In the field of education, teachers use various tools to deliver their messages to students for a better understanding of the materials. In general physics classes at universities, one of the tools that are used to deliver the materials is a physics worksheet. A physics professor usually creates this worksheet to improve the abilities of students to solve physics problems and to use it as a guide for the exam. It contains two to three problems related to the materials covered in the class lectures. This worksheet is given to students in the discussion sections of the physics class, where they get to solve it in groups. However, it proved to be ineffective tool in communicating its goal because it lacks some instructions and guidelines regarding …show more content…
Two students agreed that working in groups is better than individual work. One student, Cameron Devers, says “the work gets done faster in groups.” Another student, Amena Alelg, thinks that working in groups helps her in solving the problems that she is not capable of. She says “working in groups is more interesting and helps keeping the physics concepts in mind.” In addition, both of the students agreed that most of the cases, not all of the students participate in solving the worksheet problems and there is one person who takes the responsibility of the whole group assignment. Regarding the idea of assigning roles, they think that this would be helpful and will ensure full participation of all members. Moreover, Devers said that the worksheet usually does not help very much in understanding the concepts and for it to be more effective; it must contain problems that are consistent with the class curriculum. On the other hand, Alelg thinks that this worksheet is ineffective because it lacks instructions. Students’ assertion that assigning roles and instructions should be written on the worksheet in order to make it clear and effective ensure that this worksheet is not the best and should be redesigned to achieve its
...roblems. Ms. Novak and Ms. Green usage of groups work help the students can talk out problems as they did the classwork. Ms.Green's real life application help to show the students how algebra can be used in daily life.
[ 8.1 ] Will the allele frequencies in the pens tend to move toward the frequency in the larger field population?
As previously mentioned, the students would typically finish their work promptly after the lesson and then hand it to their teacher for quick revision. The students who completed the assignment in a satisfactory manner would get to help aid their classmates who might have been having trouble with their own worksheet. This was fascinating to see, and it is a good example of the use of cooperative learning in the classroom, “cooperative learning arrangements among groups of learners with differing levels of ability,” (Slavin 115). In a classroom that is integrated, like this one, I think it is important to utilize cooperative learning when there is such a wide range of ability and only one
When considering the options for collaboration activities it is important to have a central point of contact from which the participants can seek advice and guidance. When the instructor divides the class into smaller groups a specific person within each group should be elected to represent the group. This person would also be responsible for keeping the group on track for discussions. Keeping lines of communication open for each group member in regard to assigned tasks and making sure the group assignments are completed and submitted on time is essential. This central point of contact should optimally rotate around the group, depending on the length of the workshop and the number of participants in the group. In this way, everyone is given an opportunity to lead a discussion, collect assigned tasks, and further contribute to the deadlines set by the workshop facilitator....
In order to evaluate my role within the group, it is important to identify what makes a group. A group must firstly consist of more than three members, “Two members have personal relationships; with three or more there is a change in quality” of the personal relationship. (Bion 1961, p26) The group must have a common purpose or a goal in order to succeed. Having now completed my group work task, I can look back and reflect upon the process that my group went through to get to the presentation end point.
The historical results of this experiment by determination of the charge to mass ratio of an electron allowed physicist to work out the miniscule mass of an electron through the use of an external magnetic field. Magnetic fields apply a magnetic force on charged particles perpendicular to their direction of motion and to the magnetic field itself. This allows for the magnetic force to act as a centripetal force which then, through analysis, allows for the determination of certain charged particles through the analysis of their curve radius. In lab 15, Measurement of Charge to Mass Ratio for Electrons, the objective was to measure the charge to mass ratio (e/m) of an electron through the use of a mercury vapor chamber. This was done through the graphical analysis by the linearized equation (4). The goal was to construct a linear graph in which the slope and slope error was calculated using the Linest function, the slope than allows for the derivation of the charge to mass ratio of an electron. Error propagation (error formulas) was also used in this experiment to account for sources of error that could have occurred.
