Arons 4.1-4.5 and 4.8-4.9

SOCS-P:  Student critical thinking and reasoning can be cultivated through practice and made more engaging by using situations involving students' everyday experiences.
(Arons)

Modeling Method for Physics Teachers

SOCS-P:  Students learn best from activities that engage them however the teacher should ensure that the students make sense of their new experiences to build foundation knowledge, overcome misconceptions, etc.
(Hestenes)

Quick Before It Dries: Setting the Pattern for Active Participation from Day One

SOCS-I:  Like other first day of school activities, it should be a priority to set the tone and environment for active and effective student participation in the classroom.

Arons 3.16, 3.17, 3.20-3.24

SOCS-I:  A lot of good tips here, from gravity to having the students to examine forces in the interior of an object to friction preconceptions to problem solving strategies.

Arons 3.1-3.12

SOCS-P:  Preconceptions in this area (Dynamics) are deep rooted and highly resistant to change.  Further it is imperative to be aware of the misuse of terms like inertia, mass, force, momentum, etc.

A Modeling Method for High School Physics Instruction

SOCS-I:   One key for execution of the Modeling Cycle is for the teacher to be remain unobtrusive in the class but balanced with being in control of the class agenda and keeping the students engaged and focused.
 (Wells, Hestenes, Swackhamer)

Unit 1 - Preconceptions in Mechanics

SOCS-I:  It is important to have the students think about similarities and differences between the target problem and the bridging and anchoring examples.  (Camp and Clement)