cooperative learning in an active- engagement instructional environment david e. meltzer school of...
TRANSCRIPT
![Page 1: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/1.jpg)
Cooperative Learning in an Active-Engagement Instructional Environment
David E. Meltzer
School of Educational Innovation and Teacher PreparationArizona State University, Polytechnic Campus
Mesa, AZ
[email protected] by NSF Division of Undergraduate Education
![Page 2: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/2.jpg)
www.physicseducation.net
All presentations archived here:
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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.
![Page 4: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/4.jpg)
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.
![Page 5: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/5.jpg)
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.
![Page 6: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/6.jpg)
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.
![Page 7: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/7.jpg)
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
![Page 8: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/8.jpg)
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
![Page 9: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/9.jpg)
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
![Page 10: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/10.jpg)
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
![Page 11: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/11.jpg)
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
![Page 12: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/12.jpg)
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
![Page 13: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/13.jpg)
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
![Page 14: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/14.jpg)
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
![Page 15: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/15.jpg)
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
![Page 16: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/16.jpg)
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
![Page 17: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/17.jpg)
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
![Page 18: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/18.jpg)
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
![Page 19: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/19.jpg)
What Role for Instructors?
• Introductory students often don’t know what questions they need to ask– or what lines of thinking may be most productive
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains
of thought
![Page 20: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/20.jpg)
What Role for Instructors?
• Introductory students often don’t know what questions they need to ask– or what lines of thinking may be most productive
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains
of thought
![Page 21: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/21.jpg)
What Role for Instructors?
• Introductory students often don’t know what questions they need to ask– or what lines of thinking may be most productive
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains
of thought
![Page 22: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/22.jpg)
What Role for Instructors?
• Introductory students often don’t know what questions they need to ask– or what lines of thinking may be most productive
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains
of thought
![Page 23: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/23.jpg)
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
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains of
thought
![Page 24: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/24.jpg)
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
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains of
thought
![Page 25: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/25.jpg)
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
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains of
thought
![Page 26: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/26.jpg)
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
• Instructor’s role becomes that of guiding students through problem-solving activities– aid students to work their way through complex chains of
thought
![Page 27: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/27.jpg)
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
• Instructor’s role becomes that of guiding students through problem-solving activities– aid students to work their way through complex chains of
thought
![Page 28: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/28.jpg)
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
![Page 29: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/29.jpg)
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
![Page 30: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/30.jpg)
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.
![Page 31: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/31.jpg)
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.
![Page 32: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/32.jpg)
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.
![Page 33: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/33.jpg)
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.
![Page 34: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/34.jpg)
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.
![Page 35: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/35.jpg)
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).
![Page 36: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/36.jpg)
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
![Page 37: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/37.jpg)
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
![Page 38: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/38.jpg)
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
![Page 39: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/39.jpg)
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
![Page 40: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/40.jpg)
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)
![Page 41: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/41.jpg)
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)
![Page 42: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/42.jpg)
“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 instructor’s 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
![Page 43: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/43.jpg)
“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 instructor’s 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
![Page 44: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/44.jpg)
“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 instructor’s 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
![Page 45: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/45.jpg)
“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 instructor’s 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
![Page 46: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/46.jpg)
“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 instructor’s 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
[a variant of Mazur’s “Peer Instruction”]
![Page 47: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/47.jpg)
![Page 48: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/48.jpg)
![Page 49: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/49.jpg)
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-Washington style); students use worksheets with instructor guidance
• Homework assigned out of Workbook
![Page 50: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/50.jpg)
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-Washington style); students use worksheets with instructor guidance
• Homework assigned out of Workbook
![Page 51: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/51.jpg)
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-Washington style); students use worksheets with instructor guidance
• Homework assigned out of Workbook
![Page 52: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/52.jpg)
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-Washington style); students use worksheets with instructor guidance
• Homework assigned out of Workbook
![Page 53: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/53.jpg)
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
![Page 54: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/54.jpg)
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
![Page 55: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/55.jpg)
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
![Page 56: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/56.jpg)
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
![Page 57: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/57.jpg)
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
![Page 58: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/58.jpg)
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
![Page 59: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/59.jpg)
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
![Page 60: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/60.jpg)
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
![Page 61: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/61.jpg)
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.
![Page 62: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/62.jpg)
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.
![Page 63: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/63.jpg)
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.
![Page 64: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/64.jpg)
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.
![Page 65: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/65.jpg)
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.