The work sample is a word problem worksheet on coins. The objective in this lesson was for students to solve problems using coins and the students had to either add up coins or subtract coins in this worksheet. Therefore, I was able to “match learning objectives with assessment methods”. Based on the work sample, the student correctly answered the questions that involved adding up coins but when she had to subtract coins, she got the answers incorrect because she assumed that the question involved adding up coins. It taught me that she did not know when to add or subtract when reading a word problem. As a result, I adjusted my instruction and taught the student to look for clue words such as, “in all” or “have left” when solving a word problem. I taught her that key words such as, how many are left, difference, how many more and fewer indicate that she needs to subtract. While, key words such as, altogether, in all, total and sum indicate that she needs to add. This show that I was able to “analyze the assessment and understood the gaps in her learning and use it to guide my instruction”. The student knew how to add and subtract but she had a difficult time knowing what operation to use when solving word problems. I provided the student with “effective and descriptive feedback” immediately after finishing her worksheet which helped her to improve her
...also enhance the interest of the student. Using computers to do work will interest students because it is not the typical textbook and a tool used widely by students nationwide. As mentioned by Sylvia implementing group based projects or assignment increases the interest level of students. Collaboration allows students to interact with peers and creates a thriving atmosphere; social interaction is interesting. Group work encourages students to explore and decipher projects or assignments together. Rather than setting low expectations for students, a teacher could utilize tools that increased level of interest by understanding that interest is based on complexity and comprehensibility as shown by Sylvia, not simplicity and repetitiveness.
When working on an assignment in a group it is best to set roles for each team member. That is a process called Group Dynamics. Each team member would have a different function in each group. One member would take the Devil’s Advocate role. That position is for a person in the group that can never agree with any of the members ideas’. It helps the group by allowing them to see what it is like having to deal and work with a difficult team member during the assignment. Another member would take the role of the Listener. Their position would be to sit back quietly, keeping their ideas to themselves and allow the other members to discuss their ideas among the group. Another role in the group is called the Idea Generator. This role is given to
to do his or her homework; but often times, the student forgets how to do the problems taught in
...ourage creative thinking because rote learning offers little power. School supervised work programs, beginning at age ten and continuing until graduation, can also give power, suggests Glasser. Team academic competitions also meet the need for power. Glasser also proposes educators provide students with more freedom, by allowing and encouraging students to pick instructors, classes and testing procedures. This can also be accomplished by having students involved in the rule structure of the classroom and the school. Quality schools eliminate coercion and use lead management (Glasser, 1986). The emphasis is always on the quality of the work done or the quality of the interaction among people. Quantity takes a back seat. Quality work is the best that a student can do at this time. It is their best effort and shows continuous improvement. It is useful, feels good, is never destructive, and offers flexibility (ex. Authentic assessment). This would fit in well with the concept of portfolio assessment that we are currently using in the middle school. Quality schools use social contracts asking if you had what you want in your classroom regarding the way your students interact with you.
Being that the subject of mathematics is so complicated it takes an efficient teacher to be able to successfully teach students the correct steps in solving mathematical equations. Teaching math cannot be done successfully by reading some vocabulary words, filling in the blanks on a worksheet, and then taking a quiz, mathematics needs to be taught in ways were students get to explore problems and follow the necessary steps to solve the problem. Most importantly students need practice in math and that can be done in many different ways. Many teachers today think and teach the same way to all of their students, ignoring their individual ways of learning. “Teachers need to employ strategies that will help them develop the participation essential to engaging students in mathematics.” (National). It is also a proven fact that students tend to learn more and have higher participation when they work in groups. Effective teachers in the classroom will provide students with opportunities to work independently and collaboratively to make sense of the math curriculum in which they are learning. (Anthony & Walshaw, 2012). By working in groups students can ask questions to their peers as the arise and the students take more responsibility in t...
3. Adapting skills to each student group. The skills will not be the same for each group of children depending on their age and interests.
Providing the explicit information they need through instruction is practical because it takes into account cognitive load theory, the link between working memory and long-term memory. Studies observing students in a classroom discovered that “when students learn science in classrooms with pure-discovery methods and minimal feedback, they often become lost and frustrated, and their confusion can lead to misconceptions” due to the lack of instruction (Kirschner et al., 2006). On the other hand, studies involving strongly guided learning showed that students learn more deeply and their quality of education is improved when they are given instruction and feedback on their work. Instructed learning provides a superior quality and amount of learning because it decreases cognitive load, provides worked examples that show students how to solve a problem, and employs methods such as process worksheets which assists students in providing more accurate answers than students who rely on discovery learning (Kirscher et al.,
...eadth or depth of coverage. Some other criticisms of cooperative learning are the presence of hitch hikers, students who may be too shy, passive, or unmotivated to get involved with the group, or dominant personalities that inhibit group work as when their high standards or intense involvement excludes their teammates. Some students may not participate if they believe it will negatively impact the group grade. In order to remedy this some methods to encourage participation would be to assign roles. This gives the student a responsibility and also it would be the responsibility of other group members to involve him. Changing group dynamics be changed by increasing interdependence, social skills procedure, processing and individual accountability may also improve the situation. If all else fails it may be best to break up the group and let some people work alone.