Active Physics

Active Physics : 

Active Physics NSTA - Baltimore November 3, 2006 Arthur Eisenkraft

What is a Sport? : 

What is a Sport? Attributes of a sport

Is Science Everywhere : 

Is Science Everywhere Choose a sport. Describe where we find science in the sport.

Can the science be entertaining? : 

Can the science be entertaining? Voice overdub of your sport and science for PBS.

What do we value in Active Physics? : 

What do we value in Active Physics? How People Learn research Instructional models Inquiry What engages students intellectually Equity issues Problem based learning models National Science Education Standards The teacher as a primary resource IT’S ALL IN THERE – inquiry. content, math, assessment, the 7E instructional model

What we don’t value in Active Physics : 

What we don’t value in Active Physics Read the chapter, answer the questions Passive “learning” – telling the students Experiments which only verify what the teacher or book has said (at some time) Teaching methods that have only worked with a small selection of students in the past. The need for teachers to use supplements in labs, math, assessments, relevance The need for the teacher to have to gather resources to put together a comprehensive program.

When Are Students Most Engaged Intellectually(Dimensions of Learning) : 

When Are Students Most Engaged Intellectually(Dimensions of Learning) Students help define content and task They had time to wonder - to find a particular direction that interested them. Subject topics had a “strange” quality - something discrepant or seen in a new way evoking a “lingering” question.

When Are Students Most Engaged Intellectually(Dimensions of Learning) : 

When Are Students Most Engaged Intellectually(Dimensions of Learning) Teachers permitted - even encouraged - different forms of expression and respected student views. Teachers were passionate about their work Students created original and public products; they gained some form of expertness.

When Are Students Most Engaged Intellectually(Dimensions of Learning) : 

When Are Students Most Engaged Intellectually(Dimensions of Learning) Students did something - participated in a a political action, wrote a letter to the editor, worked with the homeless. Students sensed that the results of their work were not predetermined or fully predictable.

How do they do it? : 

How do they do it? Challenge on 1st day Rubric on the 1st day

The Grading Rubric : 

The Grading Rubric List criteria apply science concepts Exciting True to the sport Relate to the sport Predictive - tell more than others would know Scientifically correct Quantitative when applicable Multiple concepts *** Timeframe 2-3 minutes

The Grading Rubric : 

The Grading Rubric List criteria Entertaining Use a set amount of physics terminology Follow instructions – 2 -3 minutes Delivery Creativity

The grading rubric +/- : 

The grading rubric +/- Student Grade Teacher Grade A A A C C C

How do they do it? : 

How do they do it? Challenge on 1st day Rubric on 1st day Activities/labs WDYT?; For you to Read; Physics Talk Reflecting on the Activity and the Challenge Post lab discussions Physics to Go Challenge

The Active Learning Challenge : 

The Active Learning Challenge Review the content multiple times in different contexts (How People Learn) Learning takes place during the transfer from activity to challenge (How People Learn) Motivation (What engages students intellectually) Expertness (What engages students intellectually) Their interest, their culture (Equity)

Student challenges : 

Student challenges Moon volleyball Swimming Basketball/football hybrid

A Teacher’s Experience : 

A Teacher’s Experience Background in Biology and Natural Resources MAT program -- project-based learning and inquiry Invited to physics pilot Taught Active Phyics with only high school physics background Back to school--attained physics certification

Reflections : 

Reflections First curriculum I saw that was pedagogically sound as written Projects Inquiry 7Es Gave me a chance to focus on facilitating science learning. I didn’t have to write curriculum!

Indicators of successful impact of Active Physics : 

Indicators of successful impact of Active Physics 1) Growing student enrollment

Little Rock Public Schools Data Summary : 

PHYSICS ENROLLMENT TRENDS Little Rock Public Schools Data Summary

Indicators of successful impact of Active Physics : 

Indicators of successful impact of Active Physics 1) Growing student enrollment 2) Student performance

Slide 44: 

Student Performance (Robert Endorf, Ph.D., University of Cincinnati ) Newton’s 3rd Law

Indicators of successful impact of Active Physics : 

Indicators of successful impact of Active Physics 1) Growing student enrollment 2) Student performance 3) Increase number of students taking higher-level science and advanced placement courses

Increase of Students taking Upper Level Science Courses : 

Increase of Students taking Upper Level Science Courses

Indicators of successful impact of Active Physics : 

Indicators of successful impact of Active Physics 1) Growing student enrollment 2) Student performance 3) Increase number of students taking higher-level science and advanced placement courses 4) Teacher responses

Seattle teacher survey for 2002 and 2003 : 

Seattle teacher survey for 2002 and 2003

Indicators of successful impact of Active Physics : 

Indicators of successful impact of Active Physics 1) Growing student enrollment 2) Student performance 3) Increase number of students taking higher-level science and advanced placement courses 4) Teacher responses 5) Endorsement of higher educational academic communities

Endorsed by academic communities : 

Endorsed by academic communities “ The faculty who reviewed the materials submitted….observed that the new curriculum, using Active Physics as its core text, taken at the 9th grade level would provide a solid foundation for students in preparation for work at the college level. In particular, they liked the way in which the proposed curriculum helps students to develop a deeper conceptual understanding of physics, as opposed to the traditional approach to physics instruction, which emphasizes solving numerical problems.” Carla M. Ferri, Director, Undergraduate Affairs and Student Academic Services, University of California.

