From JiTTDLwiki
Constructing a JiTT Physics Lesson: The General Idea
Before posting the web assignment:
1. identify the content topic
What type of lesson is this?
First Look – introduction to a topic?
Integrate – a lesson toward the end of a topic?
Technical Analysis – a lesson on problem analysis, computation?
Estimation – estimation exercises?
Conservation Laws – questions dealing with the general idea of conservation laws)?
Lab
2. identify the lesson parts
single concept – multiple concepts – are there demos? – simulations? – hands-on activities?
list the new concepts (words, definitions, examples)
if the lesson is not the first in a sequence, is a review necessary?
list the equations
design a set of questions that explore the understanding of the concepts and the links to the equations, both warmup set and in-class set
ideally the questions set is broad enough to enable you to construct the lesson content from student responses, particularly using the misinterpretations, misconceptions and incomplete statements. While obviously this is not always possible, keep it in mind as an ideal goal.
anticipate the mental processes in students’ heads and the responses they will come up with
This is hard the first time the course is taught but it gets easier in subsequent offerings. When the responses are actually in hand, look for well articulated versions of the arguments you anticipated.
outline the lesson flow
Use the anticipated responses as a guide. Again, this is easier after you have been through the course once. Be prepared for surprises when the actual responses come in; even to the point where in an extreme case the entire prepared lesson has to be shelved. (e.g. if a prerequisite skill is absent in a large segment of the class. There is no point in giving a sermon on the Lorenz force if 80% of the class has no idea what a cross product is.)
After posting the assignment:
collect the responses
Group the responses according to the anticipated categories. Add new categories if needed.
DON’T IGNORE THE FREE FORM COMMENTS. The comments often yield valuable pedagogical insight.
sketch out the lesson flow based on the responses
This does not have to be an elaborate written out lesson. Just a flow of ideas is usually sufficient. After the first time through the course, it is not necessary to do much more than to identify the half a dozen or so responses that will be shown to the class. The fact that the wording actually came from the class will make the lesson fresh and interesting to the class (or so we hope.)
go to class and be ready to improvise if necessary
The lesson flow is pretty much predetermined but the words used in class will flow from the student responses and , most importantly, will be influenced by the feedback from the live class. This is the fundamental difference between a JiTT class and a passive class. Each class session is unique because the students in each class are unique. If you can make them experience that uniqueness, you win.
