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6/23/2015 New Faculty Workshop
Interactive Engagementin Upper-Level Physics
Lessons from the Paradigms Program
Corinne Manogue
& the whole
Paradigms Team
http://physics.oregonstate.edu/portfolioswiki
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6/23/2015 New Faculty Workshop
Support• National Science Foundation
– DUE-9653250, 0231194, 0618877– DUE-0837829, 1023120, 1323800– DUE-0088901, 0231032, 0837829
• Oregon State University• Oregon Collaborative for Excellence in
the Preparation of Teachers• Grinnell College• Mount Holyoke College• Utah State University
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On your small whiteboard
• Write the main purpose of educatiom?
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6/23/2015 New Faculty Workshop
The Purpose of Education —A challenging vision
“…the purpose of your education is your growth as an individual and the development of your capacity to contribute to the transformation of society.”
—FUNDAEC
Fundación para la Aplicación y Enseñanza de las Ciencias
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On your small whiteboard
• List one characteristic of middle-division students?
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The Middle-Division
• The middle-division is different from the lower division:– Smaller classes.– Invested students.– More complicated content.– More time/courses.– Opportunity to spiral.
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My Agenda Today
• Discuss a few “teaching principles” and related “teaching suggestions.”
• Model and discuss different types of activities.
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Teaching Principle
• Make explicit choices about when do “Teaching by Telling” vs. “Active-Engagement”?
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6/23/2015 New Faculty Workshop
Teaching by Telling vs. Active Engagement
• The Instructor/Textbook:– Paints big picture.
– Inspires.
– Covers lots fast.
– Models speaking.
– Models problem-solving.
– Controls questions.
– Makes connections.
• The Students/Groups:– Focus on subtleties.
– Experience delight.
– Slow, but in depth.
– Practice speaking.
– Practice problem-solving.
– Control questions.
– Make connections.
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Teaching Principle
• Good teaching is like picking up someone else’s baby.
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Babies
• Good teaching is like picking up someone else’s baby.– Believe it will be a good experience for you and
the baby!– Hold the baby firmly so it feels safe.– Engage the baby’s attention with something
fascinating.
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Teaching Principle
• Humor is important in the classroom, but use it thoughtfully.
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Humor
• Did you feel that my analogy of “picking up a baby” let you off the hook?
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Teaching Principle• Students have little experience with
geometric visualization.
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Suggestion• Use kinesthetic activities to tap into
students’ embodied cognition.
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Kinesthetic Activities
• Stand up.
• Each of you represents a point charge.
• Make a linear charge density.
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Teaching Principle• It takes effort to bring information into
working memory.
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Suggestion• Use small whiteboards to help students
activate the relevant information.
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Small Whiteboards
• On your small whiteboard, write something you know about the dot product.
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6/23/2015 New Faculty Workshop
Affordances of Small White Board Questions
• Allow the instructor to see if everyone is on the same page.
• “Quiet” members of the class are encouraged to participate.
• Students vie to have their answers chosen.
• Keep everyone engaged and awake.
• Professional development: communication skills.
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Using Small Whiteboards
• Make it safe to be wrong:– Insist that students answer, but allow a question
mark.– Make answers anonymous at first.
• Different types of questions:– Review, comparing multiple representations.– Bring out common problems.
• Model professional problem-solving.6/23/2015 New Faculty Workshop
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Teaching Principle• Don’t try to answer a question that students
don’t yet have.
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Suggestion• Use active engagement to prime “the
teachable moment.”
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Compare and Contrast Activities• On your medium whiteboards, construct a square grid of
points, approximately two inches apart, at least 7 by 7.• I will draw an origin and a vector
on your grid.• For every point on your grid, imagine drawing the
position vector
to that point, calculate• Connect the points with equal values of
6/23/2015 New Faculty Workshop
k
r
k r
k r
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6/23/2015 New Faculty Workshop
Affordances of Medium Whiteboards
• Provide the opportunity:– to develop and practice problem-solving
strategies,– to compare and contrast answers,– for mini-presentations,– to discuss synthesis, evaluation, decision-
making, etc.
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6/23/2015 New Faculty Workshop
Socratic vs. Groups
classd questionsò
classd knowledgeò
How does it feel to teach in these ways?
vs
Everyone knows everything vs. No one knows anything
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Take-home Message
• You are in this for the long haul!– Join or build a learning community, preferably in
your own department.– Make it safe for each person to grow in their own
way.– Use reflective practice: If it worked, figure out why
so you can do it again and share it. If it didn’t work, figure out why so you can do it differently next time.
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