Running Head: ON-LINE LESSON REFLECTION

Reflection on Designing an On-Line Constructivist Lesson Doug Smith ETEC530

Running Head: ON-LINE LESSON REFLECTION

Introduction For this online lesson, I chose to address an introductory lesson on momentum for Physics 11, as addressed in the BC IRP. Momentum is an interesting topic to explore for constructivism because it is a topic that is typically not dealt with in terms of labs in the classroom. As an endeavor to bring more authentic, constructivist learning to physics, I am interested in exactly making these types of lessons. Background In the past I would have dealt with the concept of momentum as an extension of Newtons Third Law. Some inert student demonstrations would be used, such as moving along on a skateboard, adding an impulse, and observing the resulting change in speed. These types of demonstrations are teacher centered and do not lead to increased learning (Crouch, Fagen, Callan, & Mazur, 2004). The Lesson For this lesson, my primary goals were to achieve three primary goals. First of all, I wanted to use a cycle of 5e cognitive change model (zdemir & Clark, 2007; Sunal, n.d.). Secondly, I wanted to incorporate social and collaborative learning. Thirdly, I wished to have a strong metacognitive presence in the lesson. I believe that I successfully implemented a learning cycle using the 5e cognitive change model: Engage: Explore: Explain: introductory video and prediction using the PhET collision simulator the momentum lesson brings forward theory and problem solving

Elaborate: through the reflection and discussion Evaluate: the students are asked to both self-assess, and they are given a quiz.

Running Head: ON-LINE LESSON REFLECTION Furthermore, the initial activity not only serves to engage but also operates as a distinct POE activity (Joyce, 2006).

One of the biggest challenges in developing online courses for secondary students in BC is that the students are generally all self-paced and this makes social collaboration difficult. Ive tried to implement some aspects of social cognition in my lesson, primarily through the use of asynchronous discussion forums. I dont think this is the ideal solution, and I am exploring other ways to implement aspects of the Knowledge Forum (Scardamalia & Bereiter, 1994). For example, a post-it note web 2.0 website could be incorporated for the sharing of thoughts and ideas. I think better solutions could be arrived at through custom module programming in Moodle though. The last goal of mine was to incorporate metacognition, and I think this was done very well. The learning objectives and Big Idea are presented at the beginning of the lesson, in age appropriate and accessible language. In other words, the governments prescribed learning objectives are re-written into something useful for the students. Within the lesson itself, there is a self-assessed questionnaire that can be the hallmark of metacognition and answering the question of what do I know, and what do I still need to learn? I think my implementation of this activity using the custom questionnaire activity in Moodle can be very useful. While this lesson is not ideal, I consider it to be a strong step in the correct direction, and continues to be an evolutionary change in the way that I develop constructivist lessons, not only for the 2f2 classroom, but also for on-line lessons.

Running Head: ON-LINE LESSON REFLECTION

References Crouch, C., Fagen, A. P., Callan, J. P., & Mazur, E. (2004). Classroom demonstrations: learning tools or entertainment? American Journal of Physics, 72(6), 835. doi:10.1119/1.1707018 Joyce, C. (2006). Predict, observe, explain (POE). Assessment Resource Bank. Retrieved from http://arb.nzcer.org.nz/strategies/poe.php zdemir, G., & Clark, D. B. (2007). An overview of conceptual change theories. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 351361. Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265283. Sunal, D. W. (n.d.). The learning cycle: a comparison of models of strategies for conceptual reconstruction: a review of the literature. Retrieved from http://astlc.ua.edu/ScienceInElem&MiddleSchool/565LearningCycleComparingModels.htm