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Higher Standards and fewer failures?

This workshop aims to address the high failure rates in high school physics courses and provide strategies for improving student success. Topics discussed include active learning methods, controlled assessment, and the adoption of new teaching approaches. The workshop leader will present findings from a study conducted at NJIT, highlighting the successful methods used to maintain high standards while reducing failure rates.

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Higher Standards and fewer failures?

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  1. Higher Standards and fewer failures?

  2. 1st effort: Working with High School Physics Teachers To Launch Students into College Physics 2/7/2019 8:30-2:30 NJIT CKB 116 Professor Gordon Thomas, Workshop Leader Presented by NJIT Center for Pre-College Programs, Physics Department, College of Science and Liberal Arts NJIT Welcomes You

  3. 2nd effort: Working on teaching methods

  4. Old effort Results: Lectures and old assessment: results

  5. 2nd and 3rd efforts: Active learning and controlled assessment

  6. 2nd and 3rd methods: results

  7. Adoption of active learning?

  8. 4th: Attitude is another factor

  9. Different teaching Summary Failure rates Control: College boards “A” rates Different sections of same course, same exams, same homework, same tutoring, similar students}

  10. U. Washington data is consistent with NJIT:

  11. How I started to study teaching:October 27, 2011 My course: 1. Multi-section, required, intro physics course with 15 sections “A Gateway Course”. 2. Must learn to solve physics problems using math 3. Uses multiple choice questions

  12. Analyzed learning with assessment • We have addressed both standards and the failure rate in a 15-section physics course that is required for most students at NJIT. This course is the first one that entering students take, and prior to our project 50% of the students failed and 10% got A grades. Over 5 years, we tried a variety of changes, designed to keep the % of A grades constant while reducing the failure rate. We have succeeded in both keeping high standards and reducing failure. This talk will analyze the methods we used, including encouraging a philosophy among the faculty of helping rather than weeding out students. We also used an ETS method of exam construction, variants of active learning, less pure lecturing, increased tutoring, and increased advising. We also see problems with these efforts in the future.

  13. Nature, July 2015, M. Mitchell Waldrop Attitudes:What can we do about them?

  14. Latest % failure with different teaching styles in same course. Mostly lecture 23% Mostly Active % Fail SAT Scores

  15. Gen-Ed CoursesDr. Elizabeth Petrick, Assistant Professor, Federated History Department • Problems with student engagement: • Serving the needs of majors and non-majors • Classroom management / lecture plans: • In-class group work • Mixing learning styles / teaching delivery • Discussion-focused class time

  16. Student scores from 1st part of 2018: STUDIO

  17. Student final scores F2017 SCALE-UP

  18. F 2015

  19. Student success is predicted by entrance score NJIT Texas Tech

  20. Careless mistakes cause the most trouble.

  21. Data on failure and success Traditional method frequency Fail Pass • New method • Active learning • Step by step, basics + physics • Exam that matches learning 0 25 50 75 100 %J 0 25 50 75 100% Grade

  22. % of student failure {same course, same exams, same homework, same tutoring, similar students} Similar students

  23. Different Profs fail many more students Active Learning Lectures Lecture methods 59% 7%

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