Reflection: Designing a Wind Turbine (Part 2) - Section 3: Research Questions


One of the difficulties of using student led instruction is the teacher’s role. I have had to remain flexible and offer the control to the students. Juxtaposed against my lack of control, I have to teach the standards. My solution to this dilemma is to offer some control but stay true to my standards by “planting” lessons. When the students explain how they want to learn about addressing environmental problems, I'll say, “Let’s learn more about climate change!” and I teach my climate change lesson. When they say they want to design airfoils, I say, “What do you know about Bernoulli’s principle?” When I get a blank look, I say, “Awesome, you are going to love learning about that!” I am the resource expert and I tailor the learning to what the students need. 

  Project Based Learning
  Project Based Learning
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Designing a Wind Turbine (Part 2)

Unit 7: Designing for the Future: Wind Turbine Design
Lesson 2 of 7

Objective: SWBAT conduct research in an effort to determine the best design for a wind turbine blade.

Big Idea: Content is king! Armed with answers to their own questions about wind turbines and content questions, students begin to learn the physics of wind blade design.

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