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Component 3: AYA Science

by Dane

Apr 10, 2018

I have recorded my class a few times and am in the process of trying to choose a second video for my component 3 entry.

My instructions say "the lesson on which you are focusing should be one that is important for the students at their level of learning and one in which they are likely to be engaged in constructive and meaningful scientific discourse and/or scientific inquiry"

My first video was a small group stations activity where students answered questions on whiteboards around the room. The focus here was on the scientific discourse between students and myself.

For the second I have multiple versions of two lessons and I can't determine which to choose. They both have their pros and cons.

(1) Inquiry-based lab activity where students explore the factors that potentially affect the period of a pendulum. We start out by brainstorming ideas of what things might affect it and then they perform trials to verify if they do affect it or not. This one i...See MoreI have recorded my class a few times and am in the process of trying to choose a second video for my component 3 entry.

My instructions say "the lesson on which you are focusing should be one that is important for the students at their level of learning and one in which they are likely to be engaged in constructive and meaningful scientific discourse and/or scientific inquiry"

My first video was a small group stations activity where students answered questions on whiteboards around the room. The focus here was on the scientific discourse between students and myself.

For the second I have multiple versions of two lessons and I can't determine which to choose. They both have their pros and cons.

(1) Inquiry-based lab activity where students explore the factors that potentially affect the period of a pendulum. We start out by brainstorming ideas of what things might affect it and then they perform trials to verify if they do affect it or not. This one is not the best video, but it involves a more inquiry-based approach.

(2) Whole class quantitative demonstration where we do a typical end-of-chapter question, but then we actually verify our results with a real setup. I finish the lab with some Plicker questions and discussion. This one is a pretty good video, that involves large group teaching, as opposed to the small groups in my first video, but there isn't as much inquiry involved or discourse. The students are very involved the whole time and I have a few things that I do in the lab to make sure that everyone is getting a chance to participate in a fair, equitable environment. Another problem I have with this one is that I did it in my AP Physics class and the students feel a little too good, if that makes sense.

I've been told that the video isn't as important as your analysis, but I still think it's pretty important. Do either of these sound like reasonable choices or should I try to get another one in before the deadline?

Thanks for any help that you can provide.

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