IT Phase 2: The Big Idea
Phase 2 of Imagine IT
This school year at Brooks College Prep high school, I will be teaching three honors physics and two STEM 3 Mathematics. My students are 11th grades with some seniors. My class schedule ( TBA) will be a 104 minutes class that meets twice a week under A/B schedule, C day Seminar and D day ( 8 period day). My Imagine IT project will focus on honors physics’ big ideas of force, motion, and conservation of energy.
I planned to incorporate my Imagine IT with our school current curriculum that focus on STEM (Science Technology, Engineering and Mathematics) and in addition to what I learned from TPACK ( Technology, Pedagogy and Content Knowledge).
My ultimate goal for my students is to understand the content, learn and apply the skills through investigations how interaction means force, unbalanced forces cause motion, which is based on conservation of energy; with emphasis on resolving the common misconceptions on force, motion, and energy.
- *The first big idea: The interactions of an object with other objects can be described by forces, with an enduring understanding of all forces share certain common characteristics when considered by observers in inertial reference frames.
- *The second big idea, “the interaction between systems can result in changes in those systems, with enduring understanding, the acceleration of the the center of mass of a system is related to the net force exerted on the system, a net= F net/ m.
- *The third big idea, “ changes that occur as a result of interactions are constrained by conservation laws and enduring understanding of “a certain quantities are conserved, in the sense that changes of those quantities in given system are always equal to the transfer of that quantity to or from the system by all possible interactions with other systems”.
What I want to seek to cover for my Imagine IT project is for my students to use technology through image or video to apply, connect, reflect, and extend the big ideas they learned with emphasis on resolving the common misconception on force, motion, and energy. During instructional delivery, I planned to include, today history to connect the past and the present in the field of science; the world of wonder once a week as information hub to demonstrate unique interest of my students; the quick fire could be used as uncovering moments as needed within the instructions; and homework tips instead of tech tips could be once a week. A semester long big project embed with technology like picture, video, use google documents for group collaborative work. I envision continuity from September through June. I envision a quarterly completion of project to evaluate progress towards the semester project, a digital portfolio. I am looking at other uncovering activities that are worthwhile. I am still on the planning stage.
The kinds of performances of understanding I seek to implement, a deep understanding which means students can apply the content and skills they learned into a new situation. Learning to transfer both skill and content knowledge. I planned to assign a long term project for each of my students which will include various work selected from individual work and group work, or whole class work. I am very sure of grouping them every quarter with a team name and picture that will be posted in our google class folder. I will begin with I-image of the student project, then continue into i-video of force, motion, and energy with emphasis on resolving their own or common misconceptions. I will encourage the students to do group project across curriculum and individual project similar to what we did in class. I realized the power of tweets and facebook. Before the workshop, I stayed away from those technologies because of ignorance. I was so concerned of privacy and security. I will include the protocol and district guidelines on the use of technology in the classroom, which will include the use of cellphone as part of a useful tool in my class instead of disruption. The use of tweets and facebook will follow as I achieve the mastery of embedding into instructions or space for students to document their learning moments.
The pedagogical approach that I seek to implement, I will continue the inquiry based learning in physics with misconception theme, use the backward design or Ubd (Understanding by Design ) unit plans and revisit the reading articles from time to time as resources during instructional planning, instructional delivery, and even assessment. The role of technological process and manner in technology, pedagogy and content work together in my project like TPACT, as plan to begin with a baby step and something new every five weeks and see if it is working or not and reflect on how to make it better. For example, the first five weeks, what kind of product my students would want to include into their portfolio. I am thinking to have a digital portfolio using google drive to document their learning experience focusing what they need to know, demonstrate their learning through transfer of skill and knowledge into a new situation.