• Typed response

• Voice or video recording

• Image with a written description

• Photo

• Drawing

  
  

• An instructional strategy

• Classroom culture

• Relationship building

• A feedback strategy

• Use of digital or analog tools

• students are curious and active and engaging in challenging experiments - asking questions and figuring it out together

• students were all able to give me real life applications of this torque/equilibrium experiment

• students were fabulous about helping one another figure out how to run the lab and collect data

• these students respect one another and try to bring out the best in each other - they were also patient with one another as they grappled with writing up the lab

What I noticed: We're talking about equilibrium! In this lab - we're thinking about equilibrium differently. Simon walks students through the purpose of lab first, and then breaks down the steps they need to follow. There are visuals on the projector and students try to process all the information as he explains. There are some questions and finally he focuses on the data collection for this lab and instructs them to use the program 'data studio' a program on their computer.

Everyone gathers around Simon as he demonstrates the process (i.e. plugging the probes into the computer). He encourages them saying "you are the scientists running this experiment". Some of the students are squirrelly so he has to grab their attention by calling them out.

Simon has a camera set up on one of the experiment sites so he can show them all what's happening even if they can't see him. Students are using google sheets to record data regarding what makes zero the axis of rotation. They have to record everything. (FMI - for my information!: Torque is rotational force and the torques going in opposite direction have to be equal. (I think I got that right.)

I asked students to give me real work application of the concepts and they said: engineering, bridge making, and something in the nuclear field. I asked them for specific information, i.e." which one is showing you the total upwards force" and they were able to answer. Simon explained to me Newton's third law regarding these forces.

An instructional practice I particularly appreciated and would like to use in my own teaching was how thoroughly Dr. Wesley modeled the lab before students began. He walked through the full setup (see photo #1 above), showed how to properly align and zero the force probes, and talked through common issues like drift or imbalance. He did an excellent job modeling the lab expectations and procedures.

The classroom culture felt patient and curious. Any mistakes were treated as part of the process, and the mix of hands-on tools with digital data collection felt purposeful rather than overwhelming. I would absolutely bring this level of modeling and normalization of error into my own teaching to strengthen student confidence and learning outcomes.

Ms. Miller moves fluidly between full-class discussion, brief lecture, and pair-share moments, which keeps students engaged and gives multiple entry points into the conversation. She also spends a lot of time circulating around the room, checking in with students and listening to their ideas as they work things through. Students are consistently acknowledged and validated, which encourages participation and risk-taking.

The overall tone of the class is curious and open. While the focus stays on women in the Bible, conversations are able to expand into related topics like social justice, helping students make broader connections. The way Ms. Miller structures time and circulates throughout the room is something I want to be more mindful of and incorporate into my own instruction.

Afterwards, students opened their devices and signed up to be a character. There was good energy and interaction as students negotiated the different parts.

Devices closed!

Next came work on a padlet. 😍 Students had to create a summary and a quote analysis for one scene. I love this because it's a clear/clean way for students to demonstrate their learning. They were instructed to finish this and then begin their own creative writing (a soliloquy). Students worked diligently on completing this task before class was over.

The only homework was to finish their padlet.