Global Digital Citizenship: Elementary Physics Project Part I
I had a hard time coming up with an idea that incorporated global digital citizenship in a physics curriculum meaningfully. Ultimately I had my students work in small groups to plan and teach 20 minute lessons to small groups of lower school students. I had considered this idea initially, but was skeptical that it was practical. I owe a huge thanks to Roxanne Warner for putting all of the logistics together!
The planning stages of this project were very interesting. I wanted to ensure that my students were teaching meaningful physics vs. just playing with the elementary students. In that sprit, I let students know that a part of their grade would depend on the elementary students learning at least one thing from their lesson. They immediately bulked at this idea. What if their students didn’t pay attention or worse purposely sabotaged the lesson? As a teacher, it was great to see my students realize that teaching might not be as easy as they thought.
The lessons themselves were very successful – the elementary students loved them. It was fun to watch the elementary students experiment with and explain simple physics concepts. My students enjoyed the experience too. We used four class periods to complete the project (two planning, one peer editing, and then the actual lessons), but I feel like it was time well spent. From a physics standpoint, my students were learning as they taught. I was also pleased when I heard my students say things like:
This [teaching] is hard.
You do this for five periods?
Posted on 14 May 2012, in Collaboration Fluency, Creative Fluency, Digital Citizenship, Information Fluency, Media Fluency, Solution Fluency and tagged cross-age learning, elementary physics, students as teachers. Bookmark the permalink. Leave a comment.