Things you'll need to decide on as you plan: Accumulating Changes
Teaching Guidance
for 14-16
Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- develop precise descriptions, building on everyday experiences
- exploit the availability of technology such as videocameras to tell stories about motion and recording of motion
Teacher Tip: These are all related to findings about children's ideas from research. The teaching activities will provide some suggestions. So will colleagues, near and far.
Focusing on the physics:
Representing–noticing–recording. How to:
- talk helpfully about clock time and duration
- separate instantaneous from average
- emphasise that all motion is relative motion
- exploit common patterns in thinking
- be clear about what is simply a convention, albeit a very useful one
- exploit clear diagrammatic conventions
Teacher Tip: Connecting what is experienced with what is written and drawn is essential to making sense of the connections between the theoretical world of physics and the lived-in world of the children. Don't forget to exemplify this action.