The current unit covers both scientific method and the physics of simple motion.
Lab #1 was used to walk students through the scientific method, making a hypothesis, identifying variables, collecting data, and comparing results with the hypothesis.
I differentiated this lab in several ways, breaking it into two parts: First, for the Intravert-Sensing students I provided the procedure for the first part of the lab. in writing, and we demonstrated the procedure, which had a simple prediction to make and an easily predictable answer. Students then read through a scenario about another student who took the next step, modifying their technique to study a different question. After responding to this hypothetical scenario, students were given the opportunity to test it out for themselves in the second part.
The second part of the lab provided students with two options. The first was a guided inquiry task, in which the procedure was scripted for Sensing students to follow, while the other option was an open inquiry task, allowing the Thinking students to choose their own independent and dependent variables to employ, while still assessing the same learning targets
The first week of the physics unit seems very easy for many students, but it is crucial as a foundation for later learning. I began several sections of the unit with an admonition to be sure they didn’t take these early weeks too lightly, explaining how they fit into a bigger picture, which the Extravert-Sensing students are looking for. After introducing concepts of distance and displacement in class, students engaged in a lab activity that allowed the students (E-S) to apply the learning immediately, moving around and working in groups.
When students in one class largely did not complete the weekend assignment, I gave a review/reteaching task and allowed them to choose to work alone or in groups to finish it, allowing both Introverts and Extraverts to engage it in their preferred method, either independently or corporately. Students who had completed their assignment were allowed to choose to either do the review task or work together to begin the evening’s speed/velocity questions, even thought the concepts had not yet been introduced. This gave them a chance to try to do the learning on their own if they chose, before the rest of the class caught up with them at the end of the period.
It seemed as thought these lesson plans worked fairly well with the targeted groups in terms of in-class completion of assignments. With some classes, poor work ethic keeps them from doing anything once class is over, so it’s hard to tell whether a benefit was seen on those assignments.