![Page 66: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/66.jpg)
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)
![Page 67: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/67.jpg)
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)
![Page 68: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/68.jpg)
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)
![Page 69: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/69.jpg)
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)
![Page 70: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/70.jpg)
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)
![Page 71: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/71.jpg)
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
![Page 72: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/72.jpg)
![Page 74: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/74.jpg)
Part 1: Table of Contents
Part 2: In-Class Questions and Worksheets, Chapters 1-8
Part 3: Lecture Notes
Chapter 1: Electric Charges and Forces Chapter 2: Electric Fields Chapter 3: Electric Potential Energy Chapter 4: Electric Potential Chapter 5: Current and Resistance Chapter 6: Series Circuits Chapter 7: Electrical Power Chapter 8: Parallel Circuits Chapter 9: Magnetic Forces & Fields Chapter 10: Magnetic Induction Chapter 11: Electromagnetic Waves Chapter 12: Optics Chapter 13: Photons and Atomic Spectra Chapter 14: Nuclear Structure and Radioactivity
Part 4: Additional Worksheets
Chapter 1: Experiments with Sticky Tape Chapter 2: Electric Fields Chapters 6 & 8: More Experiments with Electric Circuits Chapter 7: Electric Power, Energy Changes in Circuits Chapter 8: Circuits Worksheet Chapter 9: Investigating the Force on a Current-Carrying Wire Chapter 9: Magnetism Worksheet Chapter 9: Magnetic Force Chapter 9: Torque on a Current Loop in a Magnetic Field
Chapter 10: Magnetic Induction Activity Chapter 10: Magnetic Induction Worksheet Chapter 10: Motional EMF Worksheet Chapter 9-10: Homework on Magnetism Chapter 11: Electromagnetic Waves Worksheet Chapter 12: Optics Worksheet Chapter 13: Atomic Physics Worksheet Chapter 14: Nuclear Physics Worksheet
Part 5: Quizzes
Part 6: Exams and Answers
Part 7: Additional Material
Part 8: “How-to” Articles
Promoting Interactivity in Lecture Classes Enhancing Active Learning The Fully Interactive Physics Lecture
Part 9: Flash-Card Masters
Part 10: Video of Class
AUTHORS:
David E. Meltzer: Department of Physics and Astronomy, Iowa State University, Ames, IA 50011 [email protected] Kandiah Manivannan: Department of Physics, Astronomy, and Materials Science, Southwest Missouri State University, Springfield, MO 65804 [email protected]
video
![Page 75: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/75.jpg)
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
![Page 76: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/76.jpg)
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.
![Page 77: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/77.jpg)
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.
![Page 78: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/78.jpg)
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.
![Page 79: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/79.jpg)
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.
![Page 80: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/80.jpg)
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)
![Page 81: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/81.jpg)
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)
![Page 82: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/82.jpg)
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)
![Page 83: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/83.jpg)
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)
![Page 84: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/84.jpg)
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)
![Page 85: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/85.jpg)
Easy questions used to maintain flow
• Easy questions (> 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.
![Page 86: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/86.jpg)
Easy questions used to maintain flow
• Easy questions (> 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.
![Page 87: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/87.jpg)
Easy questions used to maintain flow
• Easy questions (> 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.
![Page 88: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/88.jpg)
Easy questions used to maintain flow
• Easy questions (> 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.
![Page 89: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/89.jpg)
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
![Page 90: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/90.jpg)
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
![Page 91: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/91.jpg)
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
![Page 92: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/92.jpg)
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
![Page 93: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/93.jpg)
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
![Page 94: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/94.jpg)
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
![Page 95: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/95.jpg)
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
![Page 96: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/96.jpg)
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.
![Page 97: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/97.jpg)
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.
![Page 98: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/98.jpg)
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.
![Page 99: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/99.jpg)
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.
![Page 100: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/100.jpg)
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
![Page 101: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/101.jpg)
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
![Page 102: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/102.jpg)
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
![Page 103: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/103.jpg)
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
![Page 104: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/104.jpg)
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
![Page 105: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/105.jpg)
“Flash-Card” Questions
![Page 106: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/106.jpg)
“Flash-Card” Questions
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#1:
A: 0%B: 7%C: 93%D: 0%E: 0%
#2:
A: 10%B: 8%C: 77%D: 2%E: 5%
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#7:
A: 2%B: 3%C: 3%D: 83%E: 9%
#8:
A: 0%B: 2%C: 8%D: 87%E: 3%
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#9:
A: 0%B: 13%C: 7%D: 53%E: 22%
#10:
A: 67%B: 20%C: 9%D: 2%E: 0%
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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
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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
![Page 118: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/118.jpg)
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
![Page 119: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/119.jpg)
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
![Page 120: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/120.jpg)
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
![Page 121: Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona](https://reader035.vdocuments.mx/reader035/viewer/2022062517/56649f135503460f94c27829/html5/thumbnails/121.jpg)
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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/don’t know
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ff
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/don’t know
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ff
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/don’t know
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ff
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/don’t know
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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
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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
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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
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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
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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/Don’t 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/Don’t know
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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/Don’t 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/Don’t know
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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/Don’t 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/Don’t know
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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/Don’t 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/Don’t know (etc.)
