Differences

This shows you the differences between the selected revision and the current version of the page.

whitepapers:narratives:ptchargeshort 2011/06/08 10:51 whitepapers:narratives:ptchargeshort 2014/07/23 16:42 current
Line 1: Line 1:
-<html> +{{page>wiki:headers:hheader}}
-<script src="lib/plugins/jsMath/easy/loadPP.js"></script> +
-</html>+
=====Examples of Spontaneous Use of Small White Boards===== =====Examples of Spontaneous Use of Small White Boards=====
Line 24: Line 22:
====Using a White Board to Clarify a Student’s Thinking [01:07:35.01] - [01:09:36.07]==== ====Using a White Board to Clarify a Student’s Thinking [01:07:35.01] - [01:09:36.07]====
 +
 +{{whitepapers:narratives:clarifystudentthinking.mov|Video Clip}}
The short narrative presents what had happened when Corinne had asked the class to write on their small white boards an expression for the electrostatic potential at a particular location in space due to a point charge.  She had collected a representative set of the students’ responses and then discussed these. Several times during that discussion, she spontaneously asked students to write what they were thinking on their small white boards so that she and the other students could understand better what they were trying to say.  For example, a student offered an analogy as a way to think about potentials: The short narrative presents what had happened when Corinne had asked the class to write on their small white boards an expression for the electrostatic potential at a particular location in space due to a point charge.  She had collected a representative set of the students’ responses and then discussed these. Several times during that discussion, she spontaneously asked students to write what they were thinking on their small white boards so that she and the other students could understand better what they were trying to say.  For example, a student offered an analogy as a way to think about potentials:
Line 69: Line 69:
====Example of Using a Small White Board to Clarify a Student’s Question [01:15:25.12]- [01:17:14.02]==== ====Example of Using a Small White Board to Clarify a Student’s Question [01:15:25.12]- [01:17:14.02]====
 +
 +{{:whitepapers:narratives:sy07092704mpt1subclip2.mov|Video Clip}}
After the class had come to agreement on an appropriate expression for the electrostatic potential due to a point charge, $V= k Q/r$, Corrine initiated a discussion about the meaning of $r$, what distance was it representing?  Speaking with hesitation expressed as a question, a student offered a more nuanced expression for the distance between the charge and the probe: After the class had come to agreement on an appropriate expression for the electrostatic potential due to a point charge, $V= k Q/r$, Corrine initiated a discussion about the meaning of $r$, what distance was it representing?  Speaking with hesitation expressed as a question, a student offered a more nuanced expression for the distance between the charge and the probe:
Line 208: Line 210:
A student’s spontaneous and unexpected contribution prompted this interaction among the instructor and several students.  The student had used the resource of a small white board to express what she was thinking by sketching a diagram, the sketch made her thinking visually available to the instructor who leaned over to see what the student was drawing, the student was able to offer her thinking via the small white board to the instructor who then was able to convey and discuss the student’s ideas with the whole group; several members of the whole group then contributed to the conversation, and made explicit the connection between the current discussion and the activity in which the students had participated earlier in the session. A student’s spontaneous and unexpected contribution prompted this interaction among the instructor and several students.  The student had used the resource of a small white board to express what she was thinking by sketching a diagram, the sketch made her thinking visually available to the instructor who leaned over to see what the student was drawing, the student was able to offer her thinking via the small white board to the instructor who then was able to convey and discuss the student’s ideas with the whole group; several members of the whole group then contributed to the conversation, and made explicit the connection between the current discussion and the activity in which the students had participated earlier in the session.
 +

Personal Tools