You are on page 1of 1

CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

Since my objective was a little obscure and since I did not have a concrete assessment, I have a little trouble determining to what extent the
objectives were achieved. The class seemed to diverge into to sections, those who felt confident with dividing vectors with trigonometry (sine and
cosine) and those who werent as confident either because they were mixing the two up or hadnt previously mastered it with forces along a ramp.
This resulted in quite a few questions, so I had to double back and answer a lot of questions or even have other students come up and demonstrate
how to solve the friction problems. Because there was quite a bit of confusion, what were intended to be group or individual problems ended up
being whole class discussions which made it harder to evaluate student progress and understanding. IN conclusion, I think about half the class got it
pretty well, the other half needed some extra practice and time to master the content.

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

The anticipatory set was really fun but I think it could be more student led and open ended. I would redesign its more like a scavenger hunt where
they have to make ramps with certain critical angle ranges (ie a 5 degree ramp or a 45 degree ramp) and as they work Id travel group to group
explaining how to draw free bodies to model the situations and how to find the coefficient of static friction. I would give them a worksheet with
some guiding measurements and tips. I envision it as more of a POGIL activity. After they had some practice in this more free form way, I would then
turn it into a competition where they have the tools to calculate what the angle might be and make more informed guesses. Afterwards, I would
have them do the lab as originally planned, because it deals with friction along a ramp in a different way than both of the previous activities dealt
with it and again is a student led process.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
The remainder of the lesson was supposed to be a lab which would give an opportunity to reteach groups that were struggling with the friction
along a ramp problems. I would envision creating some sort of extra challenge for the groups that were already feeling confident so we they could
continue being challenged by the set of material. Then, after the lab we would move onto kinetic and rolling friction which is similar and a good tie
in into the inevitable question about, can you calculate friction for an object that is moving along a ramp?

Colorado State University College of Health and Human Sciences Page 1

You might also like