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Using Models to Teach About Forces and Motion*
 
Course Description
    

This six-session online workshop, along with an orientation, guides participants as they explore the use of hands-on objects, models, and simulations to enable students to construct accurate conceptual representations of forces and motion.  Participants will study an inquiry-based, constructivist science teaching model known as the 5E Learning Cycle, identify some characteristics and examples of each of the commonly recognized phases – Engagement, Exploration, Explanation, Extension (or Elaboration), and Evaluation – and develop an comprehensive 5E instructional lesson plan.

*This course is open to all certified WV science educators or elementary (grades K-8) certified teachers who are currently teaching in the classroom.
**If you are taking this course to apply toward paraprofessional certification, then you must be working with a grades 3-5 certified elementary school teacher or a middle school/high school certified science teacher for the duration of the course. You must submit a letter from your school principal indicating that you will be taking the course under the direction of the classroom teacher, a grades 3-5 certified elementary school teacher or a middle school/high school certified science teacher, for the duration of the course. Course dates must be included in this letter. This letter must be received prior to the beginning date of the course. Course assignments will require that you and the classroom teacher complete assignments with students.

 
Course Syllabus
    

This six-session online workshop, along with an orientation, guides participants as they explore the use of hands-on objects, models, and simulations to enable students to construct accurate conceptual representations of forces and motion.  Participants will study an inquiry-based, constructivist science teaching model known as the 5E Learning Cycle, identify some characteristics and examples of each of the commonly recognized phases – Engagement, Exploration, Explanation, Extension (or Elaboration), and Evaluation – and develop an indepth 5E instructional lesson plan.

During the workshop participants will search the web for relevant resources and instructional strategies for integration into each of the learning phases.  The activities and readings in this workshop will help participants reinforce their own conceptual understanding of forces and motion, as well as locate and develop a variety of concrete physical, visual, graphic and computer representations, and abstract conceptual models to teach students with different learning styles and then assess the students’ understanding of forces and motion.

By the end of this course, participants will

  • identify the components of a learning cycle lesson and become familiar with the 5E Learning Cycle Model:  Engage, Explore, Explain, Extend (or Elaborate), and Evaluate.
  • choose a topic for a lesson on forces and motion and identify the standards, objectives, and essential questions and goals for students to master.
  • apply the learning cycle model of constructivist inquiry to design student-centered activities about forces and motion.
  • examine and evaluate hands-on models, labs, visualizations, and demonstrations, as well as simulations and conceptual representations for teaching about forces and motion.
  • investigate and choose appropriate reading and writing strategies and multidimensional presentation methods for students with various learning styles.
  • recognize how to detect and correct misconceptions that students commonly believe about forces and motion.
  • build a deeper personal understanding of forces and motion through interactive online tutorials.
  • identify or design resource projects and/or authentic products to extend student understanding of force and motion concepts.
  • develop or adapt materials and instructional strategies to utilize in each phase of the 5 E Learning Cycle.
  • study various assessment methods for determining students' conceptual understanding.
  • plan an assessment instrument, such as a rubric, to assess student work and understanding.

As final products, participants will

  • incrementally develop an indepth inquiry-based 5E learning cycle instructional lesson plan that includes technology integration.
  • include a rubric or other assessment instrument to evaluate student projects.

 

Prerequisites

This is an introductory or refresher workshop for science teachers, curriculum specialists, professional development specialists, or other school personnel.  Participants are expected to have regular access to computers.  In addition, participants should be proficient with using email, browsing the Internet, and navigating to computer files.

Format and Requirements

This workshop is divided into six one-week sessions which each include readings, activities, and an online discussion among workshop participants. The time necessary to complete each session is estimated to be two to four hours.

The outline for the workshop is as follows:

Session One

Engaging Learners and Exciting Curiosity about Science

Session Two

Exploring Forces and Motion Using Hands-On Models and Activities

Session Three

Explaining the Science of Motion to Different Types of Learners

Session Four

Addressing Misconceptions

Session Five

Extending Understanding through Meaningful Performance Tasks

Session Six

Evaluating Students’ Conceptual Understanding of Motion and Forces

 

Final Project Template: Participants will need to download and use the Using Models to Teach about Forces and Motion 5E Lesson Plan Template to plan and design their 5E lesson plan throughout the workshop. 

