Cooperative Learning in an ActiveEngagement Instructional Environment - PowerPoint PPT Presentation

Title: Cooperative Learning in an ActiveEngagement Instructional Environment


1
Cooperative Learning in an Active-Engagement
Instructional Environment

• David E. Meltzer
• School of Educational Innovation and Teacher
  Preparation
• Arizona State University, Polytechnic Campus
• Mesa, AZ
• david.meltzer_at_asu.edu
• Supported by NSF Division of Undergraduate
  Education

2
All presentations archived here
www.physicseducation.net
3
Outline

• Motivation and description of active-engagement
  teaching strategy.
• Watch video (18 minutes) pauses for comments and
  questions
• Describe details of questioning strategies
• Group work Work with others in your (or related)
  discipline to create question sequences.

4
Outline

• Motivation and description of active-engagement
  teaching strategy
• Watch video (18 minutes) pauses for comments and
  questions
• Describe details of questioning strategies
• Group work Work with others in your (or related)
  discipline to create question sequences.

5
Outline

• Motivation and description of active-engagement
  teaching strategy
• Watch video (18 minutes) pauses for comments and
  questions
• Describe details of questioning strategies
• Group work Work with others in your (or related)
  discipline to create question sequences.

6
Outline

• Motivation and description of active-engagement
  teaching strategy
• Watch video (18 minutes) pauses for comments and
  questions
• Describe details of questioning strategies
• Group work Work with others in your (or related)
  discipline to create question sequences.

7
Outline

• Motivation and description of active-engagement
  teaching strategy
• Watch video (18 minutes) pauses for comments and
  questions
• Describe details of questioning strategies
• Discussion of practical and implementation issues

8
Real-time In-class Formative Assessment

• The Problem How can the instructor assess
  students thinking during class and modify
  in-class instructional activities accordingly?
• Our Goal Develop and test materials that both
• provide a basis for in-class instructional
  activities, and
• assist the instructor in monitoring student
  thinking, moment-to-moment?

?in the context of large-enrollment classes
9
Our Materials Carefully sequenced sets of
multiple-choice questions

• Emphasize qualitative, conceptual items
• Make heavy use of multiple representations
• Designed to maximize student-instructor
  interaction in large classes
• Allow rapid assessment of student learning
• Assist instructors in structuring and guiding
  their presentations and instructional activities

10
Our Materials Carefully sequenced sets of
multiple-choice questions

• Emphasize qualitative, conceptual items
• Make heavy use of multiple representations
• Allow rapid assessment of student learning
• Assist in structuring and guiding the
  presentations and instructional activities

11
Motivation Research in physics education
suggests that

• Problem-solving activities with rapid feedback
  yield improved learning gains
• Eliciting and addressing common conceptual
  difficulties improves learning and retention

12
Research in physics education and other
scientific and technical fields suggests that

• Teaching by telling has only limited
  effectiveness
• can inform students of isolated bits of factual
  knowledge
• For understanding of
• inter-relationships of diverse phenomena
• deep theoretical explanation of concepts
• ? students have to figure it out for
  them-selves by struggling intensely with ideas

13
Research in physics education and other
scientific and technical fields suggests that

• Teaching by telling has only limited
  effectiveness
• can inform students of isolated bits of factual
  knowledge
• For understanding of
• inter-relationships of diverse phenomena
• deep theoretical explanation of concepts
• ? students have to figure it out for
  them-selves by struggling intensely with ideas

14
Research in physics education and other
scientific and technical fields suggests that

• Teaching by telling has only limited
  effectiveness
• can inform students of isolated bits of factual
  knowledge
• For understanding of
• inter-relationships of diverse phenomena
• deep theoretical explanation of concepts
• ? . . . . dents have to figure it out for
  them-selves by struggling intensely with ideas

15
Research in physics education and other
scientific and technical fields suggests that

• Teaching by telling has only limited
  effectiveness
• can inform students of isolated bits of factual
  knowledge
• For understanding of
• inter-relationships of diverse phenomena
• deep theoretical explanation of concepts
• ? students have to figure it out for
  them-selves by struggling intensely with ideas

16
Research in physics education and other
scientific and technical fields suggests that

• Teaching by telling has only limited
  effectiveness
• listening and note-taking have relatively little
  impact
• Problem-solving activities with rapid feedback
  yield improved learning gains
• student group work
• frequent question-and-answer exchanges with
  instructor
• Goal Guide students to figure things out for
  themselves as much as possible

17
Research in physics education and other
scientific and technical fields suggests that

• Teaching by telling has only limited
  effectiveness
• listening and note-taking have relatively little
  impact
• Problem-solving activities with rapid feedback
  yield improved learning gains
• student group work
• frequent question-and-answer exchanges with
  instructor
• Goal Guide students to figure things out for
  themselves as much as possible

