Moving forward, a choice based syllabus, where the word problems in class would be grouped based on their level of difficulty. Each problem would still include the necessary skills for the unit.

Moving forward, a choice based syllabus, where the word problems in class would be grouped based on their level of difficulty. Each problem would still include the necessary skills for the unit. This group is the in the middle, some would like to push themselves while others may want more practive on different word problems but the same skill.

As an example, in electricity, the other two groups would have simple and straight forward examples of series and parallel circuits, which this group would be given a complex circuit

The assessment would be a series of multiple choice questions that show the degree to which the student understands the topic, for instance "What does the variable "g" represent?"

I would choose a unit and ask the student to describe their understanding of the situation verbally.

I would choose a topic and ask the students to make a 30 second video that showcases the topic in the real world along with an explanation

I would have the student draw a graph that shows the relationships between the variables. Constant speed, the graph between distance and time

I would have the student demonstrate, with an object in class, the topic that we are about to cover. For instance, describe or show what is meant by a parabolic trajectory

Students would have to act out a motion graph while walking along a piece of tape on the floor

The students would have to describe their understanding of the topic to another student in class who would then respond with their own understanding of what their peer said, along with a response

The student would would asked to look at a series of data points and be able to describe the pattern as it related to the topic or set of variables. Framing the data in the form of a sentence

I would intentionally form heterogenous groups with the students and the other students in class to support their understanding

I would chunk the information into small pieces and possibly ask them to watch a video or to read about the topic before moving on

I would use the students' strength of knowledge to partner with their interests and apply the topic to their interest. For instance a student that enjoyed backed ball. I would ask them to determine the angle of the ir shot and the horizontal velocity

I would ask this group of students to analyze a video rather than make their own. They might choose one from Youtube to analyze with a simple question to answer and a guided step by step approach on how to use the software.

Students would present / coggle / powerpoint on a real world phenomena related to the standards but not covered in class. For instance, how dolphins communicate with echo location while we are studying waves.

There would be intentional scaffolding for these students before diving into the word problems. I would have them write out a problem solving technique (KODUS) and have them highlight the variables in each word problem

Students would work in heterogenous groups with both the weaker students and stronger students especially during laboratories. Each student would be assigned a specific task by me during the laboratory

I would recommend that these students continue to debate their understanding in order to better fix the few misconceptions that they had.

Students would have to show a clear understanding of the standards, application and repetition.

I would be specific in my wording choice, use more student friendly wording with this group in order to support them