teal at mit: an active learning physics program highlights for high school in italy “information...
TRANSCRIPT
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TEAL at MIT: An Active Learning Physics Program
Highlights for High Schoolin Italy
“Information & Training” per le attività di tirocinio A.S. 2010/2011
Torino, 20 – 21 dicembre 2010
Dr. Peter DourmashkinMIT
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Outline
Discussion of Open Courseware
Quick Sketch of TEAL
Outline of Workshop Activities
Discussion
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Open Course Ware
http://ocw2.mit.edu/
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Blossoms
http://blossoms.mit.edu/
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Blossoms Learning GoalsDifferent and exciting perspective on topic
Teach abstract concepts through observation, experience and discussion
Stimulate the development of critical and creative thinking skills
Generate interest in subjects considered dry and abstract
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Blossoms MethodologyEnhance classes
Students watch short video clip (< 5 min)
Engage in learning activity led by class teacher but provided by video lecturer with specific learning objectives
Teacher provides closure to exercise and discussion
Watch next clip and continue process
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Blossoms Videos
Mathematics
Physics: Paola Rebusco Soap Bubbles
Engineering
Biology
Chemistry
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Highlights for High School
http://ocw2.mit.edu/high-school
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Highlights for High SchoolLearning Objectives
Show science demonstrations by MIT faculty in your classroom.
Provide alternate explanations to reinforce key concepts.
Guide students to additional homework problems and exam examples.
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Highlights for High SchoolMaterials
High School Courses Developed by MIT
Lab Courses and Materials 8.01X and 8.02X
Competitions
Video Demonstrations
Exam Preparation Materials
Build Stuff
Save the World D-Lab
English Writing Courses
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OCW ScholarTaking Off Jan 1
2011
http://ocw2.mit.edu/courses/physics/8-01sc-physics-i-classical-mechanics-fall-2010/one-dimensional-kinematics-and-free-fall/
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OCW Scholar Learning Objectives
Provide self paced modules for students to
learn Mechanics and Electricity and Magnetism
Provide complete topic based modules for teachers
to use in classroom
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OCW Scholar Module Structure
Learning Objectives
Preparation:
1.Course Notes 2. Video Lecture Clips
Guided Activities
1. Lecture Slides 2. Checkpoint Problems
Self Assessment
1. Concept Quizzes 2. Challenge Problems
Related Resources
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MIT Physics Education Innovation
Ned Franck (left)
Introduction to Mechanics of Heat
John Slater Department HeadJerrold Zacharias (left) and Francis Friedman
Physical Science Study Committee PSSC
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MIT Physics Education Innovation
Phil Morrison
Conceptual: Physics for Poets
John King
8.01x Hands-on
Take-home
Experiments
A.P. French
Series of Introductory Textbooks
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TEALTechnology Enabled
Active Learning
http://web.mit.edu/8.01t/www
http://web.mit.edu/8.02t/www
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17
(Some) Goals of Science Education
Develop next generation of scientists and science teachers
Develop scientific literacy so that the next generation is capable of making informed decisions on issues arising from complex systems, for example environmental change, management of finite resources, development of renewable energy sources
Develop expert problem solvers to tackle complex problems that face society
Develop intellectual curiosity about scientific thought
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What is TEAL?Technology-Enabled Active Learning
A merger of presentations, tutorials, and hands-on laboratory experience into a technologically and
collaboratively rich environment
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TEAL in Action
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Motivation
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Why Change?Introductory physics courses have inherent problems
“Our physics courses are actually teaching many students that physics knowledge is just the claim of an arbitrary authority, that physics does not apply to anything outside the classroom, and that physics problem solving is just about memorizing answers to irrelevant problems.”
Carl Wieman, American Physical Society News, Nov. 2007 (Vol 16,No. 10)
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Learning Objectives
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Learning Objectives
• Move away from passive lecture format to active studio learning environment
• Enhance conceptual understanding
•
• Enhance problem-solving abilities
• Incorporate hands-on experiments that develop
project-based/research lab learning skills
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Broader Educational Learning Objectives
• Develop communication skills in core sciences
• Develop collaborative learning
• Reduce gender gap
• Develop new teaching/learning resources based on scientific standards of research
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Redesign Learning Space
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Transforming the Learning Space: TEAL Classroom
Collaborative learning (Modeled after NCSU’s Scale-Up Classroom)9 Students work together at each table of 9 students eachForm groups of 3 students that work collaboratively
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Learning Space
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Rethinking Teaching Roles
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Rethinking Teaching Roles
Instructor no longer delivers material but focuses on student learning
Measures learning outcomes
Motivates student and instills passion for learning
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Active Learning
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Components of Active Learning Class: TEAL
• ConcepTests: Peer Instruction with Clickers • On-line Visualizations
• Interactive Presentations with Demos
• Desktop Experiments
• Extensive Problem Solving Opportunities
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Conceptual Understanding
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Develop Conceptual Understanding
• Inquiry based on Discovery
• Use of ConcepTests and Peer Instruction
• Hands-on Experiments that Emphasize Concepts
• Multiple Representations of Concepts
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Visualizations
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Visualizations and Simulations: Address Core Misconceptions
Enclosed charge is not the source of the electric field
Question: Is the enclosed charge the source of the electric field in Gauss’s Law?
rE ⋅d
ra
closedsurface
“∫∫ =1ε0
qenclosed
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Visualizations and Simulations: Address Core Misconceptions
Enclosed charge is not the source of the electric field
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Introduce Difficult Mathematical Concepts: Mathlets
http://www-math.mit.edu/~jmc/8.02t/SeriesRLCCircuit.htmlDevelopers: Jean-Michel Claus, Prof. Haynes Miller (Math Department), Dr. Peter Dourmashkin
http://math.mit.edu/mathlets/
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Mini-Presentations
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In-Class Presentations
• Peer Instruction: Concept Questions using ‘clickers’
• Short Group/Table Problems with student presentation of work at boards
• Mini-Presentations using whiteboards (or slides)
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– Networked laptops with data acquisition links between laptop and experiments
Hands-On Experiments
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Problem Solving
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Problem SolvingMIT Education requires solving 10,000 Problems
Measure understanding in technical and scientific courses
Regular practice
Expert Problem Solvers:
Problem solving requires factual and procedural knowledge, knowledge of numerous models, plus skill in overall problem solving.
Problems should not ‘lead students by the nose” but integrate synthetic and analytic understanding
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Work in ProgressHighlights for High School MIT Italy Program: International Cooperative Teaching Effort
Improve Teacher Training Program
Support Student Peer Instruction Culture
Integrate Student Pre-class Preparation Work with Learning Objectives
Continue to Develop Teaching Resources
Develop Data Acquisition Technology to Measure Real World Activities Using Student Driven Experiments
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Workshop Activities Preview
Discussion and Questions Regarding Today’s Session
Learning Objectives and Design of Curriculum
Learning Space Design
Develop Active Learning in the Classroom
Group Dynamics: Strategies for Improvement
Eliminate Science Gender Gap
Rethink Teaching Roles: Culture Change
Develop Teaching Resources
Creative Problem Solving Opportunities
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http://web.mit.edu/8.01t/www
http://web.mit.edu/8.02t/www
http://web.mit.edu/viz/EM/index.html
http://ocw2.mit.edu/
http://blossoms.mit.edu/
http://ocw2.mit.edu/high-school
Web Pages