CYCLES OF LEARNING
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Explore-Apply over Break: Paperless Turn-In

11/28/2012

 
Although I am against assigning problems for students to do over holidays, the realities of teaching an AP curriculum sometimes demand that I do. This Thanksgiving break came directly in the middle of a Level (Unit) on gases, so I wanted my students to stay sharp over break. Instead of assigning problems, I asked students participate in the same inquiry process, beginning with higher Blooms (exploration/creation), ending with application (solving problems, discussion, etc.) that we participate in during the normal school year. 

First I posed a situation by posting an image along with a set of questions via a google form. See screenshot below or click here for the assignment page. 
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After students participated in the “exploration” (essentially an experimental design problem), I assigned the typical “Read blah blah and do problems blah blah on page blah blah”. Instead of having students bring in the hard copy of their problems, I wanted to create a catalog of their solutions so that I could analyze them for mistakes, misconceptions, etc. along with their experimental design above. To do this, I had students snap a pic of their solutions and post to a site called postimage.org and past their link in a Google form to create a single data base with links to all of their solutions. See screenshots below or click here for the assignment page. 
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See screenshot of spreadsheet below, or click here for live sheet. 
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In order to guarantee that students were “locked” into the inquiry cycle (participated in the exploration prior to the application), I told students they would receive three points for the assignment: 1 point for the exploration, 1 point for the application and 1 point if their exploration submission is time-stamped prior to their application time-stamp. Although it seems like a like or work to sift through (and it was) organizing all things via two google forms that are individually time-stamped added efficacy (I think) to a process (homework) that I often feel can be very ineffective in that I was able to keep students questioning and forming hypothesis prior to application, which is the goal of our inquiry driven classroom structure. Moreover, the paperless turn-in allowed me to assess student work prior to class to facilitate a more critical and informed class the first day back. 

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    Ramsey Musallam is a full-time science teacher in Santa Rosa California.
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