STEM Video Resource Guide

Newton's Law. - (19:17) What is the value to revisiting the initial problem he posed on the beginning of the lesson? o It allows students to think about applying their newly gained knowledge to a different situation. - (26:00) What the value to having students observe the experiment that was closely tied to the experiment they ...
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STEM Video Resource Guide

Inquiry-based lesson: Throughout the video: - Count how many different questions Mr. Hogen asks. - Think about the types of questions he asks - Think about who he asks - Note any strategies Mr. Hogen incorporates in order to facilitate student engagement Stop and jot: - (1:31) What is the purpose of having the students talk about the “no stealing:” rule? o To engage students and prompt them to think about behavioral expectations - (3:21) Mr. Hogen poses an interesting question. What effect might this have on student interest and engagement in the lesson? o It motivates students to think imaginatively and critically before the task that comes afterward - (4:35) Notice how Mr. Hogen circulates through the room as the students work. How does this affect student behavior? o Lets the students know that he has an expectation to see them working and that he can see them - (5:18) Why does Hogen have the students discuss, instead of asking individual students here? - (12:15) What does Hogen do and say while students are experimenting? o Circulates and reminds students to record results - (8:51) What is the value of having students share out their responses after discussing the question with group members: o It allows the other students to hear various perspectives and even adapt their responses based on what they heard. o It also allows students to articulate their understanding so Mr. Hogen can gauge the understanding of the students. - (10:52) Why do you think Mr. Hogen gives particularly vague instructions to the students concerning the card, penny, and cup activity? o He wanted to have students use their imagination and creativity to solve the problem - (16:53) Why do you think it was more effective for Mr. Hogen to randomly select students to respond during this line of questioning rather than asking for volunteers? o It allowed students who may not have volunteered to respond to the question and at the same time held the rest of the student accountable for being ready to answer the question because they didn’t know who would be called next. - (17:33) Do you think it was important for Mr. Hogen to restate the objective here? Why? o He is attempting to draw a connection between the experiment they just conducted and the larger task he asked them to think about in the beginning with the egg and the bottle and Newton’s Law - (19:17) What is the value to revisiting the initial problem he posed on the beginning of the lesson? o It allows students to think about applying their newly gained knowledge to a different situation. - (26:00) What the value to having students observe the experiment that was closely tied to the experiment they conducted on their own? o They don’t feel as disappointed they did not get to perform the larger experiment because they already had a similar experience. - (27:33) Why do you think Mr. Hogen had the students write a reflection and then share it with a partner? Copyright © 2017 Arizona Board of Regents, All rights reserved  SanfordInspireProgram.org

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It allowed the students to synthesize their learning and gain further perspective from their partner’s reflection as well. (29:00) Mr. Hogen reviews and summarizes the activity by and the concepts that were covered through the lesson by discussing vocabulary and providing examples of force. What benefit does this have on students understanding the lesson objective? o It allows students to use prior knowledge and real life examples to elaborate on the learning that took place

Copyright © 2017 Arizona Board of Regents, All rights reserved  SanfordInspireProgram.org