STAO CONNEX Classroom Catalyst

Inquiry Learning in a 3-Part gr.12 College Physics Kinematics Lesson Sequence

This Classroom Catalyst involves the use of several inquiry learning activities, (Meyer, 2018; STAO, 2017) to teach the topics of Velocity & Acceleration in a grade 12 College Level Physics course.  The lessons have modifications and adaptations for use in a regular inquiry classroom and within an eLearning or blended platform.

 

The academic research on inquiry-based learning yielded a pragmatic model involving inquiry-based, challenging activities, a flipped classroom instructional video component, mobile learning tools, and promotion of students’ natural desire to play with equipment to figure things out on their own.  The lessons were generated for use both online and in a blended, or face-to-face, classroom setting.

 

The lesson sequence follows Ministry of Education Assessment, Evaluation and Reporting guidelines found in the “Growing Success”, "Learning for All" and "Assessment, Evaluation and Reporting Handbook" documents and provides opportunities for students who require Differentiated Instruction or need additional supports within an Equity and Inclusion Framework (IEP, ELL).

 

The SPH4C1 lessons provided measure:

 

  1. Assessment for and as Learning through the inquiry peer groups created in which students monitor their own, and each other’s, progress within the group through analysis of each other’s contribution to the group learning and developing skills of peer and self-assessment from the teacher’s and students’ timely feedback. The teacher provides support in frequent feedback throughout the group’s completion of the activity (this can be through circulation in a face-to-face, or blended, classroom or through feedback to the discussion forum posts, google docs or journal reflections generated by students.

 

  1. Assessment of Learning through the use of an achievement chart with 4 levels any of the 4 KICA categories outlined in the Growing Success document.

 

Students are presented the learning goals and success criteria of each lesson through the use of predetermined Minds On activities and short Video science lessons provided prior to the inquiry-based activity.

 

Differentiated Learning is made available to students through the use of multiple mediums of content delivery which includes; video science lesson, interpersonal discussion with group members, intrapersonal reflection through development of ideas in the activity worksheet and personal knowledge check on exit card, inquiry-based kinesthetic learning through manipulation of equipment.

 

Equity and Inclusion is provided through the following for IEP or ELL students:

  • Access to teacher clarification, definitions, explanations
  • Use of calculators, laptops as needed
  • Proximity seating (classroom) & frequent check-ins online
  • Frequent breaks to de-stress (classroom) & additional time for completion (classroom & online)
  • Opportunity to create and use aid-sheets that can be used during evaluations.

References

Jong, M. S. Y. (2017). Empowering Students in the Process of Social Inquiry Learning through Flipping the Classroom. Educational Technology & Society, 20 (1), 306–322.

Karagiorgi, Y., & Symeou, L. (2005). Translating Constructivism into Instructional Design: Potential and Limitations. Educational Technology & Society, 8 (1), 17-27.

Meyer, Chris.  (2018)  “PER Gr. 11 Physics Student Workbook.”  URL: http://www.meyercreations.com/physics/resources.html, Toronto, ON.

Vogel, B., Kurti, A., Milrad, M., Johansson, E., & Müller, M. (2014). Mobile Inquiry Learning in Sweden: Development Insights on Interoperability, Extensibility and Sustainability of the LETS GO Software System. Educational Technology & Society, 17 (2), 43–57.

Video Resources:

Uniform and Non-uniform Motion: https://www.youtube.com/watch?v=qRR_1Gj6Kzw

What is Acceleration: https://www.youtube.com/watch?v=vxFYfumAAlY

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