18
Research in physics education and other
scientific and technical fields suggests that

• Teaching by telling has only limited
  effectiveness
• listening and note-taking have relatively little
  impact
• Problem-solving activities with rapid feedback
  yield improved learning gains
• student group work
• frequent question-and-answer exchanges with
  instructor
• Goal Guide students to figure things out for
  themselves as much as possible

19
What Role for Instructors?

• Introductory students often dont know what
  questions they need to ask
• or what lines of thinking may be most productive
• Instructors role becomes that of guiding
  students to ask and answer useful questions
• aid students to work their way through complex
  chains of thought

20
What Role for Instructors?

• Introductory students often dont know what
  questions they need to ask
• or what lines of thinking may be most productive
• Instructors role becomes that of guiding
  students to ask and answer useful questions
• aid students to work their way through complex
  chains of thought

21
What Role for Instructors?

• Introductory students often dont know what
  questions they need to ask
• or what lines of thinking may be most productive
• Instructors role becomes that of guiding
  students to ask and answer useful questions
• aid students to work their way through complex
  chains of thought

22
What Role for Instructors?

• Introductory students often dont know what
  questions they need to ask
• or what lines of thinking may be most productive
• Instructors role becomes that of guiding
  students to ask and answer useful questions
• aid students to work their way through complex
  chains of thought

23
What needs to go on in class?

• Clear and organized presentation by instructor is
  not at all sufficient
• Must find ways to guide students to synthesize
  concepts in their own minds
• Instructors role becomes that of guiding
  students to ask and answer useful questions
• aid students to work their way through complex
  chains of thought

24
What needs to go on in class?

• Clear and organized presentation by instructor is
  not at all sufficient
• Must find ways to guide students to synthesize
  concepts in their own minds
• Instructors role becomes that of guiding
  students to ask and answer useful questions
• aid students to work their way through complex
  chains of thought

25
What needs to go on in class?

• Clear and organized presentation by instructor is
  not at all sufficient
• Must find ways to guide students to synthesize
  concepts in their own minds
• Instructors role becomes that of guiding
  students to ask and answer useful questions
• aid students to work their way through complex
  chains of thought

26
What needs to go on in class?

• Clear and organized presentation by instructor is
  not at all sufficient
• Must find ways to guide students to synthesize
  concepts in their own minds
• Instructors role becomes that of guiding
  students through problem-solving activities
• aid students to work their way through complex
  chains of thought

27
What needs to go on in class?

• Clear and organized presentation by instructor is
  not at all sufficient
• Must find ways to guide students to synthesize
  concepts in their own minds
• Instructors role becomes that of guiding
  students through problem-solving activities
• aid students to work their way through complex
  chains of thought

28
What needs to go on in class?

• Clear and organized presentation by instructor is
  not at all sufficient
• Must find ways to guide students to synthesize
  concepts in their own minds
• Focus of classroom becomes activities and
  thinking in which students are engaged
• and not what the instructor is presenting or how
  it is presented

29
Active-Learning Pedagogy(Interactive
Engagement)

• problem-solving activities during class time
• student group work
• frequent question-and-answer exchanges
• guided-inquiry methodology guide students with
  leading questions, through structured series of
  research-based problems dress common learning
• Goal Guide students to figure things out for
  themselves as much as possibleuide students to
  figure things out for themselves as much as
  possible

30
Key Themes of Research-Based Instruction

• Emphasize qualitative, non-numerical questions to
  reduce unthoughtful plug and chug.
• Make extensive use of multiple representations to
  deepen understanding.
• (Graphs, diagrams, sketches, simulations,
  animations, etc.)
• Require students to explain their reasoning
  (verbally or in writing) to more clearly expose
  their thought processes.

31
Key Themes of Research-Based Instruction

• Emphasize qualitative, non-numerical questions to
  reduce unthoughtful plug and chug.
• Make extensive use of multiple representations to
  deepen understanding.
• (Graphs, diagrams, sketches, simulations,
  animations, etc.)
• Require students to explain their reasoning
  (verbally or in writing) to more clearly expose
  their thought processes.

32
Key Themes of Research-Based Instruction

• Emphasize qualitative, non-numerical questions to
  reduce unthoughtful plug and chug.
• Make extensive use of multiple representations to
  deepen understanding.
• (Graphs, diagrams, sketches, simulations,
  animations, etc.)
• Require students to explain their reasoning
  (verbally or in writing) to more clearly expose
  their thought processes.

33
Key Themes of Research-Based Instruction

• Emphasize qualitative, non-numerical questions to
  reduce unthoughtful plug and chug.
• Make extensive use of multiple representations to
  deepen understanding.
• (Graphs, diagrams, words, simulations,
  animations, etc.)
• Require students to explain their reasoning
  (verbally or in writing) to more clearly expose
  their thought processes.

34
Key Themes of Research-Based Instruction

• Emphasize qualitative, non-numerical questions to
  reduce unthoughtful plug and chug.
• Make extensive use of multiple representations to
  deepen understanding.
• (Graphs, diagrams, words, simulations,
  animations, etc.)
• Require students to explain their reasoning
  (verbally or in writing) to more clearly expose
  their thought processes.

