the next level Why Reflective Teaching DBER reveals student misconceptions develops curricular materials to address them adopting researchbased instructional strategies RBIS doesnt solve problem ID: 465738
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Slide1
Taking reflective teaching to
the next levelSlide2
Why Reflective Teaching?
DBER reveals student misconceptions, develops curricular materials to address them
adopting research-based instructional strategies (RBIS) doesn’t solve problem
disparity in faculty implementations of RBIS
pedagogical
content
knowledge
is
critical
how do faculty develop PCK?Slide3
r
eflecting on teaching is fun
e
ncourages discussions between faculty, spreads ideas across disciplinesdoesn’t require additional effort (travel, time)Think of the last time you talked with a colleague about class/teaching. What did you talk about?
Why Reflective Teaching?Slide4
Deeper reflective teaching
Faculty often discuss
student
understanding of ideas, what they know, where they struggledevelop strong insight into common difficulties and strategies to address them
Deeper questions focus on
teaching practice
:
why do we do what we do?Slide5
Reflective Teaching:
An Example from physics
Why do physicists present derivations?
what mathematical moves are contained in derivations?
what are motivations/meanings behind
thesm
?
do they tell us anything new about how we do/understand physics?
do they reveal anything new about what we want students to learn?Slide6
Buried
in here are
the
continuity equation and
the
conservation of
momentum,
and teasing out where they
are
cancels many terms, so it's worth the math.
Conservation of Energy in Fluid Mechanics
Why?Slide7
Amplitude of force harmonic oscillator:
Why?
Why this reorganization?Slide8
forces can be summed into an important net force
force in opposite direction of displacement
damping force opposes motion
Net force produces a proportional acceleration
Physics embedded in mathSlide9
Symbolic Forms
(
Sherin
, 2001, SVF &
L
indine
2013,
Redish
&
Kuo
2014 )Slide10
Changing form
changing frame
The
change form from one that emphasizes forces
to
one emphasizing the relationship between variables
changes the
frame ---
surrounding communicative context --- of the classroom from “physics” to “math.”Slide11
Compound symbolic form
Shifts emphasis from forces (physics) to variables (math)
“Just math”
Amplitude of force harmonic oscillator:
Why was it said?Slide12
Lessons
Rearranging equations
changes meaning, symbolic forms (existing literature)
Multiple reasons faculty manipulate equations
shift emphasis from concept to process
“Just math” --- working toward a hoped-for resolution
Changing meaning can emphasize critical concepts, deconstruct complicated ideas into smaller “chunks.”
These can all occur in a single “simple” derivation Slide13
Disciplinary differences
Derivations are common in physics. What techniques are common in other disciplines? What are the “typical” explanations for why these practices are used? Are there deeper reasons? Slide14
Conservation of Energy in Fluid Mechanics
Buried
in here are
the
continuity equation and
the
conservation of
momentum,
and teasing out where they
are
cancels many terms, so it's worth the math.
Expand – Cancel/Apply- ContractSlide15
Expand-Cancel/Apply-Contract: Why
Physics (science) values simplicity because simplest form can reveal new relationships
Derivation conveys
cultural value
(“hidden curriculum”)
Demonstrates
mechanism
for achieving simplicity
Change in thermal energy
friction-like rubbingSlide16
Reflective teaching
It’s fun (and sometimes worthwhile) to ask deep questions about our teaching practice
No question should be off-limits
can be bridge
to DBERSlide17
What have I learned?
Higher-level motivation connected to “first principles”
equations “hidden” in equations
New language to try out next time I teach:
motivate with “expand/apply/contract”
“add-to-zero” form for continuity equation
can look for other instances of expand/apply/contract