Guiding Principle 2
Teacher knows how to teach the subject(s) for which he or she is responsible
2.1 Develops in learners’ critical thinking and creative ways to solve their problems.
Problem-solving and critical thinking are important skills that students are encouraged to have in today's society
The video shows students thinking critically about how to set up the building to get the bulb to light. Additionally, the video illustrates students attempting to problem-solve to get the bulb to light.
In this video, my student's creativity was on full display. They built a circuit that works when the switch is open. As a class, we had a good laugh, but it also provided a teaching moment where they had to identify the problem and explain why the circuit worked, and return to the circuit to fix it in the correct way.
2.2Ensures interactive teaching and learning environments
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The video depicts a student driving a toy car to explore the concept of speed, distance vs time, and speed vs time graph
The video shows students exploring terminal velocity in a liquid. The video is filmed in slow motion so that the students can identify when terminal velocity begins.
Teaching physics in the
home economics lab.
Teaching and learning in a different environment.
The image to the side depicts a lesson (Methods of Heat Transfer) being taught in an environment students could relate to when thinking of heat.
The lesson involves us exploring conduction (as heat moves from a region that is hot to cold along a spoon), convection, the process involved in boiling water, and radiation - the heat experienced when you are near the stove.
Monitoring students' learning and responding appropriately
Based on the responses from the self-assessment, a follow-up lesson was conducted.
2.3 Engages in reflective thinking and action research
Action Research
(This action research is presented in a format similar to an infographic but is not an infographic)
Enhancing grade 10 physics students' performance in solving complex problems by drawing detailed diagrams.
Background
After attending several classes, I observed that students encounter difficulties in interpreting word problems and consequently find it challenging to solve complex problems. I recall assigning a question for the students to work on, and only approximately 5 out of more than 27 managed to arrive at a solution that was close to the correct answer. The question comprised three parts, varying in complexity from recall to problem-solving. Only a few students attempted the final part. This observation piqued my curiosity, prompting me to explore potential strategies I could use as an intervention to alleviate this issue.
Description of Intervention
This intervention takes place during class time and is designed to empower students to create detailed diagrams that effectively address complex questions. Students will engage with worded questions and develop diagrams that will enable them to solve these challenges with confidence. Additionally, this intervention is coupled with a student target - students will work to produce excellent answers because excellent answers reflect a detailed diagram, the equation is clearly stated, and the answer must have the correct units
1. To enhance my competency as an educator by broadening my repertoire in assisting students to improve their problem-solving skills.
2. To disseminate best practices in problem-solving, emphasizing the use of diagrammatic representations as a primary focus.
3. To acquire insights into the development of problem-solving skills among Grade 10 students.
Significance of Study
Research Question
What is the impact on grade 10 physics students' academic performance after using detailed diagrams as a strategy to problem-solve?
Summary of Literature Review
Digital and interactive diagramming techniques show measurable benefits over traditional hand‐drawn or static pre-printed methods when applied to mechanics assessments in secondary schools. In one study of one-dimensional kinematics, simulation-based diagrams improved scores by 14.1% and printed sequences of simulation frames by 17.8% (p < 0.05) compared with conventional static diagrams. Similarly, computer-assisted roundhouse diagrams produced statistically significant improvements in force and motion concepts among 9th-grade students, while concept cartoon-embedded worksheets enhanced students’ grasp of Newton’s Laws of Motion. In another investigation, the use of Mechanix software led to an average increase of 1.65 points on a 12-point scale (p < 0.005), with gains particularly notable among high-achieving students.
Methodology
Action research is a type of applied research that focuses on addressing a specific challenge in a specific setting (Merriam, 2009). Despite being an action research, this research aligns with the quantitative research paradigm. Hence, the research question investigates the impact of this approach to problem-solving. Having said this, data will be collected by considering pre- and post-assessments.
Before the intervention
Students would fail to annotate the diagram correctly
Weeks into the intervention,
students are showing improvement when annotating their diagrams. However, the work presented is untidy.
A student did not utilize the intervention.
A student using the intervention in an examination correctly
Results
Discussion
The results of this intervention indicated that students were willing to use diagrams when solving questions. However, some diagrams were incomplete, which prevented those students from solving the problems correctly. Regarding the research question, students' academic performance improved for those who attempted to interpret their equations using diagrams. Interestingly, students' comprehension of the concepts also improved. Since the study is based on the principles of action research, it is worth noting that this initiative could be enhanced by including diagrams that students must draw in their SBAs (School-Based Assessments).
References
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (Rev. & expanded ed. of Qualitative research and case study applications in education). Jossey-Bass.
As a teacher, I believe in using friendly instruction in my classroom and laboratory environment. The video depicts the students conducting the experiment without my assistance. This was primarily because the instructions for the experiment were clear and easy to follow.
2.4 Uses language appropriately and effectively in classroom communication
Reflection
Guiding Principle Two underscores my strong ability to implement effective pedagogical practices that significantly enhance student learning. I primarily utilized dynamic methods such as learning by doing, class demonstrations, and strategic questioning. These approaches actively engaged students, allowing them to immerse themselves in the activities and facilitating a clearer understanding of the relationships between variables.
I recognize that there is room for growth in assisting students with setting individual learning targets. By doing so, I can empower them to become more self-driven in their educational journeys, which will lead to even greater success.
