Example #1:

On the first day of starting my unit, I introduced energy transformations, and

kinetic and potential energy. After completing my lecture and demonstration I had
students begin working on the practice problems I had compiled.
I initially asked the students to work alone, in hopes of seeing individualized
assignments from each of my students. However I quickly found that this would not
work. As I began telling students to remain quiet and work by themselves, I realized this
was not how this class likes to function. I changed my stance at this point and allowed
students to work together. However I told the class that everyone must hand in their
own work and must include their work as well as the answer.
I did this because I noticed my students have success when sharing ideas. In
terms of these practice problems that were very math based. Students were having
more success when working with another. This allowed students the opportunity to ask
a friend before asking me.
THe class rejoiced when I told them they could work together. This is just how
they had been working in the class up to that point. So changing the overall
environment would be more of a hindrance to me than an aid. This also showed me that
I should allow group work for my upcoming assignments in this unit.

Example #2:

My second example took place during my final lesson, the Wind Blade Design
Challenge. For this assignment I asked students to begin by researching two sources
that will help inform them of their design. But I had included this in the complete lab
packet. I found that students quickly brushed off this part of the assignment and moved
directly to construction. Upon seeing this I cut that section out of the lab and handed it
out to students as a seperate sheet.
I then asked students to complete their research prior to moving onto the lab. I
did this because I saw students were not completing this step, although it was vital to
the lesson. I then had them hand in their completed research page before giving them
the complete lab.