Last time I shared out the fun we had spinning a wheel. Now we (in a small PBL group that meets twice weekly) are spinning our wheels trying to make a counter/sensor that will tally the spins of a particularly sick skateboard wheel.
Here’s a short list of our failures so far:
We could use some help with design. If you or your children and/or students can help us out, please chime in on this shared doc, which more or less lists the materials available to us. Thanks to Mike Thornton for the crowd-sourced learning example.
I really enjoy this tailored inquiry work using the stuff around us – both the stuff in our lives and the stuff in our classroom. Given that this is a small project with a mix of analog and digital resources, I’m curious about what the Coöp community thinks of such work, but I’m also curious about what educators in general make of it. Are we shaking our heads? Cross-walking this to standards? To Marzano? Where are we (big We and little we) right now as pedagogues?
What is the purpose of technology in schools? In education? In public education and its administration? What is the role of inquiry? When do you think inquiry is okay or permissible? For whom? What about design, engineering, and math with skateboard wheels?
Is this “good” teaching and learning despite “bad” policy? “Bad” teaching and learning despite “good” policy? Neither? Both? Maybe? Good for some? I know there’s not a lot of sample to code or analyze here, but I’m curious, as ever, about our beliefs and our belief in them.
What’s the difference between what we accept or profess as believable and what we actually believe? Between what we wish and what we enact? In those spaces, how do we move?
Spin a skateboard wheel; see where it stops. Does it say that we’re failing or succeeding?