35
Key Themes of Research-Based Instruction

• Emphasize qualitative, non-numerical questions to
  reduce unthoughtful plug and chug.
• Make extensive use of multiple representations to
  deepen understanding.
• (Graphs, diagrams, words, simulations,
  animations, etc.)
• Deliberately elicit and address common learning
  difficulties (which have been uncovered through
  subject-specific research).

36
The Biggest Challenge Large Lecture Classes

• Very difficult to sustain active learning in
  large classroom environments
• Two-way communication between students and
  instructor becomes paramount obstacle
• Curriculum development must be matched to
  innovative instructional methods
• Example
• Curriculum and Instruction in Algebra-based
  Physics

37
The Biggest Challenge Large Lecture Classes

• Very difficult to sustain active learning in
  large classroom environments
• Two-way communication between students and
  instructor becomes paramount obstacle
• Curriculum development must be matched to
  innovative instructional methods
• Example
• Curriculum and Instruction in Algebra-based
  Physics

38
The Biggest Challenge Large Lecture Classes

• Very difficult to sustain active learning in
  large classroom environments
• Two-way communication between students and
  instructor becomes paramount obstacle
• Curriculum development must be matched to
  innovative instructional methods
• Example
• Curriculum and Instruction in Algebra-based
  Physics

39
The Biggest Challenge Large Lecture Classes

• Very difficult to sustain active learning in
  large classroom environments
• Two-way communication between students and
  instructor becomes paramount obstacle
• Curriculum development must be matched to
  innovative instructional methods
• Example
• Curriculum and Instruction in Algebra-based
  Physics

40
Active Learning in Large Classes

• De-emphasis of lecturing Instead, ask students
  to respond to questions targeted at known
  difficulties.
• Use of classroom communication systems to obtain
  instantaneous feedback from entire class.
• Incorporate cooperative group work using both
  multiple-choice and free-response items
• Goal Transform large-class learning environment
  into office learning environment (i.e.,
  instructor one or two students)

41
Active Learning in Large Classes

• De-emphasis of lecturing Instead, ask students
  to respond to questions targeted at known
  difficulties.
• Use of classroom communication systems to obtain
  instantaneous feedback from entire class.
• Incorporate cooperative group work using both
  multiple-choice and free-response items
• Goal Transform large-class learning environment
  into office learning environment (i.e.,
  instructor one or two students)

42
Fully Interactive Physics LectureDEM and K.
Manivannan, Am. J. Phys. 70, 639 (2002)

• Very high levels of student-student and
  student-instructor interaction
• Simulate one-on-one dialogue of instructors
  office
• Use numerous structured question sequences,
  focused on specific concept small conceptual
  step size
• Use student response system to obtain
  instantaneous responses from all students
  simultaneously (e.g., flash cards)
• Extension to highly interactive physics
  demonstrations (K. Manivannan and DEM, Proc. of
  PER Conf. 2001)

v
43
Fully Interactive Physics LectureDEM and K.
Manivannan, Am. J. Phys. 70, 639 (2002)

• Very high levels of student-student and
  student-instructor interaction
• Simulate one-on-one dialogue of instructors
  office
• Use numerous structured question sequences,
  focused on specific concept small conceptual
  step size
• Use student response system to obtain
  instantaneous responses from all students
  simultaneously (e.g., flash cards)
• Extension to highly interactive physics
  demonstrations (K. Manivannan and DEM, Proc. of
  PER Conf. 2001)

v
44
Fully Interactive Physics LectureDEM and K.
Manivannan, Am. J. Phys. 70, 639 (2002)

• Very high levels of student-student and
  student-instructor interaction
• Simulate one-on-one dialogue of instructors
  office
• Use numerous structured question sequences,
  focused on specific concept small conceptual
  step size
• Use student response system to obtain
  instantaneous responses from all students
  simultaneously (e.g., flash cards)
• Extension to highly interactive physics
  demonstrations (K. Manivannan and DEM, Proc. of
  PER Conf. 2001)

v
45
Fully Interactive Physics LectureDEM and K.
Manivannan, Am. J. Phys. 70, 639 (2002)

• Very high levels of student-student and
  student-instructor interaction
• Simulate one-on-one dialogue of instructors
  office
• Use numerous structured question sequences,
  focused on specific concept small conceptual
  step size
• Use student response system to obtain
  instantaneous responses from all students
  simultaneously (e.g., flash cards)
• Extension to highly interactive physics
  demonstrations (K. Manivannan and DEM, Proc. of
  PER Conf. 2001)

v
46
Fully Interactive Physics LectureDEM and K.
Manivannan, Am. J. Phys. 70, 639 (2002)

