Physics is required for most of the
high school students in Texas. Unfortunately, it can be a tough course for many. The fact that most on-level students do not see the
connection between physics and their lives makes it
seem even more difficult. This year on-level physics students
are the recipient of a rare gift, time to learn how physics applies to them. The
gift came when Texas discontinued both of the standardized tests that loom over
the eleventh grade students; STAAR End of Course Exam (EOC) for physics and the
Texas Assessment of Knowledge and Skills (TAKS). This is a gift not to be
squandered by lowering the bar. This change gives the opportunity to implement engaging learning
methods that were previously dismissed due to lack of time and an overabundance
of curriculum. With the flipped classroom already implemented it is time for an
additional improvement. The choices for improving class time include so many intriguing
methods to engage students in learning; peer-instruction, mastery learning,
inquiry based learning, project based learning, universal design for learning
and the list goes on.
Students arrive in physics class
with a working, sometimes off base, knowledge of physics. The improvements to
class should help create meaning for the student, pique some curiosity and give
the student a reason to learn more about the topic. Ideally each unit will
start with some way to reach this knowledge, address misconceptions and further
understanding. This a tall order when combined with the practical requirements;
approval by the curriculum cadre, meet time limitations, be implementable with
three new teachers on a six teacher team and add some fun to physics class. Inquiry
lessons should meet these requirements. 
As I have learned more about using
inquiry I have realized that it can be implemented with careful
planning. Inquiry lessons are more flexible than I had realized and do not
require the amount of time I had originally assumed they required. At the start
of the year we can introduce short, fun and more directed lessons to acquaint the
students and teachers with the process. These lessons will still include the
abilities and understandings of inquiry as well as introduce elements of exploration
and play into physics. Students will be asked to play with a concept using their
knowledge and experience and some guidance to create a question and an investigation
to pursue throughout the unit. They will be tasked with deciding what they need
to learn to answer the question they have designed. Working with the teacher
the students will be able to determine how to find the needed information and
design a successful procedure. By the end of the unit the students should be
able to take what they have learned in the provided lessons and combine it with
their work to answer their questions.
By helping students realize they
already know some physics and that it is part of their everyday world, the class will
become more interesting to those who only consider the subject something required
to graduate. Perhaps they will accidentally have fun in a science class and
learn to embrace their inner nerd. I know I will enjoy watching students
replacing completing assignments with learning some physics. 
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