Use modelling and vertical learning to guide physics instruction.
As part of a regular system of vertical learning and visible thinking, learners learned physics through an approach called “modelling physics” where they developed understanding together through a paradigm lab, provocations, observation, guided inquiry, conversation, and collaboration.
At the beginning of each unit, a new model was introduced of something that can be observed—a buggy that moves at constant velocity, a cart that accelerates down an inclined plane, or a toy spun in a circle. Learners learned to “do science” by designing an experiment, collecting data, building mental and mathematical models (equations), and then learning the steps of experimental design, which included “building a model,” “exploring a model,” and sometimes “breaking the model.”
As preparation for this type of learning, the teacher co-constructed criteria for effective collaboration with the class. These criteria prepared the class for the learning central to their work in the course.
An example of “exploring the model” was when learners were shown a video of a swing ride at the Red River Exhibition and asked what might happen to the swings if the motor suddenly stopped working.
They began with a series of questions and collection of ideas that were familiar from constant practice throughout the course: “What can we observe? What can we measure, and how would we measure it?” As learners came up with ideas, the teacher had a chance to refine them with appropriate vocabulary. Once the class had arrived at the variables that were involved and would be measured, the teacher asked, “Which variables are related? (Or how does one variable affect the other?)” The teacher provided a mini-lesson on how to turn their data into graphs and equations.
Learners broke into random groups to make predictions about what might happen and collect data. They reviewed what they knew about motion and forces, applied previously understood formulas, and, together, created a hypothesis on the whiteboard using mathematics and language to explain their ideas. They were encouraged to take risks and explore multiple ways of thinking. Throughout the class, the teacher circulated, asking guiding or provocative questions to push their thinking. Learners were encouraged to work through differences to test, adapt, and change their hypothesis and thinking. Sometimes groups connected with other groups to seek feedback on their process.
The next day, each group advanced their hypothesis. They prepared an explanation of their thinking for the rest of the class. The class then moved into a whole-class circle to share each group’s thinking with the rest of the class and compare their hypotheses. Each group shared their thinking using their whiteboards as illustrations, with occasional prompts from the teacher to explain their thinking more fully. At the end of the presentations, the class determined together what they thought the correct hypothesis might be based on the evidence they had. The teacher used questioning and provocations to help clarify any misconceptions. Based on the class conversations, many of the learners changed their hypothesis based on other groups’ ideas.
When the learners were assessed on these concepts, they demonstrated their learning and understanding in multiple ways (through conversation, paper/pen tests, or visual explanations).
