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Teaching Physics High School Classrooms - What are you trying out?

Teaching Physics High School Classrooms - What are you trying out?. Alliance for Physics Excellence (APEX) Physics Teaching Research Program (PTR) Dennis Sunal, JW Harrell, Cynthia Sunal, Marsha Simon, Tara Ray, Marilyn Stephens, Justina Ogodo, Michelle Wooten - PTR Team, University of Alabama

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Teaching Physics High School Classrooms - What are you trying out?

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  1. Teaching Physics High School Classrooms -What are you trying out? Alliance for Physics Excellence (APEX) Physics Teaching Research Program (PTR) Dennis Sunal, JW Harrell, Cynthia Sunal, Marsha Simon, Tara Ray, Marilyn Stephens, Justina Ogodo, Michelle Wooten - PTR Team, University of Alabama APEX Cohort 3, Year 2, October 28-29, 2016

  2. Alliance for Physics Excellence The goal of the Alliance for Physics Excellence (APEX) program is to integrate research-based teaching practices into Alabama physics classrooms via in-service teacher education, and evaluate the impact on physics teachers and their students in the state’s school systems.

  3. Alabama In-service/AMSTI/ASIM Center Areas APEX Teachers All 66 APEX Physics teachers are associated with each of 11 Alabama Inservice AMSTI/ASIM Centers Cohort teachers include • #1 with 08 teachers • #2 with 28 teachers • #3 with 30 teachers

  4. Teaching Physics in Alabama High School Classrooms -What are you trying out? • Where are you going? • Where are you now? • How can you close the gap? • How are you sharing what happens in your physics classroom? (Self- and peer- assessment that evaluates your progress)

  5. Where are you going? What are your learning goals in APEX?

  6. Where are you going? In a group at your table discuss (complete open ended questions); 1. What are your learning goals with the APEX professional development program? 2. What prior knowledge did you have that helped and hindered your attaining these goals? 3. Other related ideas? 4. Review (Effective) Characteristics of Teaching Force and Motion

  7. Student Perspective –from Year 1 Pre-Post FCI Tests with Force and Motion Unit Cohorts 1-3 with 39 classes Number of students = 808 Maximum rating possible = 15 or 100% Pre test cumulative score = 24.33% Range =17.1–67.41; Post test cumulative score = 44.14 Range =23.25 – 92.68; FCI Score Gain = 19.77 Sig. Diff between pre and post test scores Significance = 0.000 Cohen’s d = 1.058 Effect size = 0.460 *http://www.polyu.edu.hk/mm/effectsizefaqs/calculator/calculator.html -- Cohen’s d 0.10 = Small Effect size 0.30 = Med Effect size 0.50 = Large Effect size Jacob Cohen, 1988, Hedges & Olkin, 1985 Percentile gain = 18%

  8. Student Perspective –from Year 1 Pre-Post FCI Tests with Force and Motion Unit Cohort 3 with 15 classes Number of students = 303 Maximum rating possible = 15 or 100% Pre test cumulative score = 25.05% Range =18–57; Post test cumulative score = 45.09% Range =21 – 82; FCI Score Gain = 20.04 Sig. Diff between pre and post test scores Significance = 0.000 Cohen’s d = 1.058 Effect size = 0.470 *http://www.polyu.edu.hk/mm/effectsizefaqs/calculator/calculator.html -- Cohen’s d 0.10 = Small Effect size 0.30 = Med Effect size 0.50 = Large Effect size Jacob Cohen, 1988, Hedges & Olkin, 1985 Percentile gain = 18%

  9. Student Perspective –Scores on Year 1 & 2 Pre-Post FCI Tests with Force and Motion Unit Cohorts 1-2 with 23 classes Number of students = 439-355 Maximum rating possible = 15 or 100% FCI Pre-test score = Yr 1 Yr 2 23.89 26.70% FCI Post-test score 43.57 43.59% FCI Score Gain = 19.68 16.88% Pre-Yr1-2 Post Yr1-2