• Very high levels of student-student and
  student-instructor interaction
• Simulate one-on-one dialogue of instructors
  office
• Use numerous structured question sequences,
  focused on specific concept small conceptual
  step size
• Use student response system to obtain
  instantaneous responses from all students
  simultaneously (e.g., flash cards)
• Extension to highly interactive physics
  demonstrations (K. Manivannan and DEM, Proc. of
  PER Conf. 2001)

a variant of Mazurs Peer Instruction
v
47
(No Transcript)
48
(No Transcript)
49
Sequence of Activities

• Very brief introductory lectures ( ?10 minutes)
• Students work through sequence of multiple-choice
  questions, signal responses using flash cards
• Some lecture time used for group work on
  worksheets
• Recitations run as tutorials (University-of-Wash
  ington style) students use worksheets with
  instructor guidance
• Homework assigned out of Workbook

50
Sequence of Activities

• Very brief introductory lectures ( ?10 minutes)
• Students work through sequence of multiple-choice
  questions, signal responses using flash cards
• Some lecture time used for group work on
  worksheets
• Recitations run as tutorials (University-of-Wash
  ington style) students use worksheets with
  instructor guidance
• Homework assigned out of Workbook

51
Sequence of Activities

• Very brief introductory lectures ( ?10 minutes)
• Students work through sequence of multiple-choice
  questions, signal responses using flash cards
• Some lecture time used for group work on
  worksheets
• Recitations run as tutorials (University-of-Wash
  ington style) students use worksheets with
  instructor guidance
• Homework assigned out of Workbook

52
Sequence of Activities

• Very brief introductory lectures ( ?10 minutes)
• Students work through sequence of multiple-choice
  questions, signal responses using flash cards
• Some lecture time used for group work on
  worksheets
• Recitations run as tutorials (University-of-Wash
  ington style) students use worksheets with
  instructor guidance
• Homework assigned out of Workbook

53
Sequence of Activities

• Very brief introductory lectures ( ?10 minutes)
• Students work through sequence of multiple-choice
  questions, signal responses using flash cards
• Some lecture time used for group work on
  worksheets
• Recitations run as tutorials students use
  worksheets with instructor guidance
• Homework assigned out of Workbook

54
Sequence of Activities

• Very brief introductory lectures ( ?10 minutes)
• Students work through sequence of multiple-choice
  questions, signal responses using flash cards
• Some lecture time used for group work on
  worksheets
• Recitations run as tutorials students use
  worksheets with instructor guidance
• Homework assigned out of workbook

55
Features of the Interactive Lecture

• High frequency of questioning
• Must often create unscripted questions
• Easy questions used to maintain flow
• Many question variants are possible
• Instructor must be prepared to use diverse
  questioning strategies

56
Features of the Interactive Lecture

• High frequency of questioning
• Must often create unscripted questions
• Easy questions used to maintain flow
• Many question variants are possible
• Instructor must be prepared to use diverse
  questioning strategies

57
Features of the Interactive Lecture

• High frequency of questioning
• Must often create unscripted questions
• Easy questions used to maintain flow
• Many question variants are possible
• Instructor must be prepared to use diverse
  questioning strategies

58
Features of the Interactive Lecture

• High frequency of questioning
• Must often create unscripted questions
• Easy questions used to maintain flow
• Many question variants are possible
• Instructor must be prepared to use diverse
  questioning strategies

59
Features of the Interactive Lecture

• High frequency of questioning
• Must often create unscripted questions
• Easy questions used to maintain flow
• Many question variants are possible
• Instructor must be prepared to use diverse
  questioning strategies

60
Features of the Interactive Lecture

• High frequency of questioning
• Must often create unscripted questions
• Easy questions used to maintain flow
• Many question variants are possible
• Instructor must be prepared to use diverse
  questioning strategies

61
Video (18 minutes)

• Excerpt from class taught at Southeastern
  Louisiana University in 1997
• Algebra-based general physics course
• First Part Students respond to questions written
  on blackboard.
• Second Part Students respond to questions
  printed in their workbook.

62
Video (18 minutes)

• Excerpt from class taught at Southeastern
  Louisiana University in 1997
• Algebra-based general physics course
• First Part Students respond to questions written
  on blackboard.
• Second Part Students respond to questions
  printed in their workbook.

63
Video (18 minutes)

• Excerpt from class taught at Southeastern
  Louisiana University in 1997
• Algebra-based general physics course
• First Part Students respond to questions written
  on blackboard.
• Second Part Students respond to questions
  printed in their workbook.

64
Video (18 minutes)

• Excerpt from class taught at Southeastern
  Louisiana University in 1997
• Algebra-based general physics course
• First Part Students respond to questions written
  on blackboard.
• Second Part Students respond to questions
  printed in their workbook.

65
Video (18 minutes)

• Excerpt from class taught at Southeastern
  Louisiana University in 1997
• Algebra-based general physics course
• First Part Students respond to questions written
  on blackboard.
• Second Part Students respond to questions
  printed in their workbook.

