A virtual colleague made this observation recently on Twitter which got me reflecting on what I found out from my own experimentation with engineering and science practices & learning about Newton's 3rd Law.
I couldn't agree more. Making this dance viable is what I've been doing recently with my matchstick rocket challenge. It was my first attempt and while it went well, I know I can design a better learning sequence for my students.
To get the student's feedback, I created a survey and getting almost 85% of my students to offer feedback. Most liked using the quick prototype method.
The most interesting feedback was that students felt like they didn't have enough information. They wanted to know more about how a rocket worked in order to improve their designs. When I first read this, I know they meant that I should be supplying that information. OK, I can do that.
But the more I thought about it, the more I realized that in my next "dance move", I would incorporate a trip to the library in between test flights. Instead of relying on me to provide them with the information, I could give them the time to look for answers to the questions that the first flight generated.
Thanks to Kathy for the encouragement. It is a dance and I'm going to work on perfecting my technique.