Collaborative Project – Wetpaint

Collaborative Project – Wetpaint – Chad Lyew


For my project, I used Wetpaint to create a wiki for my grade 11 physics IBSL1 course.

The goal of this wiki is to provide a place that can be reused from year to year, rather than a blog which constantly has to be updated.

The plan for this site is to be maintained collaboratively with other physics teachers that teach the same course.   Each teacher can add content to the sections created and this content can be saved for future use.


Student and teacher interaction will take place in forum/discussion tab at the top of the page.  Students can post questions/comments to teachers or to each other in the appropriate section.  The goal is for students to participate and help each other with questions, rather than solely relying on the teacher.


The links on the left side of the wiki show all the content available.

Lab Rubrics and Exemplers – Shows students how to write a lab report and it is broken down into each specific section

Course Syllabus – Gives an outline of what will be covered in the course

Calendar – All due dates will be posted here.

Past tests and quizzes – Provides students with old tests and quizzes to study from

Content by Topic – This is the core of the wiki and breaks down each unit in terms of Videos, Notes, Homework, Solutions, Online Simulations, and Old tests and Quizzes.

Videos – Provides links to all videos used in the course, with the idea of the flipped classroom in mind.

Online Simulations – Links to physics online simulators.

Group 4 Project – Information about the group 4 project

Extended Essay – Information about the extended essay


Final Reflection

Based off of my original blog post, I was able to get a better understanding in the following areas:

To reduce the number of different applications that I am using   

Netvibes is a great webpage that can consolidate all the different webpages that I typically go to.  This was one of the very websites that we were required to set up and I find it quite convenient and easy to use.

Standardize how students submit their assignments.

Dropbox this is a program that allows all files to be synced on the cloud. Ive heard about this program from many teachers, but I didnt start to actually try it out until I took this class

Using forums

Wetpaint  has a forum/discussion section that I have implemented into my own wiki.

Using social networking

Twitter used to follow other people.  I am now following various physics teachers and Michio Kaku.

Creating a blog with all the bells and whistles    

WordPress used to easily create a blog.  This is probably the first time that Ive actually created a blog that is not for the classroom and to comment on other people’s blogs as well.

Flipped Classroom

-The idea of having the students go through the content at home and using classroom time for problem solving.  I got a lot of insight into this from reading Carey’s, Patrick’s and Pam’s blogs.

I have to admit that I learned quite a lot from this course.  I always thought to myself that I can learn all this stuff by myself and Ill get around to it, but I never did.  This course really put myself into the position where I was forced to learn how to use and implement all of these different programs and websites.  I suppose it is similar to a textbook in school, you could read it on your own, but your not going to actually pick it up until the teacher asks you to do it.

This course has also encouraged me to explore other programs and websites.  This is something that I really needed a push to do because I was previously in China where everything was blocked and I pretty much gave up on trying new things.

This was a great course and I can definitely say that I learned something that I can implement into my work life.


Online interactive simulators

PhET Logo

Often in physics class I like to demonstrate or have the students model what we are discussing in class.  Since today was the first day back form holidays, I was totally unprepared and the demo that I quickly tried to throw together miserably failed.  I asked the students to go to the PhET Interactive Simulator to try and model what I failed to do and it worked beautifully. Since half the class had laptops, it was quite easy to ask them to go to the website and play around with the simulator to model what we just discussed.  I typically just show the class the website and not have them play with it because its just too much trouble to get the laptop cart for a 5 min activity.  But now that they are consistently bringing laptops to class, it is much easier to use this online tool.  Now I just hope that my other class brings in laptops tomorrow.


The filmstrip/movie teacher

The reading that was assigned “How youtube is changing the classroom”, was quite interesting because it mentioned the negatives of the flipped classroom.  Ive been so obsessed with how great it is and how to implement it, that I havent thought about why it isnt the best thing to happen in a classroom.  The article mentions the “filmstrip teacher”, the teacher that just shows movies every class.  Now with youtube, you could just tell the kids to watch videos at home, do problems in class and sit back.  This is a pretty exhausting week and I could easily see that happening to me.  Is it a bad thing, not always. Students need to work on their own without the teacher spoon feeding the information to them.  But the last thing that I want is to become complacent because Khan is there to teach the lesson for me.

As of now, I am posting links to all the videos related to the section on the blog and asking students to watch it as review or before we start the next lesson as an introduction.  Most of the students tell me that they will watch it just before the test to study.  Which when I think about when I was a student, I only read the textbook just before the test.  Is this any different?  Are the videos equivalent to reading a textbook?

Flipped Classroom 2 and other tech stuff

These past 2 weeks, I have decided to integrate some of things that I have learned in this course into my classroom.

The first thing that I did which worked out quite well was to use google forms to create a survey for all my students to take, I used this survey in the parent teacher conference.  It made the conferences more interesting and it was good for me to see what students thought of my course.  I cant take credit for this, got the idea from Ringo.

Ive also tried to get my students to start watching Khan Academy with very very limited success.  I think like 2-3 students actually watched it.  Im not sure how to motivate the students to watch the videos, I think one of the reasons that they are reluctant to watch it is because it is used in other courses and asking the students to listen to Khan chat away in  multiple subjects might a bit too much for them.

Something that I have come across is video advocating against learning physics from videos.  Its basically saying that the students dont really become engaged through the video and need to be challenged more.  The author offers an alternative style of video. Ultimately which is better, Im not sure.  But the feedback from the students is that they would rather me to just teach the class.  This is most likely because I am not implementing the flipped classroom correctly.  The experiment continues….

Flipped Classroom

After reading Goodman’s blogpost, I have given quite a bit of thought on how to do this.  I was even thinking about doing my pecha kucha presentation on this, but as of this moment, I have not implemented any of my ideas.  I just received an interesting pictograph about the flipped classroom, which is further motivation for me to try and get this going.  The problem is that once the day starts, things are so busy that I revert back to what I normally do in class.  I am already finding that I need to pick up the pace in IB and to further introduce something like this, Im afraid that it will make me fall behind.

My biggest concern probably is that no one will watch any of the videos assigned for homework.  I myself find it difficult to watch a 10min video on physics, so how can I get the students to do it?