66
Curriculum Requirements for Fully Interactive
Lecture

• Many question sequences employing multiple
  representations, covering full range of topics
• Free-response worksheets adaptable for use in
  lecture hall
• Text reference (Lecture Notes) with strong
  focus on conceptual and qualitative questions
• Workbook for Introductory Physics (DEM and K.
  Manivannan, CD-ROM, 2002)

67
Curriculum Requirements for Fully Interactive
Lecture

• Many question sequences employing multiple
  representations, covering full range of topics
• Free-response worksheets adaptable for use in
  lecture hall
• Text reference (Lecture Notes) with strong
  focus on conceptual and qualitative questions
• Workbook for Introductory Physics (DEM and K.
  Manivannan, CD-ROM, 2002)

68
Curriculum Requirements for Fully Interactive
Lecture

• Many question sequences employing multiple
  representations, covering full range of topics
• Free-response worksheets adaptable for use in
  lecture hall
• Text reference (Lecture Notes) with strong
  focus on conceptual and qualitative questions
• Workbook for Introductory Physics (DEM and K.
  Manivannan, CD-ROM, 2002)

69
Curriculum Requirements for Fully Interactive
Lecture

• Many question sequences employing multiple
  representations, covering full range of topics
• Free-response worksheets adaptable for use in
  lecture hall
• Text reference (Lecture Notes) with strong
  focus on conceptual and qualitative questions
• Workbook for Introductory Physics (DEM and K.
  Manivannan, CD-ROM, 2002)

70
Curriculum Requirements for Fully Interactive
Lecture

• Many question sequences employing multiple
  representations, covering full range of topics
• Free-response worksheets adaptable for use in
  lecture hall
• Text reference (Lecture Notes) with strong
  focus on conceptual and qualitative questions
• Workbook for Introductory Physics (DEM and K.
  Manivannan, CD-ROM, 2002)

71
Curriculum Requirements for Fully Interactive
Lecture

• Many question sequences employing multiple
  representations, covering full range of topics
• Free-response worksheets adaptable for use in
  lecture hall
• Text reference (Lecture Notes) with strong
  focus on conceptual and qualitative questions
• Workbook for Introductory Physics (DEM and K.
  Manivannan, CD-ROM, 2002)

Supported by NSF under Assessment of Student
Achievement program
72
(No Transcript)
73
dem_at_physicseducation.net
74
video
75
Features of the Interactive Lecture

• High frequency of questioning
• Must often create unscripted questions
• Easy questions used to maintain flow
• Many question variants are possible
• Instructor must be prepared to use diverse
  questioning strategies

76
High frequency of questioning

• Time per question can be as little as 15 seconds,
  as much as several minutes.
• similar to rhythm of one-on-one tutoring
• Maintain small conceptual step size between
  questions for high-precision feedback on student
  understanding.

77
High frequency of questioning

• Time per question can be as little as 15 seconds,
  as much as several minutes.
• similar to rhythm of one-on-one tutoring
• Maintain small conceptual step size between
  questions for high-precision feedback on student
  understanding.

78
High frequency of questioning

• Time per question can be as little as 15 seconds,
  as much as several minutes.
• similar to rhythm of one-on-one tutoring
• Maintain small conceptual step size between
  questions for high-precision feedback on student
  understanding.

79
High frequency of questioning

• Time per question can be as little as 15 seconds,
  as much as several minutes.
• similar to rhythm of one-on-one tutoring
• Maintain small conceptual step size between
  questions for high-precision feedback on student
  understanding.

80
Must often create unscripted questions

• Not possible to pre-determine all possible
  discussion paths
• Knowledge of probable conceptual sticking points
  is important
• Make use of standard question variants
• Write question and answer options on board (but
  can delay writing answers, give time for thought)

81
Must often create unscripted questions

• Not possible to pre-determine all possible
  discussion paths
• Knowledge of probable conceptual sticking points
  is important
• Make use of standard question variants
• Write question and answer options on board (but
  can delay writing answers, give time for thought)

82
Must often create unscripted questions

• Not possible to pre-determine all possible
  discussion paths
• Knowledge of probable conceptual sticking points
  is important
• Make use of standard question variants
• Write question and answer options on board (but
  can delay writing answers, give time for thought)

83
Must often create unscripted questions

• Not possible to pre-determine all possible
  discussion paths
• Knowledge of probable conceptual sticking points
  is important
• Make use of standard question variants
• Write question and answer options on board (but
  can delay writing answers, give time for thought)

84
Must often create unscripted questions

• Not possible to pre-determine all possible
  discussion paths
• Knowledge of probable conceptual sticking points
  is important
• Make use of standard question variants
• Write question and answer options on board (but
  can delay writing answers, give time for thought)

85
Easy questions used to maintain flow

• Easy questions (gt 90 correct responses) build
  confidence and encourage student participation.
• If discussion bogs down due to confusion, can
  jump start with easier questions.
• Goal is to maintain continuous and productive
  discussion with and among students.

86
Easy questions used to maintain flow

• Easy questions (gt 90 correct responses) build
  confidence and encourage student participation.
• If discussion bogs down due to confusion, can
  jump start with easier questions.
• Goal is to maintain continuous and productive
  discussion with and among students.

