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TEAL at MIT: An Active Learning Physics Program Highlights for High School in Italy “Information & Training” per le attività di tirocinio A.S. 2010/2011 Torino, 20 – 21 dicembre 2010 Dr. Peter Dourmashkin MIT. Discussion of Open Courseware Quick Sketch of TEAL Outline of Workshop Activities

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  1. TEAL at MIT: An Active Learning Physics ProgramHighlights for High Schoolin Italy“Information & Training” per le attività di tirocinio A.S. 2010/2011Torino, 20 – 21 dicembre 2010Dr. Peter DourmashkinMIT

  2. Discussion of Open Courseware Quick Sketch of TEAL Outline of Workshop Activities Discussion Outline

  3. Open Course Ware http://ocw2.mit.edu/

  4. Blossoms http://blossoms.mit.edu/

  5. Blossoms Learning Goals Different 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

  6. Blossoms Methodology Enhance 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

  7. Blossoms Videos Mathematics Physics: Paola Rebusco Soap Bubbles Engineering Biology Chemistry

  8. Highlights for High School http://ocw2.mit.edu/high-school

  9. 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. Highlights for High SchoolLearning Objectives

  10. 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 Highlights for High SchoolMaterials

  11. 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/

  12. 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

  13. OCW Scholar Module Structure Learning Objectives Preparation: Course Notes 2. Video Lecture Clips Guided Activities 1. Lecture Slides 2. Checkpoint Problems Self Assessment 1. Concept Quizzes 2. Challenge Problems Related Resources

  14. MIT Physics Education Innovation Ned Franck (left) Introduction to Mechanics of Heat John Slater Department Head Jerrold Zacharias (left) and Francis Friedman Physical Science Study Committee PSSC

  15. MIT Physics Education Innovation John King 8.01x Hands-on Take-home Experiments Phil Morrison Conceptual: Physics for Poets A.P. French Series of Introductory Textbooks

  16. TEALTechnology Enabled Active Learning http://web.mit.edu/8.01t/wwwhttp://web.mit.edu/8.02t/www

  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 17

  18. What is TEAL? Technology-Enabled Active Learning A merger of presentations, tutorials, and hands-on laboratory experience into a technologically and collaboratively rich environment

  19. TEAL in Action

  20. Motivation

  21. 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)

  22. Learning Objectives

  23. 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

  24. 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

  25. Redesign Learning Space

  26. 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

  27. Learning Space

  28. Rethinking Teaching Roles

  29. Rethinking Teaching Roles Instructor no longer delivers material but focuses on student learning Measures learning outcomes Motivates student and instills passion for learning

  30. Active Learning

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

  32. Conceptual Understanding

  33. Develop Conceptual Understanding • Inquiry based on Discovery • Use of ConcepTests and Peer Instruction • Hands-on Experiments that Emphasize Concepts • Multiple Representations of Concepts

  34. Visualizations

  35. Visualizations and Simulations: Address Core Misconceptions Question: Is the enclosed charge the source of the electric field in Gauss’s Law? Enclosed charge is not the source of the electric field

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

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

  38. Mini-Presentations

  39. 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)

  40. Networked laptops with data acquisition links between laptop and experiments Hands-On Experiments

  41. Problem Solving

  42. Problem Solving MIT 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

  43. Work in Progress Highlights 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

  44. 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 Workshop Activities Preview

  45. Web Pages http://web.mit.edu/8.01t/wwwhttp://web.mit.edu/8.02t/www http://web.mit.edu/viz/EM/index.htmlhttp://ocw2.mit.edu/http://blossoms.mit.edu/http://ocw2.mit.edu/high-school

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