  10. Benchmark Indicators (from teacher classroom action research reports) Teacher Actions Implemented & Student Achievement Indicators of APEX performance characteristics with Force and Motion Unit were developed empirically from classroom teacher action research reports. ------------------------------------------------------------------------------- APEX Fidelity Rating Involved 18 indicators and a Rubric indicating level of APEX Teacher Characteristics

  11. Benchmark Indicators (from teacher classroom Force and Motion action research reports) Teacher actions implemented related to higher student achievement Indicators (rated by outside reviewer) of APEX performance characteristics during force and motion Action Research Unit related to FCI score ------------------------------------------------------------------------------------- The indicators common to units above the FCI N-Gain mean were • Graphical analysis of data in a 4 step analysis & mathematical modeling • Guided inquiry laboratory activities • Identificationand use of student alternative conceptions • Public presentationsand argumentation with students explaining and defending results • Use of Technology to facilitate learning • APEX/PTRA and other professional development lesson materials and teaching used • Free body diagrams used • Student talk and control of learning during lessons

  12. Benchmark Indicators (from teacher classroom Electricity action research reports) Teacher actions implemented related to higher student achievement Indicators (rated by outside reviewer) of APEX performance characteristics during electricity Action Research Unit related to CEEC score ------------------------------------------------------------------------------------- The indicators common to units above the CEEC N-Gain mean were • Guided inquiry laboratory activities • Identificationand use of student alternative conceptions • Use of Diagnoser in planning lessons • Public presentationsand argumentation with students explaining and defending results • Ranking Tasks and Tippers • APEX/PTRA and other professional development lesson materials and teaching used • Use of Technology to facilitate learning

  13. Where are you now? Progress made implementing your Force and Motion or Electricity unit?

  14. Complete the request for information (2 handouts) • Where are you now in completing your action research report? (email request made in September) • Also review guidelines for presenting results (on April 7-8, 2017) distributed in summer 2016 PTI.

  15. Teacher Action Research Action Research as a strategy for facilitating change in your physics teaching

  16. Professional Development through Teacher Action Research Action Research is a teacher conducted, data driven evaluation process, used to monitor your progress in implementing the APEX PTI understandings? • Classroom action research is needed to make your understanding of teaching and learning work effectively (implementation of PD) • Action research is best using different kinds of evidence to answer your action research question, “Is my innovative teaching working and effective?.”

  17. APEX Cohort 2: Action Research Activity with Units during the Fall 2016 to Spring 2017 Academic Year • Description of context of the units 1) Force and Motion unit and 2) Electricity unit. • Lesson plans or lesson outline of unit • Daily diary of events that occurred • Administer students’ pre and post revised FCI & CEEC and, if possible, Diagnoser tests • Interview your students • Narrative reflective summary of the action research activity- What did you learn? What was the evidence? • Present, compare, and reflect on your results during the APEX weekend workshops of the 2016-17 school year

  18. Take a Break What do you think? • How would you summarize learning physics in Alabama from your classroom perspective?

  19. How can you close the gap?? --what specific change is happening in your physics classroom now? What are you trying out?

  20. Discuss reflections on a specific physics activity (see email on selection and evidence gathered) In a group at your table discuss (appoint a spokesperson to make summary report); • your selection of an instructional activity during which you attempted to create change in your physics teaching. • the teaching materials you used, including those given to students. • reflections on the specific physics activity you implemented (see email on selection and evidence gathered) along with student outcomes. Also, compare with results you had with a similar lesson held in 2014-15, before APEX started.

  21. Reflections on Teaching Physics 1. Describe an instructional activity during which you attempted to create change in your physics teaching. What kinds of evidence (results/products) explain these changes?

  22. Reflections on Teaching Physics 2. How did students react, engage? What learning outcomes resulted? What concerns do you now have with repeating this activity? What evidence can you provide for this?

  23. Reflections on Teaching Physics 3. What was different from the time before APEX? What did you learn? What do you want to try next that you did not do yet?

  24. Physics Teacher Action Research Action Research is the only strategy for extending APEX professional development and facilitating and sustaining change this year and in the future. There are several forms, we all use one.

