http://sites.science.oregonstate.edu/portfolioswiki/ 2020-01-27T00:44:53-08:00 http://sites.science.oregonstate.edu/portfolioswiki/ http://sites.science.oregonstate.edu/portfolioswiki/lib/images/favicon.ico text/html 2008-07-30T11:08:56-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide1?rev=1217441336 [Holding Simultaneous Contradictory Views: Good Teaching] Previous SlideNext SlideContents for Talk My mother taught me many important things. One of them is related to this statement that she made one day: “I love your father very, very much. I absolutely hate the fact that he ALWAYS leaves the top off the toothpaste tube.” She followed up by saying that it is possible, and even reasonable, to feel two totally contradictory ways about the same thing. text/html 2008-07-28T14:43:13-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide10?rev=1217281393 [Socratic Questions vs. Active Engagement] Previous SlideNext SlideContents for Talk If you ask Socratic questions in a class, expecting someone in the class to answer, then, in your own head, you are “summing up” the total amount of knowledge in the classroom. Very roughly speaking, you are only measuring whether someone in the classroom knows the answer (and is willing to offer it!). But, if the questions are answered, it feels to you as the instructor that ev… text/html 2012-07-08T14:47:20-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide11?rev=1341784040 [Kinesthetic Activities--Curvilinear Basis Vectors] Previous SlideNext SlideContents for Talk Much to the suprise of most physicists, it turns out that the vast majority of mathematics faculty have never heard of the basis vectors, $\hat\theta$ and $\hat\phi$, that are adapated to cylindrical and spherical coordinates. It pays to take a few minutes to introduce these to your middle-division classes, explicitly. text/html 2011-07-19T19:39:01-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide11_js?rev=1311129541 [Kinesthetic Activities--Curvilinear Basis Vectors] Previous SlideNext SlideContents for Talk Much to the suprise of most physicists, it turns out that the vast majority of mathematics faculty have never heard of the basis vectors, $\hat\theta$ and $\hat\phi$, that are adapated to cylindrical and spherical coordinates. It pays to take a few minutes to introduce these to your middle-division classes, explicitly. text/html 2012-07-08T14:47:24-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide12?rev=1341784044 [Kinesthetic Activities--Curvilinear Basis Vectors, Part 2] Previous SlideNext SlideContents for Talk This picture shows the correct directions for $\hat\theta$ and $\hat\phi$. Notice that, in the northern hemisphere, $\hat\theta$ points downward. text/html 2010-09-07T20:26:25-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide12_js?rev=1283916385 [Kinesthetic Activities--Curvilinear Basis Vectors, Part 2] Previous SlideNext SlideContents for Talk This picture shows the correct directions for $\hat\theta$ and $\hat\phi$. Notice that, in the northern hemisphere, $\hat\theta$ points downward. text/html 2008-07-29T15:52:41-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide13?rev=1217371961 [Kinesthetic Activities--Steady Current] Previous SlideNext SlideContents for Talk text/html 2008-07-29T15:53:37-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide14?rev=1217372017 [Paradigms Synergies--Effective Potential] Previous SlideNext SlideContents for Talk text/html 2008-07-29T15:54:15-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide15?rev=1217372055 [Kinesthetic Activities--Effective Potential] Previous SlideNext SlideContents for Talk text/html 2008-07-29T15:55:19-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide16?rev=1217372119 [Visualization Activities: Flux] Previous SlideNext SlideContents for Talk text/html 2008-07-29T15:56:21-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide17?rev=1217372181 [Quantum Activities--Eigenstates on the Ring] Previous SlideNext SlideContents for Talk text/html 2011-07-19T19:38:20-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide18?rev=1311129500 [Visualization: the Quantum Ring] Previous SlideNext SlideContents for Talk [Downloadable animated gif for this slide.] text/html 2008-07-30T13:39:26-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide19?rev=1217450366 [Visualization: Using Color for Spherical Harmonics] Previous SlideNext SlideContents for Talk text/html 2008-07-28T14:17:51-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide2?rev=1217279871 [Financial Acknowledgements] Previous SlideNext SlideContents for Talk text/html 2008-07-30T13:45:39-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide20?rev=1217450739 [Visualization: Using Color for the Hydrogen Atom] Previous SlideNext SlideContents for Talk [Downloadable gif for this activity] text/html 2008-07-30T13:47:56-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide21?rev=1217450876 [Characteristics of Effective Maple Activities] Previous SlideNext SlideContents for Talk text/html 2008-07-31T08:57:11-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide22?rev=1217519831 [Characteristics of Effective Small Group Activities] Previous SlideNext SlideContents for Talk Unlike traditional laboratories, often run by TA's, our activities are integrated into the total classroom experience. A study by M.S. student, Katherine Meyer, showed that some of our most effective activities had several characteristics in common. They were very short, containing at most 3-5 question. (If you have several points to get across, try breaking your activit… text/html 2008-07-30T13:55:04-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide23?rev=1217451304 [Eigenvectors Activity] Previous SlideNext SlideContents for Talk text/html 2008-07-30T13:55:44-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide24?rev=1217451344 [Eigenvectors Activity] Previous SlideNext SlideContents for Talk text/html 2008-07-30T13:57:41-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide25?rev=1217451461 [Lectures vs. Activities] Previous SlideNext SlideContents for Talk Lectures and activities are both valuable; they accomplish different goals. We do lots of both, interspersing them appropriately, depending on our goals for the day. This slide compares and contrasts the two techniques. text/html 2008-07-30T15:36:42-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide26?rev=1217457402 [Wrap-up from Small-Group Activities] Previous SlideNext SlideContents for Talk text/html 2008-07-30T16:20:20-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide27?rev=1217460020 [Changing the Frame: In a Restaurant:1] Previous