Differentiate by guiding higher-ability students to build models that validate their analysis, and support self-directed and collaborative learning goals¶

Strategy · All strategies
Evidence · no claims cited

Description¶

For higher ability students, teachers may guide the modeling construction to validate students' analysis, discuss the assumptions made in the investigation, and provide suggestions for refinements. The article frames OSP activities against self-directed learning indicators (ownership, management and monitoring, extension of own learning) and collaborative learning indicators (effective group processes, individual and group accountability).

Design Implications¶

Context¶

Requirements¶

• teacher mentoring toward a scientific report, and grading and feedback on areas of improvement for student self-evaluation

Constraints¶

Target Learners¶

• mixed-ability upper secondary and junior college physics students

Target Learning Goals¶

• self-directed learning, collaborative learning, and refined scientific investigation skills

Related Strategies¶

• Teach the five steps of scientific investigation through personally motivating video analysis and modeling projects
• Inquiry Based Learning

Examples¶

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Key Sources¶

• Wee Loo Kang. (2013). Open Source Physics. i in Practice 1(1), 58-63. http://ictconnection.opal.moe.edu.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=82