  25. Basic Process of Action Research

  26. Ongoing Action Research Model(use several cycles for a complex innovation) A Spiraling Process: • revise focus (redefine problem) • modify or use new hypotheses (plan) • leading to new actions and new data analysis (act, observe & assess) • revise previous conclusions (reflect, explain & evaluate) • redevelop grounded theory (understand) • etc.... in a continuous spiral leading to self- professional development and change

  27. Action Research: Summary Action research, also, involves physics teachers in the process of defining, making decisions about, and solving problems leading to their own professional change and growth.

  28. Take a Break What do you think? • How would you summarize results from the discussion on reflection of teaching physics in Alabama?

  29. APEX PTI MaterialsHow to Use Them? • How do you use APEX materials? Do you use it as a menu or cookbook? • Is there a plan that you follow? What is it? • How do you start? • What next? • How do you end teaching a physics concept? • Is there a plan that can be used with a research base?

  30. The Learning CycleA Research-Based Planning Sequence • The learning cycle sequence is a set of decision points to help students learn key objectives. • Recognizing these decision points assists teachers in deciding to act in keeping with what we know about how learning takes place. • The basic sequence follows 3 phases in the act of learning new ideas.

  31. The Learning CyclePhases of the Learning Act Phase One: Exploration • Focus students attention on experiences related to the new disciplinary core (DC) idea or scientific and engineering (SE) practice to be learned, start students thinking with a “key” question • Bring out and make public what the students now know, their prior knowledge • Relates previous understanding to the new learning

  32. The Learning CyclePhases of the Learning Act Phase Two: Invention • Discuss the results of the Exploration activity to provide connections • Provide questions or a setting where students generate questions that will begin investigation and argumentation of the new DC idea and/or SE practice • Provide clear practice examples or model the new idea • Provide an explanation and a closure statement for the new idea.

  33. The Learning CyclePhases of the Learning Act Phase Three: Expansion • Provide application activities for the new DC idea and/or SE practice • that are different than those just experienced • Provide transfer activities in which the new idea is applied in different contexts • Provide a summary of the important ideas, skills, and events in the lesson

  34. Take a Break What do you think? • How could you use the learning cycle for classroom planning of APEX model physics in Alabama?

  35. How are you sharing what happens in your physics classroom? Self- and peer- assessment actions that evaluates your progress

  36. Discuss Mentoring and Sharing Venues How can you share and disseminate what you have done in your classroom as reformed or innovative teaching? 1- In your science department? 2- With science teachers in you school system? 3- With science teachers in other school systems? 4- With teachers at science conferences? 5- Other venues?

  37. Places Scheduled to Share Other Conferences ? American Association of Physics Teachers (AAPT) 2017 • February 18-21, 2017 in Atlanta GA Proposal submitted “Results of APEX Professional Development Project- Jim Minstrell” • Jim & Jane Nelson • Sheri Humphrey • Dennis Sunal Alabama Science Teacher’s Association (ASTA) at McWane Center March 7-8, 2017 • Proposals due 11/18/16 • with one or more teachers • http://asta30.wildapricot.org/page-1797608

  38. Other Places to Share • Regional and National Conferences of the National Science Teacher’s Association (NSTA) • Proposals due in spring, 2017 • Your Local School Region with one or two teachers Other Venues? APEX teachers are needed to demonstrate effective physics lesson strategies from the APEX model

  39. Places We Shared APEX in 2016 • Alabama Science Teachers Association (ASTA) McWane Science Center in Birmingham. February 16-17, 2016 1. Whiteboard for Formative Assessment…” by Dan O’Halloran 2. “Are you Frustrated Teaching Physics?” by Sheri Humphrey, Penny Bonds and Dennis Sunal 3. “Diagnoser.com for Diagnostic, Formative Assessment…” by Jim Minstrell 4. “Diagnoser- A Free Science Software Tool…” By Tommi Holsenbeck

  40. Places We Shared APEX in 2016 US Dept. of Education, March 1, 2016 Washington D.C. Mohan Aggarwal and Jim Nelson American Educational Research Association, April 8 & 12, 2016 Washington D.C. Dennis Sunal, Tara Ray, Justina Ogodo, JW Harrell, Mohan Aggarwal National Association for Research in Science Teaching April 16, 2016 Baltimore, MD Dennis Sunal, Tara Ray, Justina Ogodo, JW Harrell, Mohan Aggarwal