87
Easy questions used to maintain flow

• Easy questions (gt 90 correct responses) build
  confidence and encourage student participation.
• If discussion bogs down due to confusion, can
  jump start with easier questions.
• Goal is to maintain continuous and productive
  discussion with and among students.

88
Easy questions used to maintain flow

• Easy questions (gt 90 correct responses) build
  confidence and encourage student participation.
• If discussion bogs down due to confusion, can
  jump start with easier questions.
• Goal is to maintain continuous and productive
  discussion with and among students.

89
Many question variants are possible

• Minor alterations to question can generate
  provocative change in context
• add/subtract/change system elements (force,
  resistance, etc.)
• Use standard questioning paradigms
• greater than, less than, equal to
• increase, decrease, remain the same
• left, right, up, down, in, out

90
Many question variants are possible

• Minor alterations to question can generate
  provocative change in context.
• add/subtract/change system elements (force,
  resistance, etc.)
• Use standard questioning paradigms
• greater than, less than, equal to
• increase, decrease, remain the same
• left, right, up, down, in, out

91
Many question variants are possible

• Minor alterations to question can generate
  provocative change in context.
• add/subtract/change system elements (force,
  resistance, etc.)
• Use standard questioning paradigms
• greater than, less than, equal to
• increase, decrease, remain the same
• left, right, up, down, in, out

92
Many question variants are possible

• Minor alterations to question can generate
  provocative change in context.
• add/subtract/change system elements (force,
  resistance, etc.)
• Use standard questioning paradigms
• greater than, less than, equal to
• increase, decrease, remain the same
• left, right, up, down, in, out

93
Many question variants are possible

• Minor alterations to question can generate
  provocative change in context.
• add/subtract/change system elements (force,
  resistance, etc.)
• Use standard questioning paradigms
• greater than, less than, equal to
• increase, decrease, remain the same
• left, right, up, down, in, out

94
Many question variants are possible

• Minor alterations to question can generate
  provocative change in context.
• add/subtract/change system elements (force,
  resistance, etc.)
• Use standard questioning paradigms
• greater than, less than, equal to
• increase, decrease, remain the same
• left, right, up, down, in, out

95
Many question variants are possible

• Minor alterations to question can generate
  provocative change in context.
• add/subtract/change system elements (force,
  resistance, etc.)
• Use standard questioning paradigms
• greater than, less than, equal to
• increase, decrease, remain the same
• left, right, up, down, in, out

96
Instructor must be prepared to use diverse
questioning strategies

• If discussion dead-ends due to student confusion,
  might need to backtrack to material already
  covered.
• If one questioning sequence is not successful, an
  alternate sequence may be helpful.
• Instructor can solicit suggested answers from
  students and build discussion on those.

97
Instructor must be prepared to use diverse
questioning strategies

• If discussion dead-ends due to student confusion,
  might need to backtrack to material already
  covered.
• If one questioning sequence is not successful, an
  alternate sequence may be helpful.
• Instructor can solicit suggested answers from
  students and build discussion on those.

98
Instructor must be prepared to use diverse
questioning strategies

• If discussion dead-ends due to student confusion,
  might need to backtrack to material already
  covered.
• If one questioning sequence is not successful, an
  alternate sequence may be helpful.
• Instructor can solicit suggested answers from
  students and build discussion on those.

99
Instructor must be prepared to use diverse
questioning strategies

• If discussion dead-ends due to student confusion,
  might need to backtrack to material already
  covered.
• If one questioning sequence is not successful, an
  alternate sequence may be helpful.
• Instructor can solicit suggested answers from
  students and build discussion on those.

100
Interactive Question Sequence

• Set of closely related questions addressing
  diverse aspects of single concept
• Progression from easy to hard questions
• Use multiple representations (diagrams, words,
  equations, graphs, etc.)
• Emphasis on qualitative, not quantitative
  questions, to reduce equation-matching behavior
  and promote deeper thinking

101
Interactive Question Sequence

• Set of closely related questions addressing
  diverse aspects of single concept
• Progression from easy to hard questions
• Use multiple representations (diagrams, words,
  equations, graphs, etc.)
• Emphasis on qualitative, not quantitative
  questions, to reduce equation-matching behavior
  and promote deeper thinking

102
Interactive Question Sequence

• Set of closely related questions addressing
  diverse aspects of single concept
• Progression from easy to hard questions
• Use multiple representations (diagrams, words,
  equations, graphs, etc.)
• Emphasis on qualitative, not quantitative
  questions, to reduce equation-matching behavior
  and promote deeper thinking

103
Interactive Question Sequence

• Set of closely related questions addressing
  diverse aspects of single concept
• Progression from easy to hard questions
• Use multiple representations (diagrams, words,
  equations, graphs, etc.)
• Emphasis on qualitative, not quantitative
  questions, to reduce equation-matching behavior
  and promote deeper thinking

