Dusto Science Teaching

After finishing out the school year with my pilot of a self-directed classroom, I'm so excited about it that I'm going to do my class this way entirely  next year! That's not to say I don't have lots of kinks to work out. Yet, I am so encouraged by what I've seen--no significant differences in how well students are understanding the physics content, but LOTS of amazing progress towards self-regulation and metacognition--that I feel like going all in starting in September, when I can more pointedly and effectively teach the learning strategies needed to be successful in a self-directed environment, could be transformative for my students. I have begun planning out my main goals to do this by quarter, including which scaffolds I will need to provide. My overarching goal for the year is lofty: SWBAT chart their own learning journey, accurately assess their mastery, and design and conduct their own authentic demonstrations of what they know and can do. Can ...

I love the new feel of my classroom with students doing self-paced work. Everyone is more relaxed and happy. To provide something of a snapshot, today I: Spent several minutes at the beginning of one class writing a recommended reading list for yet another kid who requested books about "quantum physics and black holes and stuff like that," and then making a plan with him that if the librarian can't help him find any of them at school, I'll bring in my Brief History of Time for him Monday.  Little Shop of Feedback Spent chunks throughout the day in various mini meetings with five-ish students going over basic questions they had about the content, or thinking through what they were doing in the lab. Helped several students who have been struggling to get the hang of setting their own course decide on a goal with a deliverable for the day. Multiple times, did a walk through the room and asked what everyone was working on and if they wanted any assistance, ...

Here are the slides I used to introduce the unit yesterday: I would say the majority of my students were excited (based on polls I took, the last slide) and only a few were put off by the idea. But those ones I thanked for trying it out and asked them to give it at least a week, then check with me if it still feels icky. I am hopeful once they all get into a groove everyone will have begun to see it how can work for them. The zones in the room aren't quite in play yet, as most kids immediately dove into reading the textbook, watching an online video, or taking notes on an online presentation. I did have two kids begin the lab by the end of the second day however, and I anticipate them spreading out more naturally as they reach different places in their work. I have been most excited myself so far about two observations: 1. I am having a lot of metacognitive conversations with students about their learning (and in discussions with my colleague who also launched this unit y...

I am going to try a self-paced unit for the first time after spring break in my junior physics classes. Students will begin with a document outlining all the learning goals for the unit, suggested options for resources to help them reach each learning goal, and a suggested date for completion of each learning goal. Then the plan is to just ... let them go! I kid: the plan is to have a bunch of routines, classroom structures, and resources for them while I monitor their progress and act as a coach each day. But yeah, other than that, hopefully they will just go for it. I am excited to see what learning options they chose and what kind of engagement this garners. And, of course, to see how it impacts their overall learning in terms of both mastery and self-direction. Our school this year switched to proficiency based grading, so part of the unit outline document pictured above includes a similar map of all the assessments for the unit with the related learning objectives and sugges...