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whitepapers:narratives:ptchargeshort 2012/07/08 14:39 whitepapers:narratives:ptchargeshort 2014/07/23 16:42 current
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====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]====
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 +{{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:
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====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]====
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 +{{: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:

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