104
Interactive Question Sequence

• Set of closely related questions addressing
  diverse aspects of single concept
• Progression from easy to hard questions
• Use multiple representations (diagrams, words,
  equations, graphs, etc.)
• Emphasis on qualitative, not quantitative
  questions, to reduce equation-matching behavior
  and promote deeper thinking

105
Flash-Card Questions
106
Flash-Card Questions
107
(No Transcript)
108
(No Transcript)
109
(No Transcript)
110
(No Transcript)
111
(No Transcript)
112
1 A 0 B 7 C 93 D 0 E 0
1 A 0 B 7 C 93 D 0 E 0
1 A 0 B 7 C 93 D 0 E 0
1 A 0 B 7 C 93 D 0 E 0
113
1 A 0 B 7 C 93 D 0 E 0
2 A 10 B 8 C 77 D 2 E 5
1 A 0 B 7 C 93 D 0 E 0
1 A 0 B 7 C 93 D 0 E 0
1 A 0 B 7 C 93 D 0 E 0
1 A 0 B 7 C 93 D 0 E 0
114
7 A 2 B 3 C 3 D 83 E 9
8 A 0 B 2 C 8 D 87 E 3
115
9 A 0 B 13 C 7 D 53 E 22
10 A 67 B 20 C 9 D 2 E 0
116
Problem Dissection Technique

• Decompose complicated problem into conceptual
  elements
• Work through problem step by step, with continual
  feedback from and interaction with the students
• May be applied to both qualitative and
  quantitative problems

Example Electrostatic Forces
117
Problem Dissection Technique

• Decompose complicated problem into conceptual
  elements
• Work through problem step by step, with continual
  feedback from and interaction with the students
• May be applied to both qualitative and
  quantitative problems

Example Electrostatic Forces
118
Problem Dissection Technique

• Decompose complicated problem into conceptual
  elements
• Work through problem step by step, with continual
  feedback from and interaction with the students
• May be applied to both qualitative and
  quantitative problems

Example Electrostatic Forces
119
Problem Dissection Technique

• Decompose complicated problem into conceptual
  elements
• Work through problem step by step, with continual
  feedback from and interaction with the students
• May be applied to both qualitative and
  quantitative problems

Example Electrostatic Forces
120
Problem Dissection Technique

• Decompose complicated problem into conceptual
  elements
• Work through problem step by step, with continual
  feedback from and interaction with the students
• May be applied to both qualitative and
  quantitative problems

