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NESA 2024 LEARNING FUTURES SUMMIT, ATHENS, GREECE:
Here are links to all of the resources referenced, used, and/or created for Brendan Madden's Mondern Pedagogy in Practice Workshop:
Vernier Logger Pro and Vernier Graphical Analysis:
We use Logger Pro in almost every lab. Please download and install it: Vernier Logger Pro
If you have a Chrome Book, Logger Pro cannot be downloaded. However, the company Vernier, does have a Chromebook version that you can download here: Vernier Graphical Analysis
That's it! That is all of the skills you need to be able to do by the time 1st semester is completed. If you want you can print it out and use it as a checklist, or make a copy and have a digital checklist. The real question is, How can you make sure you have acquired these skills?
What Harvard says about this class: Study shows students in ‘active learning’ classrooms learn more than they think
The Why. (Where the heck did this class come from?)
This class has been designed through many years of trial and error. Initially it was a Conceptual Physics course that I took over from two of my physics idols John Salisbury and Kevin Randall at the American School in Japan. From there, I implemented IDUs and MYP ideas from the Qingdao Amerasia International School. Then the course evolved again by making it conform with NGSS standards. This would not have been possible with the help and direction of Vaughan Swart and Paul Anderson when we worked together at the American Community School in Amman, Jordan. From there I had the course exactly how I wanted it...
It was perfect until I went to Tom Schimmer's Next Generation Assessments Workshop and decided I wanted to change the heart and soul of how I was teaching. I loved how Tom's books and his workshop were both based on scientific studies of learning. He seemed to address all the problems I was having in my classes with students not learning. As an example, with feedback, I was explaining to Tom how I give feedback ad nauseum on every assignment and the students do nothing with it. He looked at me and simply questioned "Well, that's not effective feedback is it?"
After that workshop, I realized that I couldn't change my assessments unless I changed the class and allowed content to be the vehicle to the seven competencies: Self-Regulation, Communication, Critical Thinking, Communication, Creativity, Digital Citizenship, and Social Competence. This sparked an idea of a revolutionary classroom model that I had seen: John Thomas Palmer of Flipping Physics’ - Asynchronous Flipped Gameful Mastery Learning.
I tried a version of that for a semester, but it still wasn't right and I didn't know how to fix it. Then my curriculum coordinator at ACS Amman, Tonya Parham, suggested I read the first chapter of Building Thinking Classrooms in Mathematics by Peter Liljedahl. My jaw hit the floor. It was exactly what I was looking for and it seemed that by implementing his 14 teaching practices for enhancing learning in combination with Tom Schimmer's assessment goals of Hope, Efficacy, and Achievement and teaching the competencies though the physics content was the answer.
So, with no adjective left untouched I am now striving for a "Gameful Personalized Blended Competency-Based Thinking Mastery Classroom." 🤞
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