  41. APEX VPLC Website • The URL for the APEX website is: • apex.ua.edu • APEX Cohort is a page specifically for information for Cohort 1, 2, & 3 participants. • Blog – is a blog site for questions and comments about physics, physics lessons, and the APEX workshops that are to be shared with other cohort 1 members and the University of Alabama content area specialist. • Sites are password protected. Name is: your email address & the password is: make your own up

  42. Action Research References • Albern, S. (2011). A toolkit for action research. Lanhan MD: The Rowman & Littlefield Publishing Group, Inc. • Angelo, T. & Cross, P. (1993). Classroom assessment techniques. San Francisco: Jossey-Bass • Lawson, A. (1995). Science teaching and the development of reasoning. Belmont, CA: Wadsworth • Sagor, R. (2005). The action research guidebook: A four-step process for educators and school teams. Thousand Oaks CA: Corwin Press. • Schmuck, R. (2006). Practical action research for change. Thousand Oaks CA: Corwin Press. • White, R. & Gunstone, R. (1992). Probing understanding. New York: Falmer Press.

  43. Action Research Related Web Sites Developing an Action Research Plan with Examples http://www.bamaed.ua.edu/sciteach Web-based Action Research Activities: http://archon.educ.kent.edu/Oasis/Pubs/0200-08.ht An Introduction to Action Research http://www.phy.nau.edu/~danmac/actionrsch.html Action Research-Linked Sites http://carbon.cudenver.edu/~myder/itc/act_res.html Virtual Fly Lab: http://vcourseware3.calstatela.edu/VirtualFlylab/IntroVflyLab.html

  44. Learning Cycle References • Abraham M. R. (1989). Research and Teaching: Research on instructional strategies. Journal of College Science Teaching18(3). • Abraham, M. R. & Renner, J. W. (1986). The sequence of learning cycle activities in high school chemistry. Journal of Research in Science Teaching,23(2). • Bybee, R. W. (1997). Achieving scientific literacy. Portsmouth, NH: Heinemann. (5E Model) • Driver, R,; Squires, A., Rushworth, P. & Wood-Robinson, V. (1994). Making sense of secondary science. New York: Routledge. • Eisenkraft, A., 2003, Expanding the 5E Model, The ScienceTeacher,70(6). (7E Model)

  45. Learning Cycle References • Karplus, R. (1977). Science teaching and the development of reasoning. Berkeley, CA: University of California. (3E model) • Marek, E., Eubanks, C., Gallaher, T. (1990). Teacher’s understanding and the use of the learning cycle. Journal of College Science Teaching. 27. • Renner, J. W., Abraham, M. R., & Birnie, H. H. (1988). The necessity of each phase of the learning cycle in teaching high school physics. Journal of Research in Science Teaching, 25(1). • Renner, J. W. & Abraham, M. R (1985). The importance of the form of student acquisition of data in physics learning cycles, Journal of Research in Science Teaching, 22(4).

  46. New PhET iPad App • PhET has a new iPad App - all 40 HTML simulations for science and math learning in one app, that runs offline too! • https://itunes.apple.com/us/app/phet-simulations/id1134126831?ls=1&mt=8

  47. Physics Teaching Resource: Pathway: Physics Teaching Web Advisory. Ask an expert a question. • http://www.physicspathway.org/ • Digital video library for physics teaching at secondary school level • Four expert physics teachers provide advice in short interview scenes through synthetic interviews - Roberta Lang, Paul Hewitt, Chuck Lang, & Leroy Salary • Related Videos are also available

  48. Teaching Physics High School Classrooms -What are you trying out? Alliance for Physics Excellence (APEX) Physics Teaching Research Program (PTR) Dennis Sunal, JW Harrell, Cynthia Sunal, Marsha Simon, Tara Ray, Marilyn Stephens, Justina Ogodo, Michelle Wooten - PTR Team, University of Alabama APEX Cohort 3, Year 2, October 28-29, 2016

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