Workshop participants are expected to complete weekly assignments, including actively participating in the online discussion board.  In addition, a draft of the partially completed 5E lesson plan is to be submitted as a mid-workshop checkpoint. 

 

Assessment

Workshop participants will complete an orientation and then six weekly workshop sessions that include readings, activities, and online discussions.  There will be a pre-workshop survey and a post-workshop survey.  In addition, participants will incrementally develop a lesson plan throughout the duration of the workshop and submit it as a final project.  A partially completed draft of the lesson plan will serve as a mid-workshop checkpoint.  The time for completing each session is estimated to be two to four hours weekly plus additional time to complete the final lesson plan. Workshop Products

As part of the requirements, participants will complete a Using Models to Teach about Forces and Motion 5E Lesson Plan Template to design a lesson to teach an aspect of forces and motion that meets the content standards and objectives for the participant’s subject and grade level.  The lesson plan will be evaluated using the Using Models to Teach about Forces and Motion 5E Lesson Plan Rubric to see that it accommodates multiple learning styles and contains student interaction with physical objects or models, utilizes a variety of models such as visual representations and computer simulations, integrates technology, and addresses common misconceptions about forces and motion. As a component of the lesson plan, the participants must also develop specifications for student projects or other products that will allow students to demonstrate understanding of forces and motion including accurate oral or written explanations of the concepts.  An evaluation instrument such as a rubric for assessment of the student projects is to be included with the participant’s lesson plan.

Assignments and Discussions

Readings and Activities: Participants are expected to complete the required course readings and activities as posted in each of the session assignment pages. Optional readings may also be completed, but are not mandatory. There is a required orientation quiz and both pre-course and post-course surveys.

Orientation Quiz & Workshop Surveys: Participants must complete an Orientation Quiz with a score of 90% or higher.  In addition, participants are expected to complete both a pre-course and a post-course surveys. The Orientation Survey is to be completed by Sunday during the Orientation Session and the Final Survey is to be completed by Sunday during Session Six.

Discussion Participation: Participants will be evaluated weekly on the frequency and quality of their participation in the discussion forum.  Participants are required to post a minimum of one substantial original posting each session in response to the discussion prompt for that session by Sunday evening. Participants are to respond thoughtfully to a minimum of two colleagues' original postings each session by Monday evening. They are to read all original messages by course participants and enough additional responses to make a total of 50% of the messages posted for that session by Tuesday evening. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited and overall quality.  

 

Copyright and Plagiarism

All resources referenced during the course will be properly documented. Copyright guidelines are to be observed throughout the course project and all course activities.  All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project. 

Plagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course.

Grades

All grades in the course gradebook must be a "C" for successful course completion.  A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.
The grade scheme for this course will be:
C = all work meets the guidelines provided
I = the work submitted is incomplete and/or does not meet the guidelines provided
N = no work has been submitted 

 

Certficates of Completion

Upon successful completion of this course, Dynamic Learning: Using Models to Teach about Forces and Motion Overview, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant by attachment to the final course dropbox shortly after the completion of the course.

Non-Degree Graduate Credit Information

Participants in this course are eligible to receive non-degree graduate credits from either Concord University, Marshall University, West Virginia State University or West Virginia University. Credits will be awarded at the end of the semester in which the course occurs. Additional information is available on the course News/Welcome Page.

Content and Technology Standards

This workshop, Dynamic Learning: Using Models to Teach about Forces and Motion, will help participants meet the ISTE Educational Technology Standards and Performance Indicators for All Teachers (http://edtechleaders.org/documents/NETSAdminTeachers.pdf), especially Standards I, II, III, and IV 
For more information about Technology Integration visit: http://www.iste.org

The Next Generation Content Standards and Objectives for Science in West Virginia Schools (effective 7/1/2016) will be utilized throughout course assignments.

About this Course

This workshop was developed for the West Virginia Department of Education (http://wvde.state.wv.us) under the guidance of the EdTech Leaders Online (http://edtechleaders.org) at Education Development Center. EdTech Leaders Online provides capacity building, training, and online courses for school districts, state departments of education, and colleges and universities.

Original design (before format modifications) by EdTech Leaders Online (http://www.edtechleaders.org), a project of Education Development Center, Inc, © 2007.  All rights reserved.