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10/26 Entrance Slip

The paper talked embodied learning through geometry in mathematics. It is almost like linking math with arts in a sense as the author portrays the beautify in geometric shapes and elegance in mathematics equations that describes the surfaces and motion paths. In physics embodied learning plays a big role too. From student feeling momentum to physicists searching for the Grand Unify Theory. It is at times important for students to sense as a part of learning. I do argue, however, that it may not be the best method for everyone. Feeling is a very personal experience. Embodied learning requires student to feel the presence of beauty and elegance, some may not know how to feel. It is no question that for the students who have strong inclination for sensing that embodied learning is an important component; some other student, on the other hand,  can feel lost in the process. One of the embodied learning experience that strikes me is star gazing, the experience is in-comparable to watchi
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10/19 Exit Slip

The inquiry project, topics that I wish to explore: How to we make physics enjoyable to learn? How do we inspire student to have self-motivation to find out what they don't know in the unit? I hope to develop a process to motivate students to inquire the knowledge they have yet to understand. I plan to do a "test" and then work on the stuff students do not understand based on the result. It promotes a healthy attitude toward test mark and inspire students to explore knowledge on intrinsic motivation What is the most efficient setting to do group projects? While we talked a lot about the benefits of group inquiry project, one of the main constraint is the time it takes and the potential of uneven contribution from each group member. I want to experiment different variables such as class time and group size for each physics related topic so we can know the best settings to go about these topics and how we can distribute the groups. This will take some sampl
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10/19 Entrance Slip

Are the teachers misusing tests and grading to suppress students' learning motivation? The article discusses in many cases students are stressed about grades and feel that its not the best way to learn. Conducting tests for evaluation has long being practiced at schools. It is easy for the teachers to prepare and in theory an effective way to test on students performance. The quantitative nature of a standardized test is beneficial for the teachers to excess students' process. However the side effects of standardized tests were mentioned in the article. The tests themselves do not reflect how well the student's learnt. Many argue it forces students to memorize instead (I beg to differ on this aspect since in many cases its simply how the questions were made, in physics for example its almost not possible to do well on a well designed test without knowing the theories behind the learning units). More so than that many student use it as an indication for comparison. Coming
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Tolerance VS Embracing 10/12

In physics its very important to make student feel like help is available when they need it. Not spoon feeding the knowledge but to provide them guidance and direction in problems. It is easy for students to get lost and do not know where to start in physics as some ideas are abstract. I think that many ways of presentation should be included, as well as relate to everyday experience so that students do not feel that physics is unrelated to daily living. To build on their problem solving skills is to provide them ways to be curious about a problem and tackle it in many possible ways. Teacher should also encourage students to try and make mistakes, for in physics it is extremely rewarding to understand and find ways to solve problems by one selves. Yet the essence for students to feel included is to allow mistakes and perhaps even make mistakes intentionally to demonstrate the spirit of physics inquiry. Other Ideas: Uncover the curriculum, not to cover it Allow students to l
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10/12 Exit Slip

In class we discussed about setting role models to break the stereotype/barriers of students ability and what they should be doing in school and career. In the video Venissa  uses pop culture to encourage young women to enjoy math in school. I think that it is important to create materials that students are interested in to spark motivation. In physics pedagogy class I take similar approach when designing physics problems, For example I would include materials from famous movies or celebrates to keep students engaged. I often imagine what I enjoyed in school (non-academic aspects) and try to make  connections with the students. I think a good role model will to be opened to different ways students present their interests in school. Showing your interest in understanding students creates a very welcoming atmosphere. I do believe there is a higher aspect of setting good role models beside fitting into the student's culture. Being opened to students culture is the first step to gain
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10/5 exit slip

The garden's experience is extra special for us as future teachers to learn about the different aspects of such program. When students are exposed to garden space I think there are more room for imagination and connection to their environment. The activity of drawing natural/ man-made objects is an excellent example; how there no no ends of drawing a natural object- say a pumpkin. Being able to recognize the plants that grow in the garden can also create connections to everyday life. I remember having memory of my summer job in Chilliwack just from the mint we sampled at the garden, while others are excited to find their connections too. It relates to the article we read before class, the whole idea about slowing down is really important for students now day--where information cycles so fast yet many do not know where do the food we eat daily come from. With application to physics education, I think that garden will be an excellent location to do some testings of projects that re
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Entrance Slip 10/5

The article promotes the benefit of adding gardening to students' education and points out the numerous benefit of such program. I can relate and agree on author's observation of such program taking place. Learning about food and languages are the best way to be humble and learn about others culture in my point of view. Learning the language is a gesture of respect and equalizing the status of our language to the others, while taking the step is very inviting it is certainly not the most efficient way as language takes time to learn. Presenting/sharing  food on the other hand is universal as we all eat as human been, learning/sampling other culture's food is again a very welcoming sign and promotes culture exchange just like how the children shared their eating customs in the article. I really like the idea as food growing and gardening is something that brings the children all over the world together, it is a universal practice that transcend language barriers. It definite
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