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Since our first meeting, Annabel has been talking about how she has flipped her classroom. This sounds like quite a strange concept but it actually makes a lot of sense. Annabel uses a variety of apps on her iPad to record herself teaching. She then distributes these videos to her learners at regular intervals and tests them just as regularly. This means that learners have to take responsibility for their own learning.
Having visited Annabel's classroom, I can say that there is no loss of control or lack of discipline. The learners know there is a test everyday and that is sufficient motivation to keep them on track.
But wouldn't it be great to actually take learners down a mine shaft or show them the dumps and the polluted water?
Dancing on tables, throwing balls and building roller coasters - sounds like an exciting classroom to be in? These are some of the practical activities Annabel uses in her class to help with the conceptual understanding of this section. This section needs a lot of drill and practice, so it's good to do something fun for the learners to tie the knowledge to.
Yes, this is the first year of CAPS, but there are questions from past papers that fit the content. My favourite is to print out past papers, cut out the questions and collect all that cover the same content. Then, arrange the questions in order of difficulty and reprint the new arrangement to help with the last preparations.
Sometimes work is as difficult as it is and we can't change that. Some of us then choose to teach methods on how to do calculations, that way learners will still be able to get some marks, even if they don't understand what they're doing. Phil recommends that we don't teach methods and tricks until much later.
Isn't that what good teachers do? Inspire their learners to be more than Grade 10s sitting in a classroom? Themba talks a lot about letting the learners explore and make up their own explanations before he redirects them with his elaborations. (You see how I brought in the 5 E's from the show?)
It turns out, this is a wonderful section to show the learners that there is not always a clear defined right answer. Life is about making the best of any situation and this topic is a perfect place to have those discussions.
You also need to be clear on whether you're discussing the how much, the how or the how much energy.
So many of Annabel's slides focused on working with graphs. At first I thought Annabel was recommending that we don't do any practical demonstrations until the learners had mastered their understanding of the work and how to work with the graphs. I was wrong though. Annabel's feelings on teaching this section were the same with many other presenters we've had. Let them play and experiment with the concepts.
There is logical flow to his teaching that often starts with inspiring his students to ask questions and play with the experiments. He then uses these questions and experiments to introduce the more abstract content.