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PHASE 4

Implementation of Solution

Lesson 4 (Day 4)
Overview

Phase 4 is the implementation phase of this project.  A plan for data collection will be set and then daily notes will be taken for each step of the implementation. The data collection plan is designed to be in line with the objectives that were created in Phase 2. 

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Data collection plan 

Objective #1: Given a set of word problems, students will be able to interpret and formulate a mathematical equation from it without error. problem-solving.  

Data for this objective will be collected through the formative assessments that will take place during instruction. These formative assessments will be conducted through entry tickets. After watching the videos, as students come to class, the first thing they will do is get an entry ticket and transform the word equation in the ticket to a mathematical problem. Entry tickets will have different questions; however, they will all be on the topic of the flipped lesson/video that the students studied before the class time. The teacher will conduct formative checks on the students’ solutions to the entry tickets to see whether they are improving on their problem interpretation skills.

In addition, the classroom session will involve solving text-rich problems. Students will be formatively assessed through questioning on their interpretation of these types of problems. Most of the practice on this objective will, however, be done through online discussions. Some of the online discussions will involve students sharing their ideas on the interpretation of specific text-rich problems. 

 

Objective #2: Given a multistep mathematical problem, students will be able to present a correctly communicated solution with more than 90 % accuracy

Data for this objective will be collected majorly through summative assessments that will take place at the end of each unit during the implementation. Summative tests and exams are administered periodically throughout the year to assess students’ readiness for the CIE exams in each unit of instruction. For this unit there will be one summative test. The results of the summative test (collected data) will be analyzed and compared with the data that was presented in Phase 1 to determine the effectiveness of the technology-based solution. 

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Daily Notes

Friday 

Sept 24 ---Introduction to blended learning.

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In this lesson students were introduced to blended learning.  The teacher explained how the “new” instructional approach is going to work. Students sign-up instructions were given. Students created accounts on www.techoacademy.com.

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Devices were checked to make sure students will be able to learn in the online sessions without hitches.  Students practiced posting in the online discussion board and making replies to each other’s’ posts.  An online assignment was then given to students. 

Assignment: Watch the videos in the first module: Motion in a Straight Line (https://techoacademy.com/course/1-linear-motion/ ) . Take notes. Complete the exercises and participate in the discussions (1 post, 2 replies) before our next meeting.

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Tuesday 

Sept 28---Velocity and acceleration.

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We began the flipped classroom prior to today’s lesson with the first unit of mechanics (Motion in a Straight Line).  Prior to today’s meeting, students have watched the videos and completed the online exercises.

Formative assessment indicated that only 25% of the students completed the online assignments. Most students were likely not yet clear on  the expectations. Students were instructed to take the online version  seriously and discussions grading criteria were emphasized. 

Today’s classroom session involved solving Velocity and Acceleration exam-style questions from the textbook. Students worked in stations, discussing the solutions while the teacher visited each station to check their understanding as well as provide added support to struggling groups.

Because the next week will be Chinese national holiday students were assigned two online modules to conclude this chapter: (https://techoacademy.com/course/1-linear-motion/). They were also encouraged to participate in the online discussions during the holiday.

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Tuesday 

Oct 12----Constant acceleration Formulae.

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The online participation increased significantly this time. Over 90 % of the students viewed the videos and participated in the online discussions.  To acknowledge their improvement in online interaction, each student who participated was given a class merit/points. Their discussions were also graded immediately after today’s class.  Some post replies appeared to be insufficient.  Although solid initial posts were made, most students tend to reply with short phrases like  “I agree”, “You are right”, etc. The Discussions Rubric was revisited and standards for quality of communication re-emphasized.

Today’s classroom time was spent solving exam-style questions on the topic of the online module.

Online homework assignment was on the second chapter: Force And Motion In One Dimension (https://techoacademy.com/course/2-force-and-motion-in-1d/).  

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Friday 

Oct 15---Force and Motion in One Dimension.

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Today’s classroom session involved solving Force and Motion in One Dimension exam-style questions from past papers. Students’ interpretation of text-rich questions has improved significantly. Homework check and responses to classroom questions indicated that students had gained mastery of the content. Most of them took good notes while watching the videos.

 

Students were assigned the next online module: Forces in Two-Dimensions (https://techoacademy.com/course/3-forces-in-2d/). 

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Friday 

Oct 22----Forces in Two-Dimensions.

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A quick formative assessment shows that students are not only benefiting from the blended experience but they are enjoying it as well. When asked what he thinks about this “new” method of teaching, one student replied “honestly, I didn’t think I was going to learn anything when you announced that we will reverse our teaching method. However, until now I have realized that it’s the best way for me to learn. I can watch the videos and take notes at my own pace instead of listen to you in class and sometimes I do not understand because you speak too fast. If I don’t understand something in the video I can watch again and thing about it.” 

A check of entry tickets also shows students’ interpretation of text-rich problems and their problem-solving skills are improving.

Students were assigned the next subtopic:  Non-equilibrium problems and Revision.

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Friday

Oct 22----Equilibrium Problems and General Revision.

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Today’s classroom session was dedicated to revision and focus on exam strategies. The teacher solved model problems for the whole class. Students were then given the chance to ask general questions about in order to get ready for the unit test.

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Tuesday

Oct 26---Summative assessment.

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Students took the unit summative test today.

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