Example Electrostatic Forces
121
Four charges are arranged on a rectangle as shown
in Fig. 1. (q1 q3 10.0 ?C and q2 q4
-15.0 ?C a 30 cm and b 40 cm.) Find the
magnitude and direction of the resultant
electrostatic force on q1.
Question 1 How many forces (due to electrical
interactions) are acting on charge q1? (A) 0 (B)
1 (C) 2 (D) 3 (E) 4 (F) Not sure/dont know
ff
122
Four charges are arranged on a rectangle as shown
in Fig. 1. (q1 q3 10.0 ?C and q2 q4
-15.0 ?C a 30 cm and b 40 cm.) Find the
magnitude and direction of the resultant
electrostatic force on q1.
Question 1 How many forces (due to electrical
interactions) are acting on charge q1? (A) 0 (B)
1 (C) 2 (D) 3 (E) 4 (F) Not sure/dont know
ff
123
Four charges are arranged on a rectangle as shown
in Fig. 1. (q1 q3 10.0 ?C and q2 q4
-15.0 ?C a 30 cm and b 40 cm.) Find the
magnitude and direction of the resultant
electrostatic force on q1.
Question 1 How many forces (due to electrical
interactions) are acting on charge q1? (A) 0 (B)
1 (C) 2 (D) 3 (E) 4 (F) Not sure/dont know
ff
124
Four charges are arranged on a rectangle as shown
in Fig. 1. (q1 q3 10.0 ?C and q2 q4
-15.0 ?C a 30 cm and b 40 cm.) Find the
magnitude and direction of the resultant
electrostatic force on q1.
Question 1 How many forces (due to electrical
interactions) are acting on charge q1? (A) 0 (B)
1 (C) 2 (D) 3 (E) 4 (F) Not sure/dont know
ff
125
For questions 2-4 refer to Fig. 2 and pick a
direction from the choices A, B, C, D, E, and F.
Question 2 Direction of force on q1 due to
q2 Question 3 Direction of force on q1 due to
q3 Question 4 Direction of force on q1 due to
q4
126
For questions 2-4 refer to Fig. 2 and pick a
direction from the choices A, B, C, D, E, and F.
Question 2 Direction of force on q1 due to
q2 Question 3 Direction of force on q1 due to
q3 Question 4 Direction of force on q1 due to
q4
127
For questions 2-4 refer to Fig. 2 and pick a
direction from the choices A, B, C, D, E, and F.
Question 2 Direction of force on q1 due to
q2 Question 3 Direction of force on q1 due to
q3 Question 4 Direction of force on q1 due to
q4
128
For questions 2-4 refer to Fig. 2 and pick a
direction from the choices A, B, C, D, E, and F.
Question 2 Direction of force on q1 due to
q2 Question 3 Direction of force on q1 due to
q3 Question 4 Direction of force on q1 due to
q4
129
Let F2, F3, and F4 be the magnitudes of the force
on q1 due to q2, due to q3, and due to q4
respectively.
Question 5. F2 is given by (A)
kq1q2/a2 (B) kq1q2/b2 (C) kq1q2/(a2
b2) (D) kq1q2/?(a2 b2) (E) None of the
above (F) Not sure/Dont know Question 6. F3
is given by (A) kq1q3/a2 (B)
kq1q3/b2 (C) kq1q3/(a2 b2) (D) kq1q3/?(a2
b2) (E) None of the above (F) Not
sure/Dont know
130
Let F2, F3, and F4 be the magnitudes of the force
on q1 due to q2, due to q3, and due to q4
respectively.
Question 5. F2 is given by (A)
kq1q2/a2 (B) kq1q2/b2 (C) kq1q2/(a2
b2) (D) kq1q2/?(a2 b2) (E) None of the
above (F) Not sure/Dont know Question 6. F3
is given by (A) kq1q3/a2 (B)
kq1q3/b2 (C) kq1q3/(a2 b2) (D) kq1q3/?(a2
b2) (E) None of the above (F) Not
sure/Dont know
131
Let F2, F3, and F4 be the magnitudes of the force
on q1 due to q2, due to q3, and due to q4
respectively.
Question 5. F2 is given by (A)
kq1q2/a2 (B) kq1q2/b2 (C) kq1q2/(a2
b2) (D) kq1q2/?(a2 b2) (E) None of the
above (F) Not sure/Dont know Question 6. F3
is given by (A) kq1q3/a2 (B)
kq1q3/b2 (C) kq1q3/(a2 b2) (D) kq1q3/?(a2
b2) (E) None of the above (F) Not
sure/Dont know
132
Let F2, F3, and F4 be the magnitudes of the force
on q1 due to q2, due to q3, and due to q4
respectively.
Question 5. F2 is given by (A)
kq1q2/a2 (B) kq1q2/b2 (C) kq1q2/(a2
b2) (D) kq1q2/?(a2 b2) (E) None of the
above (F) Not sure/Dont know Question 6. F3
is given by (A) kq1q3/a2 (B)
kq1q3/b2 (C) kq1q3/(a2 b2) (D) kq1q3/?(a2
b2) (E) None of the above (F) Not
sure/Dont know
(etc.)
133
Assessment DataScores on Conceptual Survey of
Electricity and Magnetism, 14-item electricity
subset
134
D. Maloney, T. OKuma, C. Hieggelke, and A. Van
Heuvelen, PERS of Am. J. Phys. 69, S12 (2001).
135
(No Transcript)
136
Assessment DataScores on Conceptual Survey of
Electricity and Magnetism, 14-item electricity
subset
137
Assessment DataScores on Conceptual Survey of
Electricity and Magnetism, 14-item electricity
subset
138
Assessment DataScores on Conceptual Survey of
Electricity and Magnetism, 14-item electricity
subset
139
Assessment DataScores on Conceptual Survey of
Electricity and Magnetism, 14-item electricity
subset
140
Assessment DataScores on Conceptual Survey of
Electricity and Magnetism, 14-item electricity
subset
141
Assessment DataScores on Conceptual Survey of
Electricity and Magnetism, 14-item electricity
subset
142
Assessment DataScores on Conceptual Survey of
Electricity and Magnetism, 14-item electricity
subset
143
Assessment DataScores on Conceptual Survey of
Electricity and Magnetism, 14-item electricity
subset
144
Quantitative Problem Solving Are skills being
sacrificed?

• ISU Physics 112 compared to ISU Physics 221
  (calculus-based), numerical final exam questions
  on electricity

145
Quantitative Problem Solving Are skills being
sacrificed?

• ISU Physics 112 compared to ISU Physics 221
  (calculus-based), numerical final exam questions
  on electricity

146
Quantitative Problem Solving Are skills being
sacrificed?

• ISU Physics 112 compared to ISU Physics 221
  (calculus-based), numerical final exam questions
  on electricity

147
Quantitative Problem Solving Are skills being
sacrificed?

• ISU Physics 112 compared to ISU Physics 221
  (calculus-based), numerical final exam questions
  on electricity

148
Quantitative Problem Solving Are skills being
sacrificed?

• ISU Physics 112 compared to ISU Physics 221
  (calculus-based), numerical final exam questions
  on electricity

149
Summary

• Focus on what the students are doing in class,
  not on what the instructor is doing
• Guide students to answer questions and solve
  problems during class
• Maximize interaction between students and
  instructor (use communication system) and among
  students themselves (use group work)