Projects in High School Physics National Science Teachers Association March 31, 2012 BorislawBilash & Elise Burns
Why Do Projects? • Fun • Rigorous • Complex • Kinesthetic • Competitive • Create • Apply • Engineer • Analyze • Cooperate
Types of Projects Nearly any project can be adapted to use in a different manner with minor changes.
Finding the Balance • What is the purpose of the project? • How rigorous do you want the project to be? • Can a “fun” project be academically demanding and a good learning tool? • When is a digression from the curriculum appropriate?
Advance Decisions • Where will the work get done? • What is the timetable? • What are the major checkpoints that the students must pass? • How much teacher supervision will there be along the way? • How will you hold the students accountable along the way? • Who supplies the materials?
Collaboration • Do students work individually, in pairs, or in groups? • Do they have clearly designated roles or freeform group? • How are individuals held accountable to their group? • What are the consequences of not participating fully? • How are individuals held accountable for the material? • How do I (try to) make sure all students pull their own weight? • Who makes the groups?
Grading the Project: The Almighty Rubric • What is the difference between a checklist and a rubric? • When do the students receive the rubric? • What goes into the rubric? • How long should the rubric be? • How can I use a rubric to assess group work? • How can students use the rubric most effectively?