Teaching High School Physics

Dr. Carl J. WenningIllinois State University

&Ms. Rebecca VieyraCarey-Grove High School

Textbook Sections

Teaching and Science Scientific Inquiry Best Practices of Science Teaching Individualizing Instruction Other Considerations Planning and Assessing Student Teaching and Beyond Appendix

Teaching and Science

1. Becoming a Teacher2. Science Literacy3. Teaching and Learning4. Scientific Epistemology5. Inquiry in Introductory Physics6. Levels of Inquiry

Scientific Inquiry

7. Intellectual Process Skills8. Inquiry – Simple Systems9. Inquiry – Complex Systems10.Mathematical Methods of Inquiry11.Using Technology Effectively12.Teaching the Nature of Science

Best Practices of Teaching

13. Minimizing Resistance to Inquiry14. Enhancing Achievement15. Active Engagement16. Cooperative Learning17. Reality-based Learning18. Alternative Conceptions19. Student Learning Difficulties20. Metacognition and Self-regulation

Individualizing Instruction

21.Differentiated Instruction22.Cultural, Linguistic, & Gender

Diversity23.Special Needs Students24.Promoting Academic Success25.Social and Emotional Learning

Other Teaching Considerations

26.Classroom Conversations27.Whiteboarding and Socratic

Dialogues28.Classroom Management29.Legal, Safe, and Ethical Teaching

Planning, Assessing, Evaluating

30.Curriculum Development31.Unit Planning32.Instructional Design33.Simple Assessment34.Complex Assessment35.Evaluation

Student Teaching and Beyond

36.The High School Setting37.Student Teaching38.Finding Your First Teaching Job39.The First Year of Teaching40.Professional Practice and Growth

Appendix: Critical Advice

Achievement and GoalsStudying, Learning, Time

ManagementProfessional DevelopmentPersonal DevelopmentPersonal and Professional Integrity

Review Process

Modified Delphi Technique:Employs a group of reviewers for each

chapterChapter is revised following reviewer

commentsReviewers vote on suitability of revised

chapterChapter must meet with majority approval

Our Process:Web-basedAnonymous

Review Criteria Clarity (elaboration, examples, images) Accuracy (correct, representing properly) Precision (specific, detailed, exact) Relevance (pertinent, meaningful, necessary) Depth (detailed, addressed complexities) Breadth (comprehensive, includes major ideas) Logic (makes sense, reasonable, evidence-based) Significance (important, address central ideas) Fairness (honestly addresses other view points)

Future Developments

Current status…Publishing:

Hard copy?Electronic?Publisher?

Next step a companion guide for physics teacher educator.

To Participate in Review

Email carlwenning@gmail.com stating your interest in reviewing chapters.

You will be directed to a website where you may select 1-3 chapters for review.

Review process began early in 2014 and must be completed byAugust 2014.

Reviewers will be recognized in the book by name and institution for review work.

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