

4. Late Assignment Contract

It’s frustrating when students hand in an assignment late.  In the past 5 years, I have tried many strategies to get students to hand in their work by the deadline.  According to the current ministry and board policy documents, teachers are not permitted to take off late marks for students who hand in work past the due date**.  Strictly speaking, “marks” are intended to be a measure of student achievement, not student bevaviour – so I do agree with the policy.  However, the policy also states that, as long as a students has had an opportunity to negotiate a deadline if necessary, a teacher is not obliged to mark work that is turned in late.  My late assignment contract is the mechanism by which students can request an extension.  I am willing to grant any student an extension permitted they fill out the contract in full.  If a student requires only 1 or 2 extra days, they are automatically granted the extension.  If they need 3 or more days to complete the assignment, they must fill out the contract AND have a conversation with me directly.  In my experience, 1-2 days is usually sufficient for students who have lots of other things on their plate at a particular time (work, sports, other classes, etc.), and 3 or more days can be negotiated in extenuating circumstances (death in the family, illness, etc.).  Without a doubt, the use of the late assignment contract has lead to a huge drop in the number of late assignments I receive, which is wonderful.  The best part is that all of the information is kept in one place.  It is incredibly easy for me to quickly scan down the list of late assignments to see which students are perpetually handing in work late.

**The Ministry of Education is in the process of formalizing the newest policy document on assessment and evaluation, “Growing Success.”  In the document, they have left a little more wiggle room on the “no late marks” issue.  It will be interesting to see how each board of education interprets the new document.

5. Choose Your Own Adventure

I have never personally tried this, but it was suggested to me by @davidwees.  Check out his blog!  It seems like a really awesome idea.

Photo Credit: Cayusamr.beaver, philipp75

Student Assessment Using Video Feedback

I often feel stifled in my writing because I feel like I should only produce a blog when I have something big to say.  I am realizing, however, that I have come to know about so many great technology resources simply because other bloggers have shared their experiences.

I have decided that one way for me to ensure that I blog more consistently is to establish some routines.  Since I am always experimenting with different ways to bring effective technology practices into my classroom, I am going to make an concerted effort to post a blog every week about a single piece of educational technology that I have tried.  Mostly, I just want to share my experiences (good or bad) and I hope to be able to articulate the following key ideas:

  • What is it and where I heard about it
  • How and why I tried it
  • If it worked well or not and why

This year, I tried something entirely new to me:  providing students with feedback through recorded videos.  I got the idea from one of my favourite bloggers, Shelly Blake-Plock, author of TeachPaperless.  The basic idea is  that you read through a piece of student work on the computer and use screen capture software to record a video of your comments as you are reading their work.  I used a free program called Jing.  The program is incredibly easy to use and the videos can be downloaded to your computer or uploaded to Screencast using the 2Gb of storage provided to when you sign up with Jing.

Seeing as I am accepting more and more work from my students electronically, using screen capture software allows me to give descriptive feedback in a way that is far more natural and personal.  I was motivated to try this method for a two main reasons:

1. Time Saving

I am always frustrated with how much time I spend writing comments on student work.  It seems there is no way to communicate complicated ideas quickly and effectively.  In general, the less I write, the poorer the quality of the feedback.  In the past, I have found myself writing comments like “unclear” or “incorrect,” or sometimes even “no!” or “?“.  Clearly these comments are of no real value to a student.  If something is “unclear,” why is it unclear and what can be done to fix it?  Recording feedback is useful to me because in a video recording I can SAY so much more that I could ever write.

2. Personalization

When a student watches the video, it’s as though I am reading their work with them sitting right beside me.  They can see exactly what sentence/idea I am referring to and commenting on.  I also feel as though students will be more willing to watch the entire video to receive the feedback.  In many cases, I find that students are not much interested in written feedback on paper assignments.  The video feels more like a conversation, which is a much more natural way to give and receive feedback.  In addition, the video feedback is sent to the students directly as a link in an email.  They can choose to watch the video when it is convenient for them.  I think this is far better than handing out 30 assignments at the end of a period before the students go off to another class.

I have included an example of some video feedback that I recorded for an assignment last semester.  The assignment was called, “Forces in Everyday Life” and it involved students taking pictures or capturing videos of places in their community that are experiencing forces.  Students were to draw force diagrams of the object(s) as well as write a brief description of how Newton’s Laws applied in each situation.

For my first time creating feedback videos I feel like it worked very well.  My students seemed to take positively to the technology as well.  I am looking forward to using this approach more often in the coming year to see how effective it is with repeated and consistent implementation.

Photo Credit:  quinn.anya