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The Reformed Teaching Observation Protocol (RTOP) in Physics Classes

The Reformed Teaching Observation Protocol (RTOP) in Physics Classes. Daniel MacIsaac & Kathleen Falconer SUNY-Buffalo State College. RTOP. Developed as a classroom observation instrument a standardized measure for evaluation reformed K-20 classroom instruction in mathematics or science

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The Reformed Teaching Observation Protocol (RTOP) in Physics Classes

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  1. The Reformed Teaching Observation Protocol (RTOP) in Physics Classes Daniel MacIsaac & Kathleen Falconer SUNY-Buffalo State College NYSS AAPT/APS Spring 2004 Symposium

  2. RTOP Developed as • a classroom observation instrument • a standardized measure for evaluation • reformed K-20 classroom instruction in mathematics or science • NSF ACEPT NYSS AAPT/APS Spring 2004 Symposium

  3. So…What does reformed instruction look like? • Hands on • Student-centered • Student dialog and discourse • Reflection • In QuickTime Player open: <rtsp://media1.buffalostate.edu/physics/rtop4.mov> NYSS AAPT/APS Spring 2004 Symposium

  4. RTOP Instrument 25 Items with 0-4 point scale • Lesson Design and Implementation. • Content (Propositional Knowledge) • Content (Procedural Knowledge) • Classroom Culture (Communicative Interactions) • Classroom Culture (Student-Teacher Relationships) NYSS AAPT/APS Spring 2004 Symposium

  5. NYSS AAPT/APS Spring 2004 Symposium

  6. RTOP draws on five major sources • Horizon Research 1997-98 Local Systemic Change Revised Classroom Observation Protocol • ”Standards" in science and mathematics education • Principles of reform underlying the ACEPT project • Work of ACEPT Co-Principle Investigators, particularly that of Tony Lawson and the ASU Mathematics Education group led by Marilyn Carlson • Members of Evaluation Facilitation Group (EFG) NYSS AAPT/APS Spring 2004 Symposium

  7. RTOP • RTOP is a highly reliable instrument • Strong predictive validity • Over 400 K-20 science and mathematics classrooms • RTOP both operationally defines and assesses reformed teaching in the classroom. • RTOP scores were found to strongly correlate with student conceptual gains (Figure 1) showing that reformed teaching is also effective teaching. NYSS AAPT/APS Spring 2004 Symposium

  8. NYSS AAPT/APS Spring 2004 Symposium

  9. Typical scores are: • traditional university lecture (passive) < 20 • university lecture with demonstrations (some student participation) < 30 • traditional high school physics lecture (with student questions) < 45 • partial HS reform (some group work; most discourse still with teacher) < 55 • medium sized (100 > n > 50) university lectures with Mazur-like group- • work (ConcepTests) and a student Personal Response System 65-75 • the author’s modified (whiteboards etc) large (170 > n > 75) lectures 70-75 • modeling curriculum (varies with amount and quality of discourse) 65-99 NYSS AAPT/APS Spring 2004 Symposium

  10. BSC Summer 2003Two week long Summer Courses NYSS AAPT/APS Spring 2004 Symposium

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  15. RTOP Website:<http://PhysicsEd.BuffaloState.edu/RTOP> NYSS AAPT/APS Spring 2004 Symposium

  16. References Adamson, A.E., Banks, D., Burtch, M., Cox III, F., Judson, E., Turley, J.B., Benford, R. & Lawson, A.E. (2003). Reformed Undergraduate Instruction and Its Subsequent Impact on Secondary School Teaching Practice and Student Achievement. Journal of Research in Science Teaching 40(10), 939-958. Piburn, M., Sawada, D., Falconer, K., Turley, J. Benford, R., Bloom, I. (2000). Reformed Teaching Observation Protocol (RTOP). ACEPT IN-003. The RTOP rubric form, training manual and reference manual containing statistical analyses, are all available from < http://PhysicsEd.BuffaloState.Edu/AZTEC/rtop/RTOP_full/PDF />. IN-001 contains the RTOP rubric alone, IN-002 constains rubric and trainingmanual, IN-003 adds the statistical analyses. Sawada, D., Piburn, M., Judson, E., Turley, J., Falconer, K., Benford, R. & Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The Reformed Teaching Observation Protocol. School Science and Mathematics, 102(6), 245-253. M MacIsaac, D.L. & Falconer, K.A. (2002, November). Reforming physics education via RTOP. The Physics Teacher 40(8), 479-485. Available from < http://physicsed.buffalostate.edu/pubs/TPT/TPTNov02RTOP/ >, describes physics-specific RTOP use. MacIsaac, D.L. & FalconerK.A. (2001-3). Wxx: RTOP Workshops for Physics Teachers. AAPT Announcer. One day (7 hour) workshops held yearly at the AAPT National Summer Meetings. See < http://www.aapt.org/Events/ >. NYSS AAPT/APS Spring 2004 Symposium

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