Research Anecdotes : 

Research Anecdotes More content learned Follow-up experiments in science fairs (Boston) Better retention in AP Physics class the following year or two. Facilitates the instruction that teachers and administrators want. Long term learning – challenges facilitate retrieval of information in the future

Classroom experiences : 

Classroom experiences Student engagement High-interest projects Participation in development of understanding Inclusion classes Differentiated instruction Multi-modal instruction Reading, investigation, writing, kinesthetic models

Why Active Physics Works : 

Why Active Physics Works Independence of Chapters New topics, new motivation, new interest Fresh start for students who did not excel Limited Horizon of 4 weeks Transition students Richness – Real challenge for ALL people Relevance: Why are we learning this?

The Problem Based Learning Model : 

The Problem Based Learning Model improves attendance minimizes behavioral problems insures equity and appeal to the broad range of students: racially, ethnically, culturally insures a blend of pedagogy, content, assessment supports your efforts to include inquiry Increases achievement

Additional Teacher Support : 

Additional Teacher Support Teacher edition Background information Content Physics info-mall Alternative (low-tech) labs Traditional tests Student misconceptions Rubrics, solutions, additional problem sets Videotapes of each activity Professional development Distance learning course for 1st unit Workshops focusing on each chapter Content specific pedagogy List serves: building a community of learners

What do we value in Active Physics? : 

What do we value in Active Physics? How People Learn research Instructional models Inquiry What engages students intellectually Equity issues Problem based learning models National Science Education Standards The teacher as a primary resource IT’S ALL IN THERE – inquiry. content, math, assessment, the 7E instructional model

Active Physics : 

Active Physics Funded to provide an alternative to books that have been around for many years and have not: Increased enrollment in physics Increased minorities or women in physics Been written with ALL high school students in mind Been correlated with what we know about how people learn Been created from day one with the NSES in mind Funded to provide a comprehensive, engaging, thematic, problem-based learning model of physics where “it’s all in there” Funded to provide a program where teachers can be supported through the materials as they change their teaching to be better correlated with what the schools value.

Active Physics : 

Active Physics Challenge Activity level What do you think? For you to do For you to read (This is your traditional program) Physics Talk (This is your traditional program) Reflecting on the Activity and the Challenge Physics to Go (This is your traditional program) Stretching exercise Mini challenge – engineering design Challenge Project – Problem Based Learning IT’S ALL IN THERE – inquiry. content, math, assessment, the 7E instructional model

What do we value in Active Physics? : 

What do we value in Active Physics? How People Learn research Instructional models Inquiry What engages students intellectually Equity issues Problem based learning models National Science Education Standards The teacher as a primary resource

Instructional Models : 

Instructional Models Karplus three-phrase learning cycle exploration, invention and discovery Lawson exploration, term introduction, and concept application Bybee  5E Engage, explore, explain, elaborate, evaluate 7E clarification of 5E

7E instructional model : 

7E instructional model Engage Elicit Explore Explain Elaborate Extend Evaluate Enhancing the 5E model: The Science Teacher (9/03) Available at www.cosmic.umb.edu

4 Q Assessment Model : 

4 Q Assessment Model What does it mean? How do we know? Why should I believe? Why should I care?

: 

What did you say? Should we take notes? When is class over? Will this be on the test?

ABC : 

ABC Why Activity before Concept? Experience is required – science is experiments Learn baseball without ever seeing the game Learn baseball without ever having equipment Knitting without instruction There is no common experience TV, music, food, vacation, movies, travel, home Can someone imagine what a mango tastes like? Can someone imagine having a child? TRADITIONAL BOOKS ARE FILLED WITH “You know; Imagine” Examples from your teaching Examples from literature or movies Misconceptions research: You’re asking people to change the way they look at the world. They must have some evidence and some experience. Why CBV – concept before vocabulary?

Slide 65: 

Quote from Re-reading by Amy Fadiman

National Academy ReportInvestigating HS Labs : 

National Academy ReportInvestigating HS Labs Labs in context Labs connected to content Labs as an integral part of the program Most lab programs are poor in these regards

Reform : 

Reform “Reform, reform, don’t speak to me of reform. We have enough problems already.” - Lord Thomas Macaulay (19th century British politician)

Slide 68: 

Be the change you want to see in the world. Mahatma Gandhi