For the class project, I wanted to create a piece of media myself. After putting in about 5 hours of work, I felt I had a good start. I knew what I wanted the finished product to look like and I knew how to get it done. I just needed another 10 hours or so of time to finish it off. But when I started viewing the videos I had my students create for their Rube Goldberg projects, I realized that what I was making was inferior to my students. When I first assigned the project, I gave the students information on how to create a video. Interestingly, very few said they needed it. Because the project was in groups, they were encouraged to choose groups that had a balance of talents; making sure to include someone who was good at video editing. It turns out there are a lot of very tech savvy students in the class and the creation of the video was the least of their worries. Building the actual rube Goldberg was a much bigger challenge for them.
I came to realize that my students have way more tech skills that I imagined. I learned that it is alright to assign things with technology that we the teachers are not necessarily masters at. The students have the skills and if they don’t, they know how to learn them. Most of my students are leaps and bounds ahead of me in the skills needed to create their videos. I also identified which students I can now ask for tech help in the future.
Adrian, it was great to see the well heard of 9th grade Physics project in action. What an amazing undertaking. The kids must have been so proud of their work. I too am often amazed at what the students can come up with. They trump my IT skills almost daily. I think it’s OK. There is no way we can keep up with them, so why not learn from them and let them act as guides when appropriate.
While I was watching the video, my son heard the music and came on over to watch it with me. He watched the entire thing, including the explanation. He then proceeded to ask if we could build one of those things today. He scripted out his idea and used the word ‘energy’ quite a few times in his explanation. There were of course quite a few suggested maneuvers that only Dr. Seuss could pull off, but the the overall idea was there. The power of images. Amazing!
Thanks Becky. I am glad your son was so engaged. A student told me a similar thing. They said their younger brother was so interested in the Rube Goldberg project that he made his own. His mother wasn’t too pleased though as he turned a big part of the apartment upside down making it. Looks like we have some future scientists in the lower school.
Oh, looks oh so familiar. However, my daughter is one of the lucky freshmen this year is taking Physics and I also suffered… endured… uh, I mean enjoyed a lovely Sunday of 10 hours of Rube Goldburg. I believe these girls are juniors in the video with two more years of HS under their belt. However, when all was said and done, the mission was accomplished. Though I was called upon to consult here and there, it’s a very good practical application of physics. I do believe students learn a great deal from this, and with each student having a camera in their pocket, they are able to capture and share the experience with the class. I’m sure the students and a blast sharing their successess, struggles, and last but not least – WHAT THEY LEARNED. Keep up the great work Adrian.