Lesson 3

d. Describe how your instruction linked students’ prior academic learning and personal, cultural, or community assets with new learning.

[The students had already learned about applied forces. In Lesson 2, not in the videos, I had a student pull on a shoe with a constant velocity. The student read the force applied and measured the distance the show moved to calculate the work done on the shoe. The students had already pulled on shoes to calculate the coefficient of friction of a shoe two weeks ago, so doing it again, but to calculate the work, tapped into what they already knew about applied forces using a spring scale. Clip 1, time 4:00 to 4:20, shows that two carts are being pulled by two different masses. The forces acting on the two identical carts are different because the weights have a different mass. In prior lessons, the students calculated the forces that hanging masses apply on object by using

a. What changes would you make to your instruction—for the whole class and/or for students who need greater support or challenge—to better support student learning of the central focus (e.g., missed opportunities)?

Consider the variety of learners in your class who may require different strategies/support (such as students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

[In Clip 2, I used a lot of Socratic questioning; however, I did not take advantage—as much as I should have—of the fact that students were in groups. At time 2:40, I asked the students to discuss with each other the patterns observed as the ramp’s distances decreased, but I should have allowed them to discuss other questions as a group as well—questions such as the experimental errors encountered. I would increase the amount of in-group discussion to come up with more responses and to engage the student