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I think students are more engaged with phenomena based instruction because it engages their curiousity. To see how kinetic energy affects the block of wood being shot vs just reading about kinetic energy, is much more engaging and interesting.

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I think this is an interesting way to capture students' attention and get them excited about the subject. Even I was hypothesizing on what would happen. I wonder how the terminology would be introduced to the students. Where did the prior-knowledge come from in regards to angular vs translational momentum?

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I think students would be more engaged with the phenomena approach. This would provide them with excitement. I also feel that if the teacher could find the materials and do this in person would make the lesson more meaningful and rememberable. Also, this would cause the students to think a lot about what the question being asked and start conversations about what would happen to the block. I am thinking about the studnets who rarely talk in my class. I could see how this could excite them and cause them to talk.

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I think students would be more engaged with the phenomena approach. This would provide them with excitement. I also feel that if the teacher could find the materials and do this in person would make the lesson more meaningful and rememberable. Also, this would cause the students to think a lot about what the question being asked and start conversations about what would happen to the block. I am thinking about the studnets who rarely talk in my class. I could see how this could excite them and cause them to talk.

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Traditional vs. Phenomena- Stephanie Long

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Traditional vs. Phenomena- Stephanie Long

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After viewing the video, I think my students would want to continue the conversation for extended period of time with their predictions. The students would enjoy learning because they are getting to talk freely about something interesting with their peers.

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Traditional vs. Phenomena-Based Lessons - Darcel Lancaster

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Traditional vs. Phenomena-Based Lessons - Darcel Lancaster

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“The Bullet Block Experiment” created a sense of wonder vs. how kinetic energy would be introduced in the traditional sense. While I watched the video, I was left wanting more. I wanted to do some research to find the answer. I felt invested. I believe my students would respond in the same fashion. The hook would have the students yearning to answer the question (hopefully).

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My husband and I were both engaged and wanted know the outcome and followed the links to find out what happened in the next video after our prediction. When I have taught kinetic energy previously I have used videos with rollercoasters. This video would be more engaging for my students than the rollercoasters and possibly more relatable to them. My students would really enjoy this video.

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From watching the video, I believe students would react very engagingly. As a middle school teacher, I find students very interested in YouTube and vlog-style videos. This video would be an engaging way to gauge the interest and attention of students when learning about kinetic energy. This phenomenon provides students with a relatable introduction to the topic. Using this phenomenon, compared to the traditional way, provides students with a very engaging and exciting discussion. Students would be more inclined to ask questions about the video, rather than reading a prompt or completing notes as an introduction to a topic.

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As I watched this video, I was completely engaged from the very beginning. I thought about how my students would feel watching something like this rather than just reading about it in an article. This would spark their interest so much more because they could see the set-up and use that information to make an informed prediction. Sparking their interest is half of the battle!

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As I watched the video, I was truly intrigued with the phenomena based approach. I then immediately thought of what my students would be thinking and saying if we had watched this video in class rather than read about it in a book or article. The engagement shown by these young adults matches the level I think would see in my fifth grade classrooms. Students are able to ask questions as their curiousity is sparked. Being able to actually see kinetic energy in action and make connections to prior knowledge was definitely a plus for a couple of the students in the video. Phenomena based approach to learning about kinetic energy in this video provided the students with a real world approach the idea.

1. I think students would not be engaged with a traditional approach to this lesson. I also feel my 5th graders may even become confused with trying to understand this concept.

2. With the phenomena based approach students would definitely be more engaged because of the real world approach taken to learning about kinetic energy. Students would also be able to collaborate with one another about their predictions as to the height of the block.

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Traditional vs. phenomenon based approach to teaching kinetic energy- Felicia Williams-Miller

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Traditional vs. phenomenon based approach to teaching kinetic energy- Felicia Williams-Miller

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While watching this video, I noticed that all of the students were genuinely intrigued as was I. These young adults were fascinated and fully engaged. When watching students respond with predictions and explanations to why they feel a certain way, as an educator you know that they are thinking and learning. Using a traditional approach to teaching kinetic energy would look totally different. Students would just read a lesson or be told by the teacher what it is. There would be no room for discovery or exploration. Information is transferred into the long term memory when it has a purpose and is interesting to the learner. As an adult, I prefer phenomenon based lessons and I understand them much better, so I know my elementary gifted learners will as well.

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Traditional vs. Phenomena Approach by Amy Petty

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Traditional vs. Phenomena Approach by Amy Petty

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Watching this video completely intrigued me to to start think of what I would "see" when the experiment started. I was kind of bummed when the video just stopped. I loved listening to all of the different viewpoints of the people he chose to speak to, some having no science background and some having a BIG science background. This is how are our classrooms are set up. Using the phenomenon based approach allows people to see something and use what they think, whether it is correct or not, and share their thoughts with others. I believe seeing a phenomenon and then discussing opens the door for students to see it from numerous different points of view.