SlideNext SlideContents for Talk This is a powerpoint slide originally written by Edward (Joe) Redish from the PER group at the University of Maryland. Often, our surroundings indicate to us how we should behave. For example, if we walk into a restaurant and we see a menu on the wall, we know that we will likely order our food at a counter, pay, sit down, and eat with our hands, (c.f. the next slide). text/html 2008-07-30T16:19:56-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide28?rev=1217459996 [Changing the Frame: In a Restaurant:2] Previous SlideNext SlideContents for Talk This is a powerpoint slide originally written by Edward (Joe) Redish from the PER group at the University of Maryland. Often, our surroundings indicate to us how we should behave. For example, if we walk into a restaurant and we see a menu is not on the wall, we know that we will sit down, order our food from a menu in our hands, eat with a knife and fork, and finally, pay. (c.f. the p… text/html 2008-07-30T16:13:04-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide29?rev=1217459584 [Changing the Frame: In the Paradigms] Previous SlideNext SlideContents for Talk What does a Paradigms classroom look like? text/html 2008-07-28T13:46:35-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide3?rev=1217277995 [Special Thanks] Previous SlideNext SlideContents for Talk Special thanks to all of those who have mentored me and/or had numerous conversations with me about teaching and learning and the particular needs of middle-division students. text/html 2008-07-30T16:12:34-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide30?rev=1217459554 [Changing the Frame: Student Quote 1] Previous SlideNext SlideContents for Talk Comments from a student one week into the Paradigms, talking about what it feels like for the frame to be changed. (c.f. the next slide to see what this same student says, only a few weeks later.) text/html 2008-07-30T16:11:06-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide31?rev=1217459466 [Changing the Frame: Student Quote 2] Previous SlideNext SlideContents for Talk The same student as in the previous slide, commenting about the effectiveness of active-engagement, five weeks into the Paradigms. text/html 2008-07-30T15:56:54-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide32?rev=1217458614 [Conclusion: Plum Muffins] Previous SlideContents for Talk As always, I am out-of-time. Never fear, this is, itself, an important pedagogical strategy. You may know the story of the dying great-grandmother who is asked, by her favorite great-granddaughter for the secret recipe for the great-grandmother's plum muffins. When the dying woman gestures her great-granddaughter near, she whispers in her ear, “I never make enough.” In the classroom, always end the day… text/html 2008-07-30T16:10:02-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide33?rev=1217459402 [Changing the Frame: Student Quote 3] Previous SlideNext SlideContents for Talk Student comments about why active-engagement is effective. text/html 2008-07-30T11:09:45-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide4?rev=1217441385 [Holding Simultaneous Contradictory Views: Picking Up Someone Else's Baby] Previous SlideNext SlideContents for Talk On the other hand, to teach superbly, one must have exactly the same kind of arrogance that it requires to pick up someone else's baby. You must love them absolutely, and let that feeling shine through. You must believe utterly that, at least for the next few minutes, you are the best thing that ever happened to that baby. And, as you remove that bab… text/html 2008-07-28T14:16:53-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide5?rev=1217279813 [Title Slide] Next SlideContents for Talk I will describe the Paradigms in Physics Program at Oregon State University. text/html 2008-07-30T11:10:24-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide6?rev=1217441424 [Walking over the Mountains] Previous SlideNext SlideContents for Talk When one or two people set out to reform a single course, they often make valuable changes, but the changes tend not to move very far from the status quo. Furthermore, when these “heroes” move on to another course, the changes tend to be lost, instead of institutionalized. Over the years, departments have thoroughly explored a local minimum in the energy diagram for curricular change. In the … text/html 2008-07-30T16:23:38-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide7?rev=1217460218 [Characteristics of the Middle Division] Previous SlideNext SlideContents for Talk The lower division and the upper division are both reasonably well understood categories of students. In the Paradigms Program, we focus on the special needs of the middle division, i.e. those students who have just finished the lower-division introductory courses and are in the process of transitioning into the upper-division courses for majors. Some of the characteristics of middle-… text/html 2008-07-28T14:41:04-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide8?rev=1217281264 [List of Middle-Division Courses] Previous SlideNext SlideContents for Talk In the Paradigms in Physics Program, our middle-division courses are arranged more the way that professionals think about the content. Many, like Central Forces and One-dimensional waves have both classical and quantum content. Each course is only three weeks long and meets for seven hours per week. We particularly enjoy having some two hour blocks of time with the students, which allow us … text/html 2008-07-28T14:41:51-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:slide9?rev=1217281311 [Technology from the One-Room Schoolhouse] Previous SlideNext SlideContents for Talk If you don't make any other change to your classroom practice, we recommend that you at least invest in individual small whiteboards. Every time you would have asked a Socratic question to the class as a whole, turn it into a SWBQ, small-white board question. Ask everyone in the class to answer. text/html 2008-07-30T15:43:00-08:00 http://sites.science.oregonstate.edu/portfolioswiki/workshops:talks:aapt08summerawardtalk:start?rev=1217457780 Abstract: In 1997/98, Oregon State University undertook to re-envision its entire curriculum for physics majors, paying particular attention to helping students make the transition from lower- to upper-level courses—the middle-division. We changed so many aspects of our curriculum that we are now in an entirely different ecosystem from where we started. It has been a long and fascinating journey, over a large potential-energy barrier. Our new environment is one where students and faculty…