I'm blessed enough to have received a job here in Lethbridge teaching Math, Physics, and chemistry. It's in a smaller Francophone school, which didn't previously have a physics class offered (except via ADLC) - so there weren't many resources there. One of the resources that I was missing, and could NOT find anywhere asking a few other local teachers, and doing lots of googling, was a data/formula sheet for the physics 20 curriculum here in Alberta.
So - after getting a scanned copy, I decided to re-create it using LaTex, and I offer it here for anyone who needs a digital/vector/PDF version.
This sheet is two sided, contains some constants, kinematics equations, dynamics equations, waves and harmonic motion equations, energy equations, trig and geometry equations, and all formulas needed for physics 20.
Since I'm teaching these in French, the French version is here too (la version française pour les formulaires de physique 20).
If you would like the .tex file, leave some comments below and I can make it available.
UPDATE (Nov 2016): I have fixed a few small errors in both the French and English version of the formula sheet. Good luck in your studies!!
As my professional inquiry project associated with my PSIII internship, I have created an online guide for new teachers (new as in years, or new as in technology usage) who want to explore more about flipped teaching and blended learning.
Explore through the link here: http://guide-for-flipped-teaching.wikispaces.com/
Here's a link to my "Scoop" of favorite education links I've been gathering for the last few months. Hopefully some of them are useful, or stimulate some different thinking.
For the adventurous who are familiar with LaTex, I've created a .tex file which generates a multiple choice/numeric response bubble sheet which you can customize.
The easiest way is to download the .tex file, and open it in a website like www.sharelatex.com. If you've got LaTex already installed on your computer, you can use it there, and customize to your choosing. It uses TikZ as the main module to programmatically create all of the elements needed.
Here's a PDF of an answer bubble sheet with 6 NR, and 50 MC.
I don't necessarily agree that multiple choice and/or numeric response are very good assessment tools, but unfortunately, many teachers still use them to save time; many standard exams, like Alberta's Diploma exams use them also
In doing a real quick search for a balance/scale showing an equal amount of atoms on each side, and not finding one, decided to make one in 3D (yay Blender!). This is free to use, but not for commercial works. (right click and save-as - it is a 720p HD size.)
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
My workflow has been to link a youtube video, then immediately following, I create a "quiz" with only ~4 questions about the video to allow the students to demonstrate understanding of the concepts in the video. I use this as a formative assessment, to see areas where I need to focus, or give additional help to certain students.
Student engagement/buy-in is still challenging, even though there are assignments which are for report card marks and lecture videos only available online. I'm open to suggestions from others about this topic in the comments below...
For the students who have engaged - it is a good way to have a lighter view on the class topics - to find articles, youtube videos, or just comments and questions about science. It's familiar facebook-like appearance help in this case, also.
I will be doing more of a professional project around this topic, and creating a resource for the school admin and teaching staff which includes some research, interviews, and 'how-to' information. I'll be keeping the blog updated infrequently with details and findings as I work through the semester.
With a little googling, I was able to find a solution for emulating the TI-83 (or other similar TIs) on your mac if you want to use the calculator for screencasting of science or math subjects.
See the video below if you want a walk-through, or if you want to figure it out on your own, the links are here:
I'm starting to use Scoop.it more, and started a new topic of interest in my account for favorite resources about online education (or any form of education, really).
Image hot-linked directly from
Many teachers have heard of and are using the idea of a flipped classroom. Some are only providing videos to students to watch at home, to allow more time in the classroom for experiments, discussions, projects, or challenging homework Q&A time. The problem that some of these teachers might face is that students aren't accountable to watch the videos - and many of them simply don't.
This teacher (Ramsey Musallam) has found a way to engage students during this stage of their learning, how to hold them accountable, and how to help them learn concepts better. The video embedded in this page shows an example of one of his flipped lectures.
He's using a combination of video and Google docs forms - the video on the page for students to learn from, then a form underneath that students must fill out with their names, summary of the video, and the important part - to finish his last example and provide an answer. He always shows two examples in his videos, but the second one he doesn't finish fully, and lets the students finish it. I thought this was brilliant! This form also allows him to capture all of the responses from the students in a single location, can sort them, check for duplicates (plagiarism), and he shows the list to the class on the projector screen - double accountability!
I found it very interesting that he was then taking the responses and pasting into a wordle word cloud, and using that as a discussion stem about the subject! How smart... this is useful technolo
The other great example of student engagement and interaction with flip teaching is the use of ed.ted.com - a central location to find educational videos, then create questions and discussion about the video. This method also encourages student accountability, and allows the teacher to gather student responses for grades, or progress.
In any case, I will be teaching with a flipped classroom in the future, and hopefully will get a good taste of it during my PSIII placement.
Another great resource to learn more about flipped teaching can be found at http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/
This summary and response are based on this video: http://www.youtube.com/watch?v=x71hjtTgQ0E
observation: - attitude regarding technology, motivation, interest, self-learning, voluntarily helping other students, distraction or benefit?
Checklist: - most points being met suggests that the technology was a success.
Rating scales - similar, but more involved (mostly like a rubric)
Rubric - more detailed, deeper levels of learning/achievement based on levels of quality and stages of development.
Re-evaluate at regular intervals, like every year. Students, learning objectives, etc change over time.
Keep the technology applicable to the real-world, and current.
Sample year-end evaluation:
At the end of the school year, think back and reflect on the technologies used in your class - whether it be software, hardware, the internet, or any combination of the three - to help you determine whether the resources are working and/or where you need to make changes. One way to help you determine this is to think about whether your students know how to select and use technology to help them find, analyze, and convey information effectively and creatively. If so, then you have a good indication that technology has at least enhanced students’ learning. Also consider whether it helped you as a teacher, such as helping you track grades and other information, or create classroom materials.
Exit Slip surveys are also a very useful feedback method from students to gain understanding about a technology mid-stream, instead of waiting until the end of the year or unit.
Evaluate digital tutorials:
Give young students either an online or CD tutorial that teaches them phonetics and how to read. After they have sufficient practice with the tutorials, evaluate the effectiveness of the digital tutorials. To help you in your evaluation, sit with each student and have them read aloud a short story or a series of sentences that they should be able to read after using the tutorials. Use either a rating scale or rubric to evaluate.
Though this isn't stated in the video, I agree that sometimes technology is used sometimes just for the sake of using it. Educators need to be assessing their use of technology in the classroom, and considering if it is in-fact useful and beneficial to student learning.
The fact that a lot of technology integration needs to be assessed through it's own medium is a great method, and does indeed require more thorough assessment techniques such as rubrics and check lists.
My concern is that some teachers are biasing their assessment tools to grade the use of the technology, rather than the real content and learning which should be demonstrated through the technology. In many cases, the ITC curriculum is more of a tool, than an end-of-year outcome.
This is certainly something that I will be considering, especially some of the evaluations from a teacher's perspective on how effective a tool was throughout the year, where I need to improve or adapt, and what to toss in search of something more effective for learning.