When we use traditional lessons, book and facts, there is NO thinking going on for the students. They just KNOW what they are reading or told is the fact and they move on. The traditional way of teaching/learning does not allow the learning to explore nor discover on their own and with their peers.

I do not have to teach kinetic energy in our units in 5th grade, but this video and discussion made me realize that even though it is not in our standards, our students need to be aware of all of the energy sources that surround us to view science around them.

In conclusion, the phenomena based lesson, the impact on learning and discovery for our students is WAY greater, than the "old" traditional-based lesson way of learning.

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Traditional Vs. Phenomena based lesson approach By: Delisa McCall

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Traditional Vs. Phenomena based lesson approach By: Delisa McCall

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I was immediately very interested in the results of this experiment, and a little upset when we didn't get to see it. Without even really "thinking" about it I was making predictions and trying to come up with reasons why I felt as I did. If a teacher had just stood in front of a classroom and told me what kinetic energy was, had me just copy definitions.

1. I would have never understood it as well

2. I would have been bored to start with

With this example of phenomena based approach I am immediately intrigued with what will happen next and where this lesson is going.

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Traditional Vs. Phenomena-based Approach Lessons by Tonya Fowler

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Traditional Vs. Phenomena-based Approach Lessons by Tonya Fowler

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As I watched the clip on the bullet entering the wood and thought about my prediction, I immediately was interested in knowing what would happen. I questioned, thought through scenarios, and made a prediction. Students begin the lesson engaged. In a traditional approach, they are told what the learning targets are for the day. Reading about the content in a textbook wouldn't hold the same value as watching the videos and seeing how student predictions compared with the results and then investigating why or why not.

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Traditional vs Phenomena Based lessons - Daniel Wicker

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Traditional vs Phenomena Based lessons - Daniel Wicker

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Like many of the other post I feel students would be more engaged and curious about the subject with the phenomena based approach. I feel it is a point were conversations can start between the students and can lead to class discussions. Also I feel phenomena based lessons make students want to learn where the traditional approach doesn't provide the students with a lot of drive to learn on their own. As a teacher I feel I really struggle to have my lessons driven by phenomena on a constant basis. I hope we get a video to see what happens. LOL.

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I feel that student will be more engaged in phenomena-based approach. I personally find a traditional approach boring.

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I feel that student will be more engaged in phenomena-based approach. I personally find a traditional approach boring.

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Traditional vs. Phenomena Based Lessons -Lacie Hooks

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Traditional vs. Phenomena Based Lessons -Lacie Hooks

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I think students would respond the same way that I responded. I am geniunely curious about the answer and the why behind it. I teach force and motion in 3rd grade and it is my least favorite unit. I think that is partly because I don't fully understand the content and partly because our lessons are based on articles and videos which is traditional teaching.

Starting with this phenomena based video would be a great jumping off point to get student excited about their noticings and wonderings. This would create a lot more interest than just reading about the different types of energy or introducing vocabulary in the traditional lesson model.

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Traditional vs Phenomena-based Amanda Williamson 

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Traditional vs Phenomena-based Amanda Williamson 

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In watching the video, I think students would respond with enthusiasm, wonder, and predictions. I think they would make their guess and have reasoning to why their prediction would have those results. Some kids may have a connection to the video because around here, many students hunt and are aware of how objects react when they are shot at with a rifle. The phenomena-based approach would also allow for much conversation about why or why not their predictions were right.

If kinetic energy was traditionally taught, it would probably be with an article or two containing important vocabulary and some images to try to explain the concept. I think about how I learned about kinetic energy, the traditional approach, and I'm not sure I fully understand the concept without looking it up and watching videos to explain the idea. There is no way to engage in the science, and typically students would not be able to connect background knowledge with the idea of kinetic energy through reading about it.

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Traditional vs Phenomena Based Lessons Michelle Traynum

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Traditional vs Phenomena Based Lessons Michelle Traynum

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Watching this video on kinetic energy phenomena would spark curiosity and excitement in the students! They would be ready to learn what the results are from shooting the riffle on the right side of the block. Starting lessons with a phenomena will grip the students' attention and get them more excited about learning science. The hands-on approach is much better than the traditional method.

The traditional style would start with reading about what kinetic energy is in a text book. The students would focus on the vocabulary and then be shown some pictures displaying kinetic energy. The teacher may have an experiment set up to show kinetic energy, but she will be doing the experiment while the students watch.

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Traditional versus phenomena based lessons- Jennifer Smith

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Traditional versus phenomena based lessons- Jennifer Smith

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In traditional style teaching- students would learn the vocabulary of what kinetic energy is and students would be given instructions and shown an example of different types of kinetic energy.

In phenomena based instruction, students are given a phenomena and the teacher asks a question- “what would happen if…..”  Students use their prior knowledge to draw a conclusion and answer the question. Then the phenomena is shown. Students discuss and decide what caused ___________ to happen. Students would be so much more excited about the phenomena based approach. It gets them thinking and wondering what will happen beforehand. Then, they get to watch the phenomena and decide why they were correct or incorrect with their prediction.