Classroom Field Recordings: Music to My Ears

 I’ve been away for a month, not the best way to try to restart this blog, this year! Sorry I was quite wonderfully distracted for the last month, but I’m focused now! 😀

Last week, I was really pleased and proud of the hard work done by the students in my physics classes. They were tackling some tough kinematics problems in small groups, with little direct help from me. I was so happy that, on a whim, I started to record some of these sessions. This will give other teachers a sense of what my classes sound like. To me, it’s music to my ears! Students puzzling together over a new situation/problem, and figuring out the correct solution together. It reminds me of how climbers approach a new problem and work it out together. 🙂

1st Projectile Problem:

I’ll be back soon with more substantive posts about Growth Mindset, the Importance of Student Agency in the Classroom, and a post about Classroom Ambiguity (which I’ll purposefully leave ambiguous for now)… and all of their connections to climbing!

Braking with a Reaction Time 1:

Braking with a Reaction Time 2: 

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3 thoughts on “Classroom Field Recordings: Music to My Ears

  1. Andy "SuperFly" Rundquist says:

    This is a great tool to see how the classroom is going, and indeed music to our ears! What do you think the students would say if you played this for them, say, a week later? a month later? Here are my guesses from most cynical to most serious:
    – “I was just being dumb.”
    – “You (other student) were really smart.”
    – “I couldn’t say what I meant.”
    – “You (other student) really helped me out with understanding that.”

    • nathanchow says:

      That’s a great extension to this Andy! I’ll play it back for them at the end of kinematics and see what they say. It’s a really great group this year, I think it’d be closer to the last to example comments you’ve posted.

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