1. Prepare a lesson plan using PFM that is directly related to physics teaching.
Phase one; Defining Helping situation.
I will be advice my students, I will give motivation and personal morals to students who will
ask more questions in weather in the class or either everywhere With regarding to physics
subjects.
Phase 2: exploring the problem.
I will support my students to express the problem in what they see in the class or, I will
chances what they see on me with regarding to teaching and learning process.
Allows students to find new solutions to their own problems and problems on physics class.
Personalized problem solving
Self-actualized learner
Evaluation = solution
Phase 3:Developing insights
I will discuss my students in regarding problem on learning problem by plan every weak at the
end of class at least for 10 minutes.
Increases the comfort level by matching the student’ personalities with the level of learning
required.
Subject matter
Level of difficulty
Group make up
Level of evaluation
Phase4: Planning and decision making
I will plan to give additional morally, technically are additionally information for my students.
I help the planning in their education program.
Phase 5: Integration
I will solve in the final as much as possible what problem in the class what make disturb me
and them also solve all problems.
2. Prepare a lesson plan using PFM that is directly related to physics teaching.
Prepared= Amsale Yigezu Date Duration What I do
Prepared for grade =8 and 7 Every week 7:00 to 9:00 Reviewing
Saturday
1
Subject=Physics For grade every Doing worksheets
week from 7:00 to
8:00
Unit one for two week For grade 7:00 Analyzing student
from 8:00 performance
Unit two for week Checking students
exercise book
Unit three for three week
3. Discuss the historical origin of thought beginning from the ancients to the modern
quantum of physics.
A Brief History of Thought is an engaging, accessible work. It makes no pretense to being a
comprehensive history, but it does tell a story that provides strong evidence for an important
conception of philosophy’s enduring relevance. For Ferry, “all philosophies, however divergent
they may sometimes be in the answers they bring, promise us an escape from primitive fears.
They possess in common with religions the conviction that anguish prevents us from living good
lives: it stops us not only from being happy, but also from being free.”
From the earliest Greek era, philosophers have sought to respond to the anxiety provoked by the
“fear of the irreversible,” the fear arising from our inescapable limitations and mortality. This
fear keeps people from thinking and acting freely.
4. Identify the inter relationship of physics curriculum another science subjects.
Physics is the most basic science because it is concerned with the nature and properties of matter
and energy. Physics studies mechanics, heat, light, radiation, sound, electricity magnetism, and
the nature of matter, and is essential for an understanding of other sciences such as chemistry,
biology, physiology, geology, meteorology, astronomy, health, and environmental science.
Physics also helps one understand seemingly unrelated fields such as music, art, literature,
political science, history, sports, and home economics and etc.
For example physics with mathematics.
2
Physics and mathematics are two areas of intellectual activity that have been deeply interwoven
throughout the long history of science and yet they represent two separate ideological entities.
This situation reflects the complexity of representing both disciplines in school curricula. Physics
teachers often state that their students do not understand physics due to the lack of mathematical
knowledge and claim that such knowledge guarantees successful learning of physics (Pietrocola,
2008)
Physicists and mathematicians pursue different goals. Beyond solving equations, investigating
functions, and drawing graphs physicists describe and investigate physical systems. The obtained
result (often in the form of problem solving) is compared with the common sense and the given
theoretical constraints. In this activity physicists make estimations, conjectures, omissions, and
approximations, often stretching the area of validity of the used tools beyond mathematical rigor
(ibid.)
5. According to federal republic government of Ethiopia and training policy of the 1994 the
general objectives of physics subject is.
Develop the physical and mental potential and the problem solving capacity of
individuals by expanding education and in particular by providing basic educations such
physics subjects for all secondary education.
Bring up citizens who can take care and utilize resources wisely, who are trained in
various skills by raising and private social benefits of education.
Bring up citizens who respect ups human right and stand for the wellbeing of people as
well as for quality justice and peace endowed with democratic culture and discipline.
Bring up citizens who differentiate harmful practices from useful ones, who seeks and
stand for truth, appreciate aesthetics and show positive attitude towards the development
and dissemination of science and technology in society.
Cultivate the cognitive, creative, productive and appreciative potential of citizens by
appropriately relating education to environment and societal needs.
General physics department in order to make these objectives are realized balanced, vertically
and horizontally integrated sciences curriculum is essential.
3
Assignment two
1. Discuss briefly the different learning styles ( visual, auditory and kinesthetic).
a. The visual learning style
The visual learning style means that people need to see information to learn it, and this "seeing"
takes many forms from spatial awareness, photographic memory, color/tone, brightness/contrast,
and other visual information. Naturally, a classroom is a very good place for a visual learner to
learn.
What Is Visual Learning Style?
Someone with a visual learning style is partial to see and observe things, including images,
diagrams, written directions, and more. Students who learn by seeing are better at recognizing
knowledge as it is viewed visually. Visual learners prefer to use charts, maps, graphs, diagrams,
and more to take information in. The best way to get to a visual learner is through the use of
images to explain concepts and ideas. The type of learning style does not, however, contain
photos or images.
b. Kinesthetic Learning -
It is by experiencing or doing things that kinesthetic learners or "tactile" learners understand and
process information. These are the students who may fail to sit still, maybe fantastic at athletics,
or maybe enjoy dancing, may need to take breaks when learning.
They remember best what was done and not what they heard or thought of. Common
characteristics among these learners are - Move a lot when studying like to participate in
learning.
c. Auditory Learners -
Auditory pupils prefer to understand more through sound and listening. These students will
rather listen to a speech than reading written notes and also use their voices to develop novel
ideas and concepts.
