| When the standards say... | Minds•On Physics replies... |
| Science is for all students. | Everyone can learn physics. The MOP program presents physics as an exercise in analyzing and solving problems. |
| Learning is an active process. | Since students learn in different ways, MOP offers a wide variety of activities so that every student experiences success. |
| Teachers should focus and support inquiries while interacting with students. | MOP minimizes lecturing and maximizes student-student / student-teacher interaction. |
| Teachers should orchestrate discourse among students about scientific ideas. | MOP activities and discussion are student-driven; students are active participants in their own learning. |
| Achievement data collected should focus on the science content that is most important for students to learn. | MOP advocates a departure from the static, such as memorizing facts, to the dynamic, such as reasoning skill development. |
| Equal attention must be given to the assessment of opportunity to learn and to the assessment of student achievement. | MOP activities are a continuous formative assessment of student thinking. |
| Assessment tasks should be authentic. | MOP mimics professional science. |
| All students should develop abilities necessary to do scientific inquiry. | MOP activities promote individual skills needed to do science, including both operational and critical thinking skills. |
We developed Minds•On Physics with curriculum reform in mind. The program builds upon and expands students' knowledge about the physical world, getting students to think about and do science in a way that is meaningful to them.
| Attachment | Size |
|---|---|
| MOP vs. Standards, Long Version (PDF) | 60.07 KB |