Amazing collaboration in science classrooms. Students had conquered their power supply design issues and now they were busy creating series and parallel cirucits.
It was a BYOD (bring your own device) kind of learning experience where I told students they must generate evidence that demonstrated they knew how to model each kind of circuit and they could explain each one. I was able to come by each group and ask to see their "evidence". Students pulled out their phones and either 1) told me all about what they'd done and why it worked or 2) they played me a video they made. Usually the videos had everyone in the lab group trying to say a little something and it really communicated the enthuasism.
I had helped them a ton...but just by asking questions and asking them to explain what they were doing and why they thought it would work. Usually they uncovered the flaws in the circuits just by "showing" me what they had.
The biggest commotion came from the lab groups that finished early. They were free to do anything they wanted with the supplies....and they chose to apply their creative minds on new ways to show these kinds of circuits at work.
What started off as hard and difficult was now easy and fun. It feels like I did a good job designing the learning because it was just out of their reach on Day One and by Day Three almost every group was successful. I think designing lessons in this way give students much more internal satisfaction and probably the value they get from it transcends the "grade".