1
They want the information to be read or recited and benefit from auditory repetition. Common
characteristics among these learners are - Easily lose focus. Prefer written directions over spoken
direction Enjoy music etc.
2. How active learning incorporated in teaching methods
Ways to be More Effective with
Active Learning: Create a comfortable learning environment by building rapport with students.
Learn students' names and use them regularly. Show interest and enthusiasm for content and
learning styles.
3. Discuss the role of the teacher and the students for the development of effective learning
environment. Contextualize these contributions from perspective the physics learning and
teaching by taking physics topic.
a. Role of teachers.
The following tips can easily aid teachers with students who have a visual learning style.
To present information such as PowerPoint, videos, and photos, use lots of different
technologies. With headings and pictures coordinate details well.
Let the student be creative and use the imagination he has.
Ask students to close their eyes after read in information so that they can picture what
they've just learned.
Teach in briefly form physics and us additional
b. Effective Learning by Students Requires Feedback
The mere repetition of tasks by students— whether manual or intellectual—is unlikely to lead to
improved skills or keener insights. Learning often takes place best when students have
opportunities to express ideas and get feedback from their peers. But for feedback to be most
helpful to learners, it must consist of more than the provision of correct answers.
Feedback ought to be analytical, to be suggestive, and to come at a time when students are
interested in it. And then there must be time for students to reflect on the feedback they receive,
2
to make adjustments and to try again—a requirement that is neglected, it is worth noting, by
most examinations—especially finals.
4. What methods have you found effective for helping students improve critical thinking?
Active learning method is best, and classroom direct discussion.
5. How Covid will affect the teaching and learning methods?
COVID affect learning and teaching method directly because it is difficult to learn in one
section students.
6. Describe with example five ways in which a teacher can sustain classroom attention
during the teaching physics.
a. Classroom discussion
The most common type of collaborative method of teaching in a class is classroom discussion. It
is also a democratic way of handling a class, where each student is given equal opportunity to
interact and put forth their views. A discussion taking place in a classroom can be either
facilitated by a teacher or by a student. A discussion could also follow a presentation or a
demonstration. Class discussions can enhance student understanding, add context to academic
content, broaden student perspectives, highlight opposing viewpoints, reinforce knowledge, build
confidence, and support community in learning. The opportunities for meaningful and engaging
in-class discussion may vary widely, depending on the subject matter and format of the course.
Motivations for holding planned classroom discussion, however, remain consistent.
An effective classroom discussion can be achieved by probing more questions among the
students, paraphrasing the information received, using questions to develop critical thinking with
questions like "Can we take this one step further?;" "What solutions do you think might solve
this problem?;" "How does this relate to what we have learned about..?;" "What are the
differences between ... ?;" "How does this relate to your own experience?;" "What do you think
causes .... ?;
b. Debriefing
Main article: Debriefing The term "debriefing" refers to conversational sessions that revolve
around the sharing and examining of information after a specific event has taken place.
3
Depending on the situation, debriefing can serve a variety of purposes. It takes into consideration
the experiences and facilitates reflection and feedback. Debriefing may involve feedback to the
students or among the students, but this is not the intent. The intent is to allow the students to
"thaw" and to judge their experience and progress toward change or transformation.
The intent is to help them come to terms with their experience. This process involves a
cognizance of cycle that students may have to be guided to completely debrief. Teachers should
not be overly critical of relapses in behaviour. Once the experience is completely integrated, the
students will exit this cycle and get on with the next. Debriefing is a daily exercise in most
professions. It might be in psychology, healthcare, politics or business. This is also accepted as
an everyday necessity.
c. Classroom Action Research
Classroom Action Research is a method of finding out what works best in your own classroom
so that you can improve student learning. We know a great deal about good teaching in general
(e.g. McKeachie, 1999; Chickering and Gamson, 1987; Weimer, 1996), but every teaching
situation is unique in terms of content, level, student skills and learning
styles, teacher skills and teaching styles, and many other factors. To maximize student learning, a
teacher must find out what works best in a particular situation.
d. Ancient education
About 3000 BC, with the advent of writing, education became more conscious or self- reflecting,
with specialized occupations such as scribe and astronomer requiring particular skills and
knowledge. Philosophy in ancient Greece led to questions of educational method entering
national discourse.
In his literary work The Republic, Plato described a system of instruction that he felt would lead
to an ideal state. In his dialogues, Plato described the Socratic Method, a form of inquiry and
debate intended to stimulate critical thinking and illuminate ideas.
e. Medieval education
4
Comenius, in Bohemia, wanted all children to learn. In his The World in Pictures, he created an
illustrated textbook of things children would be familiar with in everyday life and used it to teach
children. Rabelais described how the student Gargantua learned about the world, and what is in
it.
Much later, Jean-Jacques Rousseau in his Emile, presented methodology to teach children the
elements of science and other subjects. During Napoleonic warfare, the teaching methodology of
Johann Heinrich Pestalozzi of Switzerland enabled refugee children, of a class believed to be
done.
7. Explain the importance of developing instructional objectives for the teaching of physics.
The importance of Instructional Materials or Educational resources is to improve
students' knowledge,
students abilities, and skills,
to monitor their assimilation of information, and
To contribute to their overall development and upbringing. ... Enhances conceptual
understanding and engages higher order thinking skills developed.
8. Discuss limitations of lectures as amethods a method of teaching physics.
Until nowadays there is limitation with regarding to teaching and learning process in
our class lecturing method
