Ralph Waldo Emerson is credited with the following quote: "What you do speaks so loudly that I cannot hear what you say." I think that while this statement applies to many areas of life, it can also apply to my physics class.
From the very beginning, students are making assumptions about the teacher and the class, and these assumptions are very hard to change. Getting students involved in an activity, lab, or discussion on the first day can go a long way to show them what your class can be. Telling them all of the ways you are going to involve them (by reading the syllabus) sends them a mixed message. They learn (whether you intend them to or not) that they will be recipients of information and that you will lead the class.
I need to walk the walk. Good intentions are one thing, but to hit the ground running this fall has to be my new reality. I want to put the onus for learning on students from the get go.
Tuesday, July 9, 2013
Wednesday, July 3, 2013
SOC - Arons Chapter 3
SOCS - P
I think I am having a love/not-so-much love relationship with the Arons' book. I don't know if it was because the Wells article from the day before was so informative, but I found Arons' article to be very dense, but not nearly as enriching. I am not sure why, but I was much more sensitive to his sanctimonius/arrogant tone than I was in earlier selections.
I did appreciate, however, the observation he made about the need for learners to have multiple encounters with difficult concepts over time to help move them from their preconceptions to a "contra-intuitive" correct view. Teachers cannot expect to "rectify their disabilities" in one remedial session. This, I can agree with!!
"Teaching Introductory Physics" by Arnold B. Arons, pp 56 - 80.
I think I am having a love/not-so-much love relationship with the Arons' book. I don't know if it was because the Wells article from the day before was so informative, but I found Arons' article to be very dense, but not nearly as enriching. I am not sure why, but I was much more sensitive to his sanctimonius/arrogant tone than I was in earlier selections.
I did appreciate, however, the observation he made about the need for learners to have multiple encounters with difficult concepts over time to help move them from their preconceptions to a "contra-intuitive" correct view. Teachers cannot expect to "rectify their disabilities" in one remedial session. This, I can agree with!!
"Teaching Introductory Physics" by Arnold B. Arons, pp 56 - 80.
Tuesday, July 2, 2013
SOCS - A modeling method for high school physics instruction.
SOCS - P
I guess the theme that struck me was that in order to be a good modeling teacher, one must tirelessly work at improving your craft. You must have a full understanding of all aspects of the relevant models and also be "acutely aware" of the likely misconceptions held by your students. Wells said that to do this would take ten years of concerted, focused effort!!
I am so glad that I have been afforded this opportunity, and am more motivated than ever to get better and better at the modeling process. I am jealous, in a way, that other members of my cohort (Joanna, Ransom, Christopher, and Travis, to name a few) will get to teach practically their entire careers as modeling instructors. While I will not be so lucky, I embrace the chance to do this until I choose to retire!
"A modeling method for high school physics instruction" by Wells, Hestenes, and Swackhamer. The American Journal of Physics, July 1995, pp. 606 - 619.
I guess the theme that struck me was that in order to be a good modeling teacher, one must tirelessly work at improving your craft. You must have a full understanding of all aspects of the relevant models and also be "acutely aware" of the likely misconceptions held by your students. Wells said that to do this would take ten years of concerted, focused effort!!
I am so glad that I have been afforded this opportunity, and am more motivated than ever to get better and better at the modeling process. I am jealous, in a way, that other members of my cohort (Joanna, Ransom, Christopher, and Travis, to name a few) will get to teach practically their entire careers as modeling instructors. While I will not be so lucky, I embrace the chance to do this until I choose to retire!
"A modeling method for high school physics instruction" by Wells, Hestenes, and Swackhamer. The American Journal of Physics, July 1995, pp. 606 - 619.
Sunday, June 30, 2013
SOCS - Preconceptions in Mechanics
SOCS - I
It is important to remember that not all students "misconceptions" are dysfunctional. Some "preconceptions" are intuitions that can be in basic agreement with physicists' views. It is important that we never belittle a student because of the physics beliefs he/she holds upon entering our class. We need to help them to see where their beliefs are not consistent with currently accepted physical theory, and help move them toward that theory.
"Preconceptions in Mechanics" by Charles W. Camp and John J. Clement, pp. 11-42.
It is important to remember that not all students "misconceptions" are dysfunctional. Some "preconceptions" are intuitions that can be in basic agreement with physicists' views. It is important that we never belittle a student because of the physics beliefs he/she holds upon entering our class. We need to help them to see where their beliefs are not consistent with currently accepted physical theory, and help move them toward that theory.
"Preconceptions in Mechanics" by Charles W. Camp and John J. Clement, pp. 11-42.
Thursday, June 27, 2013
SOCS - I
Arons continues to emphasize the importance of helping students gain a solid math foundation prior to the introduction of kinematics concepts. Often times, high school teachers try to "smooth out" the bumps in the algebra road under the guise of helping students, only to find out later that these students have fundamental conceptual misconceptions in kinematics which stem from their inability to do (and understand!) the algebra!
"Teaching Introductory Physics" by Arnold B Arons, pp. 32-44.
Arons continues to emphasize the importance of helping students gain a solid math foundation prior to the introduction of kinematics concepts. Often times, high school teachers try to "smooth out" the bumps in the algebra road under the guise of helping students, only to find out later that these students have fundamental conceptual misconceptions in kinematics which stem from their inability to do (and understand!) the algebra!
"Teaching Introductory Physics" by Arnold B Arons, pp. 32-44.
Monday, June 24, 2013
SOCS
SOCS - I
Teaching (and hopefully student learning) is made stronger when an idea is introduced first, and the name of the idea is introduced afterward. This approach should be used for EVERY new concept! Doing so helps students build and create their own conceptual understanding rather than working within outside constraints.
"Teaching Introductory Physics" by Arnold B. Arons, pp 23 - 32.
Teaching (and hopefully student learning) is made stronger when an idea is introduced first, and the name of the idea is introduced afterward. This approach should be used for EVERY new concept! Doing so helps students build and create their own conceptual understanding rather than working within outside constraints.
"Teaching Introductory Physics" by Arnold B. Arons, pp 23 - 32.
Thursday, June 20, 2013
SOCS #2
SOCS - P
Effective physics instruction requires not only dedication and subject matter knowledge, but real, technical knowledge about how my students think and learn. The FCI can help me diagnose students' needs.
"Force Concept Inventory" by David Hestenes, Malcolm Wells, and Gregg Swackhamer. The Physics Teacher, March 1992. pp 141-158.
Effective physics instruction requires not only dedication and subject matter knowledge, but real, technical knowledge about how my students think and learn. The FCI can help me diagnose students' needs.
"Force Concept Inventory" by David Hestenes, Malcolm Wells, and Gregg Swackhamer. The Physics Teacher, March 1992. pp 141-158.
Subscribe to:
Posts (Atom)