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What is TEAL?

Active Learners: The TEAL Experience at MIT Comunicare Fisica 2010 INFN April 13, 2010 Dr. Peter Dourmashkin MIT. What is TEAL?. Technology-Enabled Active Learning. A merger of lectures, recitations, and hands-on laboratory experience into a technologically and

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What is TEAL?

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  1. Active Learners: The TEAL Experience at MITComunicare Fisica 2010INFNApril 13, 2010Dr. Peter DourmashkinMIT

  2. What is TEAL? • Technology-Enabled Active Learning A merger of lectures, recitations, and hands-on laboratory experience into a technologically and collaboratively rich environment

  3. Architectural Learning Space

  4. 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 each • Form groups of 3 students that work collaboratively

  5. Learning Space

  6. Motivation

  7. Why The TEAL/Studio Format? • Large freshman physics courses have inherent problems • Lecture/recitations are passive • Low attendance • High failure rate • Math is abstract, hard to visualize (esp. Electricity and Magnetism) • No labs leads to lack of physical intuition

  8. Learning Objectives

  9. Learning Objectives of TEAL • Create an engaging and technologically enabled active learning environment • Move away from passive lecture/recitation format • Incorporate hands-on experiments • Enhance conceptual understanding • Enhance problem-solving ability

  10. Broader Educational Learning Objectives • Develop communication skills in core sciences • Develop collaborative learning • Reduce gender gap • Develop new teaching/learning resources

  11. Rethinking Teaching Roles

  12. Rethinking Teaching Roles

  13. Rethinking Teaching Roles Instructor: No longer delivers material Graduate Teaching Assistants: Learn to teach Undergraduate Teaching Assistants: Encourages student teaching Students: Peer Instructors

  14. MIT-MISTI Italy Highlights for High School Undergraduate Teaching Assistants: Participants in Highlights for High School

  15. Components of TEAL • On-line Visualizations • ConcepTests: Peer Instruction with Clickers • Interactive Presentations with Demos • Desktop Experiments • Extensive Problem Solving Opportunities

  16. Visualizations

  17. Visualizations and Communication: Address Core Misconceptions Explain the meaning of (Gauss’s Law)

  18. Visualizations and Simulations: Address Core Misconceptions Enclosed charge is not the source of the electric field

  19. Visualizations and Simulations: Address Core Misconceptions Enclosed charge is not the source of the electric field

  20. Visualizations and Simulations: Discovery Teaching facts and processes first inhibits learning

  21. Dissemination http://web.mit.edu/viz/EM/

  22. Introduce Difficult Mathematical Cocnepts: Mathlet • http://www-math.mit.edu/~jmc/8.02t/SeriesRLCCircuit.html Developers: Jean-Michel Claus, Prof. Haynes Miller (Math Department), Dr. Peter Dourmashkin

  23. Dissemination http://math.mit.edu/mathlets/

  24. Desktop Experiment: Driven RLC Circuit Use a function generator to drive the RLC circuit with a sinusoidal voltage. Adjust the frequency to find the resonant frequency and observe what happens when driving above and below resonance. 24

  25. Peer Instruction Eric Mazur: Harvard University

  26. Peer Instruction: ConcepTest a semicircle a semicircle plus the field of a long straight wire a semicircle minus the field of a long straight wire none of the above The magnetic field at P is equal to the field of: 26

  27. Peer Instruction 1. ConcepTest 2. Thinking 3. Individual answer 4. Peer discussion 5. Revised/Group answer 6. Explanation

  28. Mini Presentations

  29. 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)

  30. Demos

  31. Desktop Experiments • Networked laptops with data acquisition links between laptop and experiments

  32. Problem Solving An MIT Education is solving 10,000 Problems Measure understanding in technical and scientific courses Regular practice Expert Problem Solvers: Problems should not ‘lead students by the nose” but integrate synthetic and analytic understanding

  33. Polya Model for High School Problem Solving: How to Solve It! Getting Started – identify assumptions and givens Plan the Approach – articulate a strategy that may involve multiple concepts and problem solving methodologies Execute the plan – does it work? Review - does the answer make sense?

  34. Gender Gap • Gender gap disappears in the TEAL learning environment compared to a traditional lecture format. Possible reasons: • Peer instruction • Ability to ask questions • Many opportunities to practice problem solving • Cooperative learning in a non-competitive learning environment

  35. TEAL in Action

  36. The Light at the End of the Tunnel (Fall 2007) Professor Hudson, I really enjoyed your class, definitely my favorite one last semester! I came from a real small high school. So, I was pleasantly surprised to feel like, even in a class about four times the size of my largest high school class, I was able to get to know you and the TA's so well. Now that I'm back home, people of course are asking me how school and classes were. I tell them that math and chemistry were good, interesting, not much more than that. I leave physics for last, it's a completely different story! I go into detail about how the room was set up, the computers, projectors, tables/chairs/PRS, everything. They all think it's so cool, totally MIT.

  37. MIT-Open CourseWareStanton Project Development of 60 on-line classes for Mecahnics and Electricity and Magnetism: 1. TEAL teaching resources 2. Walter Lewin Physics Lectures Designed for high school students and first year college students

  38. Model for Future Collaborations The Progretto Roberto Rocca Collaboration between MIT and Milan Politechnico

  39. Web Pages http://web.mit.edu/8.02t/wwwhttp://web.mit.edu/8.01t/wwwhttp://web.mit.edu/8.02t/www/802TEAL3D/ http://math.mit.edu/mathlets/mathlets/series-rlc-circuit/ http://web.mit.edu/viz/EM/index.html

  40. Open Discussion About TEAL 40

  41. Does TEAL work?

  42. Pre/Post Conceptual Test ScoresRelative Improvement Measure

  43. Pre-Post Concept Test Scores N students = 176 N students = 121 Experimental group - Fall 2001 Control group - Spring 2002

  44. E&M Lower Failure Rate

  45. Increases Seen Long Term • Source: Dori, Y.J., E. Hult, L. Breslow, & J. W. Belcher (2005). “The Retention of Concepts from a Freshmen Electromagnetism Course by MIT Upperclass Students,” paper delivered at the NARST annual conference.

  46. Fall 2007: Mechanics Baseline Test and Student Evaluations

  47. Appendix

  48. Changing Teaching/LearningCultures

  49. TEAL Time Line Models: RPI’s Studio Physics (Jack Wilson) NCSU’s Scale-Up (Bob Beichner) Harvard Peer Instruction (Mazur) Fall 2001-2PrototypeOff-term E&M 8.02 Spring 2003-PresentScaled-up E&M 8.02 Fall 2003-4Prototype Mechanics 8.01 Fall 2005-PresentScaled-up Mechanics 8.01

  50. Obstacles We Faced Student evaluations and attitudes: negative to neutral Faculty misunderstandings and lack of trained faculty Student cultural issues: contrast between traditional courses and TEAL

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