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N
National sample (algebra-based)
402
National sample (calculus-based)
1496
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D. Maloney, T. O’Kuma, C. Hieggelke, and A. Van Heuvelen, PERS of Am. J. Phys. 69, S12 (2001).
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N
National sample (algebra-based)
402
National sample (calculus-based)
1496
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N Mean pre-test score
National sample (algebra-based)
402 27%
National sample (calculus-based)
1496
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N Mean pre-test score
National sample (algebra-based)
402 27%
National sample (calculus-based)
1496 37%
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N Mean pre-test score Mean post-test score
National sample (algebra-based)
402 27% 43%
National sample (calculus-based)
1496 37% 51%
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N Mean pre-test score Mean post-test score
<g>
National sample (algebra-based)
402 27% 43% 0.22
National sample (calculus-based)
1496 37% 51% 0.22
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N Mean pre-test score Mean post-test score
<g>
National sample (algebra-based)
402 27% 43% 0.22
National sample (calculus-based)
1496 37% 51% 0.22
ISU 1998 70 30%
ISU 1999 87 26%
ISU 2000 66 29%
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N Mean pre-test score Mean post-test score
<g>
National sample (algebra-based)
402 27% 43% 0.22
National sample (calculus-based)
1496 37% 51% 0.22
ISU 1998 70 30% 75%
ISU 1999 87 26% 79%
ISU 2000 66 29% 79%
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N Mean pre-test score Mean post-test score
<g>
National sample (algebra-based)
402 27% 43% 0.22
National sample (calculus-based)
1496 37% 51% 0.22
ISU 1998 70 30% 75% 0.64
ISU 1999 87 26% 79% 0.71
ISU 2000 66 29% 79% 0.70
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Quantitative Problem Solving: Are skills being sacrificed?
ISU Physics 112 compared to ISU Physics 221 (calculus-based), numerical final exam questions on electricity
N Mean Score
Physics 221: F97 & F98
Six final exam questions320 56%
Physics 112: F98
Six final exam questions76 77%
Physics 221: F97 & F98
Subset of three questions372 59%
Physics 112: F98, F99, F00
Subset of three questions241 78%
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Quantitative Problem Solving: Are skills being sacrificed?
ISU Physics 112 compared to ISU Physics 221 (calculus-based), numerical final exam questions on electricity
N Mean Score
Physics 221: F97 & F98
Six final exam questions320 56%
Physics 112: F98
Six final exam questions76 77%
Physics 221: F97 & F98
Subset of three questions372 59%
Physics 112: F98, F99, F00
Subset of three questions241 78%
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Quantitative Problem Solving: Are skills being sacrificed?
ISU Physics 112 compared to ISU Physics 221 (calculus-based), numerical final exam questions on electricity
N Mean Score
Physics 221: F97 & F98
Six final exam questions320 56%
Physics 112: F98
Six final exam questions76 77%
Physics 221: F97 & F98
Subset of three questions372 59%
Physics 112: F98, F99, F00
Subset of three questions241 78%
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Quantitative Problem Solving: Are skills being sacrificed?
ISU Physics 112 compared to ISU Physics 221 (calculus-based), numerical final exam questions on electricity
N Mean Score
Physics 221: F97 & F98
Six final exam questions320 56%
Physics 112: F98
Six final exam questions76 77%
Physics 221: F97 & F98
Subset of three questions372 59%
Physics 112: F98, F99, F00
Subset of three questions241 78%
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Quantitative Problem Solving: Are skills being sacrificed?
ISU Physics 112 compared to ISU Physics 221 (calculus-based), numerical final exam questions on electricity
N Mean Score
Physics 221: F97 & F98
Six final exam questions320 56%
Physics 112: F98
Six final exam questions76 77%
Physics 221: F97 & F98
Subset of three questions372 59%
Physics 112: F98, F99, F00
Subset of three questions241 78%
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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)