# data[].attributes.body
К концу урока учащиеся смогут: 1) Понимать определение количества теплоты. 2) Применять формулу для расчета количества теплоты: Q = cmΔT. 3) Решать задачи, связанные с процессами нагрева и охлаждения.

# data[].attributes.headline
Вопрос для размышления

# data[].attributes.subject
Вопрос для размышления

# data[].attributes.body
Что такое количество теплоты и как оно связано с изменением температуры вещества?

# data[].attributes.headline
Прямая инструкция

# data[].attributes.subject
Прямая инструкция

# data[].attributes.body
Объяснение формулы Q = cmΔT, где: Q — количество теплоты, c — удельная теплоемкость, m — масса вещества, ΔT — изменение температуры.

# data[].attributes.headline
Практическое задание в группах

# data[].attributes.subject
Практическое задание в группах

# data[].attributes.body
Учащиеся работают в группах, чтобы рассчитать количество теплоты, необходимое для нагрева воды на 10°C. Каждая группа получает разные данные о массе воды и удельной теплоемкости.

# data[].attributes.headline
Независимая практика

# data[].attributes.subject
Независимая практика

# data[].attributes.body
Индивидуальное решение задач по расчету количества теплоты для различных веществ и условий.

# data[].attributes.headline
Дифференцированная практика

# data[].attributes.subject
Дифференцированная практика

# data[].attributes.body
Для учащихся, нуждающихся в поддержке: упрощенные задачи с подсказками. Для продвинутых учащихся: задачи с несколькими этапами расчетов и использованием разных единиц измерения.

# data[].attributes.attachment_link.readable_text
Differentiated instruction is an effective teaching strategy that recognizes that students have different learning styles, abilities, and needs, and seeks to meet those needs through varied instructional approaches. In the context of physics, this means creating multiple pathways for students to understand and engage with the content.

Here are some suggestions on how to teach differentiated instruction in physics, along with some supporting journal articles:

Use multiple modalities: Different students learn best through different modalities, such as visual, auditory, or kinesthetic. Therefore, it is important to incorporate a variety of modalities into your teaching. For example, you could use visual aids such as diagrams, videos, or animations to help visual learners understand physics concepts, while also providing opportunities for hands-on experimentation to engage kinesthetic learners.

Supporting article: "Differentiated Instruction: Meeting the Needs of All Learners in Physics" by Lauren J. Brown and Elizabeth A. Wheeler (2018).

Offer multiple levels of complexity: Physics can be a challenging subject for many students, and some may struggle with more complex concepts. To address this, it can be helpful to offer multiple levels of complexity for students to engage with, such as providing additional resources for struggling learners or offering more advanced material for high-achieving students.

Supporting article: "Differentiating Instruction in Introductory Physics for Engineering and Science Majors" by Rebecca Lippmann and David Pritchard (2012).

Personalize learning: Differentiated instruction involves tailoring instruction to meet the unique needs of each student. This can involve providing personalized feedback, offering individualized instruction or support, and allowing students to choose assignments or projects that align with their interests and strengths.

Supporting article: "Personalized Learning in Introductory Physics Courses: Implementation and Assessment" by Emily E. Marshman and Andrew M. Rinzler (2021).

Foster collaboration: Collaborative learning can be an effective way to support differentiated instruction in physics. By working in groups, students can help each other understand concepts and engage with the material in different ways. Additionally, collaborative activities can be designed to allow for varying levels of complexity or challenge, ensuring that all students can contribute to the group's success.

Supporting article: "Differentiated Instruction in Collaborative Learning: Supporting Physics Learning in the High School Classroom" by Valarie L. Akerson et al. (2012).

By incorporating these strategies into your teaching practice, you can help all students engage with physics and achieve success in the subject.

# data[].attributes.attachment_link.title
Teaching Physics with Differentiated Instruction

# data[].attributes.attachment_link.description
Differentiated instruction is an effective teaching strategy that recognizes that students have different learning styles, abilities, and needs, and seeks to meet those needs through varied...

# data[].attributes.headline
Формативное оценивание

# data[].attributes.subject
Формативное оценивание

# data[].attributes.body
Наблюдение за работой в группах и обсуждение промежуточных результатов.

# data[].attributes.attachment_link.title
27 Easy Formative Assessment Strategies for Gathering Evidence of Student Learning

# data[].attributes.attachment_link.description
All 27 of these formative assessment strategies are simple to administer and free or inexpensive to use. They provide the teacher with the evidence of student learning needed to make lesson plan adjustments and keep learning on target and moving forward.

# data[].attributes.headline
Итоговая проверка

# data[].attributes.subject
Итоговая проверка

# data[].attributes.body
Короткий тест в конце урока, включающий расчет количества теплоты для различных веществ.

# data[].attributes.attachment_link.title
Calculating Heat Energy & Specific Heat | 441 plays | Quizizz

# data[].attributes.attachment_link.description
Calculating Heat Energy & Specific Heat quiz for 9th grade students. Find other quizzes for Physics and more on Quizizz for free!

# data[].attributes.headline
Групповое обсуждение

# data[].attributes.subject
Групповое обсуждение

# data[].attributes.body
Обсудите, как знание количества теплоты может применяться в повседневной жизни (например, приготовление пищи, обогрев помещений).

# data[].attributes.attachment_link.title
Importance of heat and light energy in our daily life

# data[].attributes.headline
Итоговый вывод

# data[].attributes.subject
Итоговый вывод

# data[].attributes.body
Каждый ученик записывает один факт, который они узнали, и один вопрос, который у них остался.

# data[].attributes.attachment_link.readable_text
To get the most out of the exit ticket process, questions should:

Be short

Where possible be open ended.

Linked to the learning intentions (and success criteria) of the lesson.

Focus on skill(s) or concept(s) being taught.

Allow students to demonstrate understanding.

Challenge students to synthesise what they have learned.

Not be surface level questions (i.e. factual).

Not be yes/or no answer.

Prompt reflection.

Use clean specific language that is not vague or ambiguous.

Avoid passive and negative wording will enforce "I can't" attitudes with no actionable way forward.

When starting to use exit tickets it is a good idea to use structured questions to support students in becoming familiar with the process. These can then be adjusted over time to be more open-ended in nature.

Exit tickets can use a variety of question types, for example, some questions might involve a rating scale, another might be more open-ended asking students to write their specific concerns or ideas or reflection. Another might ask a student to respond to a specific questions or prompt. It is a good idea, therefore, to model the exit tickets to your class and show them how to complete the different types of questions that might be asked.

# data[].attributes.attachment_link.title
35 Exit Tickets Ideas & Examples | Ziplet

# data[].attributes.attachment_link.description
To get the most out of the exit ticket process, questions should: Be short Where possible be open ended. Linked to the learning intentions (and success criteria) of the lesson. Focus on skill(s) or concept(s) being taught. Allow students to demonstrate understanding. Challenge students to synthesise what they have learned.

# data[].attributes.headline
Практическое задание

# data[].attributes.subject
Практическое задание

# data[].attributes.body
Рассчитать количество теплоты для нагрева 1 кг воды от 20°C до 100°C. Написать подробное решение.

# data[].attributes.headline
Дополнительное чтение

# data[].attributes.subject
Дополнительное чтение

# data[].attributes.body
Прочитать статью о значении удельной теплоемкости в химии и физике.

# data[].attributes.attachment_link.title
Specific Heat - Definition, Formula and Examples

# data[].attributes.attachment_link.description
Specific heat is the amount of heat energy required to raise any substance’s temperature by one degree Celsius. Learn more and its examples.