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Adoption of Community Practices by Experienced Physics teachers through Peer-instruction

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Adoption of Community Practices by Experienced Physics teachers through Peer-instruction Winter AAPT Feb 6th 2012 Wendi Wampler Dedra Demaree Dave Bannon – PowerPoint PPT presentation

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Title: Adoption of Community Practices by Experienced Physics teachers through Peer-instruction


1
Adoption of Community Practices by Experienced
Physics teachers through Peer-instruction
Winter AAPT Feb 6th 2012
  • Wendi Wampler
  • Dedra Demaree
  • Dave Bannon
  • Oregon State University

2
Background Introductory Course Reform and
Faculty Discourse Communities
Physics Education Research Group
  • Multi-faceted project at OSU
  • New studio SCALE-UP style classroom
  • Course reform curriculum, pedagogy and structure
  • Assessing students in the reformed classes
  • Studying faculty adaption to the reforms
  • Studying TA development through reformed teaching
  • Larger-scale discourse community team of faculty
    from OSU and local community colleges share and
    develop activities and PCK

3
Focus of this talk Faculty Development
Physics Education Research Group
  • Scaffolding reform based on instructor beliefs
  • Experienced faculty member new to teaching in a
    SCALE-UP style studio environment
  • Study develop method for feasible, sustainable,
    and optimal adaption of reform
  • Personalized peer mentoring tailors faculty
    adaption to what faculty member feels he
    most needs or is currently struggling with
    (just-in-time)
  • Issues addressed in alignment with faculty
    members values
  • Helps strengthen reforms observing what works
    and getting feedback from faculty member

4
Context
Physics Education Research Group
  • Oregon State Universitys 2nd and 3rd term of
    introductory, calculus based physics
  • Reforms ISLE, partial SCALE-UP
  • Instructor who helped design curriculum mentoring
    faculty member who is new to teaching in a studio
    classroom
  • Both instructors participated in multi-day
    community discourse workshops
  • Meetings held twice per week to address the
    faculty members issues implementing reform, and
    personal goals
  • Regular observations done by mentor of faculty
    teaching for suggesting possible next steps in
    adaptation

5
Data Collection by external investigator
Physics Education Research Group
  • Lectures with experienced instructor
  • Video recorded
  • Field notes taken by external investigator
  • Interviews with experienced instructor and mentor
    (separately)
  • Weeks 5 and 10 of the first term teachings
  • Transcripts made from audio recordings
  • Weekly mentoring meetings with mentor and
    experienced instructor
  • Investigator observed peer mentoring meetings
  • Field notes taken by investigator

6
Top goals for faculty member
Physics Education Research Group
  • For students
  • Time management
  • Organizational skills
  • Teamwork
  • Critical thinking
  • Problem solving
  • Written communication
  • Personal
  • Time management
  • Organization of sequence
  • Being less authoritative in classroom

7
Alignment of personal goals and mentoring
Physics Education Research Group
  • Mentoring reflects faculty members personal
    goals, needs, and values
  • Meetings focused on discussions of
  • Technical Issues
  • Equipment in studio and time management
  • Organization of course
  • Sequencing to ensure alignment of lectures and
    studios
  • Time management in Studio and Lecture
  • Pedagogy
  • Learning to be less authoritative
  • Allowing students to present the solutions

8
Mentoring perceived by faculty member aligned
with philosophies
Physics Education Research Group
  • Faculty member viewed mentoring process as having
    3 phases
  • Learning the pedagogy, technology in studio,
    activities, etc.
  • Doing teaching the curriculum as close to the
    mentor's as   possible in the studio
  • Contributing and adapting for own goals and
    beliefs
  • Mimics faculty members philosophy on
    organization and reductionism.
  • I tend to do that with things, I tend to break
    them down. I tend to use reductionism a lot

9
Studio a catalyst for change
Physics Education Research Group
  • Studio space is an affordance
  • Studio ways of interacting with students in
    studio is drastically different
  • Lectures started term with a mix of reformed
    slides and questions, but to returned to
    exclusively the faculty members previous slides
  • More willing to try new techniques in studio vs
    lectures
  • Discussed solutions to issues in mentoring
    meetings (getting students attention when
    transitioning from group work to wrap-up)
  • Tried techniques suggested by mentor that
    promoted a different atmosphere than what is
    presented in the lecture
  • Some spill over evident in lectures allowing
    for more time for peer interaction and student
    solutions to clicker questions

10
Questions?
Physics Education Research Group
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