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Aspect 1: The Syntax |
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Learning Goals |
Instructional Strategies |
Instructor Actions |
Student Activities |
| Student Goals:
Set-up experiment equipment and prepare software for experiment.
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Group Project
Demonstration
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Explain and demonstrate how computer
and experiment materials will be set-up. |
Set-up software and experiment tools according to instructions. |
| Group Project
Demonstration
Guided Instruction
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Explain and demonstrate how experiment should work.
Focus especially on Motion Detector to insure its
collection of data. |
Conduct a mock experiment to test
equipment.
Illustrate to students what graph should look like if
materials are interacting correctly. |
| Conduct collision experiments to
collect sets of data. |
Group Project
Guided Instruction
Questioning
|
Watch and instruct as students run experiment.
Watch, instruct, and explain as students watch data
collection.
Check data (explain to students what to look for) and graph
to insure software & experiment are working correctly.
Question students about validity of experiment. |
Conduct experiment.
Repeat experiment several times to collect sets of data.
Test graph and data to insure its validity.
Responses should indicate that students have a grasp of
types of data that should be collected.
|
| Create and print a chart that shows
exact data points to be used for calculations. |
Questioning
Guided Instruction
Manipulation of software.
Guided Instruction
|
Question students about types of
specific data (points on graph) that are needed to make
calculations.**especially constructive for the dyslexic
student because this is being done on a large screen basis (InFocus)
where numbers and graphs are quite visible due to enlarge
fonts and graphics.
Illustrate to students how to manipulate software in order
to show specific points on graph needed for calculations.
Illustrate how to print information for use in
calculations.
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Responses should indicate that
students know what numbers are needed (these are provided on
worksheet given prior to experiments).
One student from each group should illustrate his/her
knowledge of manipulating plotted points on graph to
determine specific coordinates.**should be good for the ADHD
student in the class...hands-on and visual data will assist
them.
Each student should print data and specific point
information. |
| Calculations to determine set values |
Learning by doing **effective
techniques for the dyslexic (larger print and independent
practice) student and ADHD student |
Illustrate how to plug in collected data sets into formulas
that need to be used to determine variables of the experiment. |
Derive values that (1) test for conservation of momentum (2)
measure energy changes (3) classify the collision as (a)
elastic (b) inelastic or (c) completely inelastic |
| Reflection |
Guided Practice |
Instruct students to write comparison
points of manual vs. computerized collection of data |
Write reflection of manual vs.
computerized collection of data. |
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Learning Goals |
Instructional Strategies |
Mentor's Actions |
Teacher's Action/Activities |
| Teacher/Mentor Goals:
Creating a lesson that combines technology & science.
Go through entire process to achieve desired
results.
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Discussion
Question/Inquiry
Demonstration
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Determine teacher's specific goals for students--what part
science--what part technology.
Complete experiment. Work through "bugs", etc.
Specific questions about teacher's apprehensions/trouble
spots; questions about desired results; software, hardware and
peripheral use.
Complete experiment with all phases...recording data,
manipulating software, using data as variables in formula.
|
Through collaboration write a lesson that combines science and
technology.
Ask questions. Use software and experiment peripherals
until "comfortable" stage is found.
Ask questions. What will give me the desired figures? What
will give me the desired graph? What problems will the
students have? What can we do to insure the success of the
experiment?
|
| Maintain a working relationship
between mentor & teacher. |
Discussion
Demonstration
Guided Practice
|
Establish goals. What part of this is
technology and what part is science? How have they bonded
together? How can we do this again? What type of
apprehensions? What type of problems?
Demonstrate uses of software in the experiment.
Guide teacher in using software and finding desired results.
|
Formulate answers and from the answers
practice until the teacher feels comfortable.
Formulate questions/answers that students will have about
software/experiment.
|
| Evaluate lesson & conditions and
modifications to assist gifted and learning disabled students. |
Discussion |
Determine the teacher's concerns and
correct modifications for learning disabled students. Also,
encompass her activities for her gifted section.
Demonstrate how to find information that will enhance
lessons for gifted and learning disabled students.
Demonstrate use of software and projector to enhance
visibility for learning disabled and the use of finding more
points for the gifted students.
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Determine what technology can do to
enhance a lesson for gifted and learning disabled students.
Illustrate the points and information found.
Software will enhance the lesson for the students
especially the learning disabled because of the added feature
to the lesson. The projection of the information will help the
learning disabled students, also. The gifted students will be
assisted because of the added manipulation of data. |
| Mentor's Goals
Direct a coworker to utilize hardware and software
necessary to conduct an experiment using charting/graphing
software. |
Guided Practice
Question/Inquiry |
Go through entire experiment procedure (dry run).
Clarify any software areas the teacher is unsure
of...Troubleshoot all peripherals, hardware and software. |
Teacher will go through ALL steps necessary and work out
kinks as we go along.
The dry run will assist us in finding and solving as many
problems as we can and working through them. |
| Aspect
2: The social system
In order for the students to derive the data that is needed
for this exercise, they must pool their resources. Thus, each
student must do their part. The classroom must be cooperative.
The students will interact with the computer and the
experiment peripherals as the experiment is being conducted.
The students will interact with each other, also in this
phase. The students (as designated by the instructor) will
draw straws for their part in each of the experiments. Next,
designated students will have an active role in illustrating
(by using the software and the InFocus machine where the data
will be displayed) the manipulation of the graph to derive
specific plot points that will be needed for the calculations
that go with this experiment. Then, each student will be
responsible for printing a data collection to use to determine
the set values for this experiment. The students must utilize
the data to compute given calculations and then write a
comparative reflection. The reflection will illustrate the
students' feelings on manual vs. computerized collection of
data. |
| Aspect
3: The role of the instructor
In this student-centered exercise the instructor will serve
as guide/leader. The instructor will guide the students as
they conduct the experiments and in reading and testing the
validity of the experiment and data. The instructor will also
guide the students as they collect and manipulate the software
in order to obtain specific data collection points. The
instructor will also guide as the students print the
information obtained and use the collected information to
determine values. Lastly, the instructor will instruct the
students to reflect on their experiment experience.....the
focus will be on comparing manual vs. computerized experiments
(collection of data and graphing). |
| Aspect
4: The support system
I, as mentor, will be one of the main structures of the
support system. I have reviewed the use of the software and
experiment peripherals with the instructor. I will be
available (by email) to assist if any of the computer devices
fail. Also, in my support role, the instructor and I have (1)
completely conducted the experiment, (2) collected the data
using the Motion Detector and (3) determined its correct
positioning, etc., tested the validity of the experiment by
watching what data was collected and graphed and (4) determed when and how the graph could be off
(trouble-shooting), (5) determined how to manipulate
said graph to collect specific points to be used (manipulation
of software), (6) saved and printed the data so that the
students could use the information for calculations, and (7)
guided the instructor in utilizing the InFocus to assist the
dyslexic student, and (8) opened the doors of communication
and mutual trust so that the teacher will utilize my
knowledge of technology to enhance her lesson.
Other parts of the support system: InFocus machine with
viewing screen; LapTop computer with Logger Pro software and
printer; Motion Detector; Experiment peripherals such as
carts, weights, magnets, yard sticks; worksheet with formulas
for calculations and place to reflect; and students to
generate experiment and watch charting of data. There will
need to be 2 instructional days given to this assignment
(possibly 3 for calculations to be completed and turned in).
This will be conducted in the science classroom at regular
classroom tables. |
