Fostering Learning of Introductory Physics via Intensive Student Discourse: Analyzing A Discourse-Rich Physics Teaching Sample

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Fostering Learning of Introductory Physics via
Intensive Student Discourse Analyzing A
Discourse-Rich Physics Teaching Sample

• Dan MacIsaac, Ph.D.
• SUNY- Buffalo State College Dept of Physics,
  ltmacisadl_at_buffalostate.edugt
• Kathleen Falconer, M.S.
• SUNY- Buffalo State College Depts of Physics and
  Mathematics, ltfalconka_at_buffalostate.edugt

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Abstract

• We have been examining and producing1-3 video
  vignettes of physics teaching practices for some
  time with the intent of fostering better
  practices4-6 for student physics learning. In
  this session we will view and analyze a
  discourse-rich ASU Modeling Physics vignette
  taken from an unusually successful community
  college physics classroom together. A brief
  description of the Reformed Teacher Observation
  Protocol (RTOP) will also be presented.

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Falconer, K.A., Joshua, M., Desbien D. (2003)
(Authors Producers SUNY-BSC Production
MacIsaac analysis). RTOP Video 4 Modeling via
Intensive Student Discourse. QuickTime Web
Streamed Video 1015. Buffalo, NY Authors.
Retrieved December 6, 2013, from
lthttp//PhysicsEd.BuffaloState.Edu/pubs/AAPT/Edmon
tonDec2013gt.
RTOP Video 4 Modeling via Intensive Student
Discourse
Video of effective Instruction as measured by
student conceptual score gain from pre- and
post-testing with the Hestenes Force Concept
Inventorydiscourse intensive mechanics learning
by Arizona community college students
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Guides to Observing this Video

• What is going on in this classroom?
• Which events are promoting learning?
• Watch the video and make a few notes on striking
  behaviours that are taking place that you believe
  are promoting learning.
• What can you observe / infer about teacher
  manipulation of this classroom activity
  culture?

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(No Transcript)
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• Video contains roughly three main sections
• student data gathering activity
• student circle whiteboarding discourse,
• teacher warranting knowledge and setting up next
  activity
• (relative lengths of 10 min vignette activity
  reflect of time spent in typical classroom
  practice)

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• 1. Student data gathering activity
• students enter class and go right to work cued
  from last classmodel how a ball bounces - rich
  underspecified PER activity
• students obviously comfortable with activity
  without instructor guidance
• student tools / representations are
  whiteboarding, SONAR and x-v-a vs. t plots
  (studenthammers used on activity nail)
• teacher is seeding different groups with
  different questions pushing in different
  directions, different parts of the puzzle
• unique tool to some groups energy pie charts,
  students must explain to colleagues

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• 2. Student Circle Whiteboarding Discourse
• Rich, underspecified, PER-informed activity
• Whiteboard force/facilitate within group
  negotiation of shared meaning (anchor the
  discourse)
• Students trained in taking turns and sharing
  the air (also can use balls, laser pointers)
• explicit use of model building and selection is
  evident (nature of curriculum)
• new tool (energy pie chart analysis) gets
  significant billing
• jargon control (noun Nazis) profitably directs
  student thought (Orwellian 1984 NewSpeak fragile
  knowledge)

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• 3. Teacher warranting knowledge / control
• advanced language control -- vocabulary
  manipulation (grudgingly allows jargon on few but
  critical terms) constrains and focuses student
  thought
• Careful use of PER-informed classroom locutions
• warrants certain classroom learning affirms or
  forces agreement we all agree that plus nod)
• sharply limited closure setting up next
  activity

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• Overall
• Student discourse intensive (Vygotsky)
• Student meaning-making centered class
• highly motivated and on-task group (sense of
  student control and empowerment)
• lots of active instructor manipulation of
  classroom activity, environment and student
  thought (deliberately deflated balls)
• strong student scientific discourse
  observational, phenomenological, theory building,
  prediction and testing yet to come
• quite Machiavellian actually

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References

• 1. M. Piburn, D. Sawada, K. Falconer, J. Turley,
  R. Benford, and I. Bloom. "Reformed Teaching
  Observation Protocol (RTOP)." ACEPT IN-003.
  (ACEPT, 2000). The RTOP rubric form, training
  manual, statistical reference manuals, and sample
  scored video vignettes are all available from
  lthttp//PhysicsEd.BuffaloState.EduAZTEC/rtop/gt
  under RESOURCES.
• 2. Falconer, K.A., Joshua, M., Desbien D.
  (2003) (Authors Producers SUNY-BSC Production
  MacIsaac analysis). RTOP Video 4 Modeling via
  Intensive Student Discourse. QuickTime Web
  Streamed Video 1015. Buffalo, NY Authors.
  Retrieved December 6, 2013, from
  lthttp//PhysicsEd.BuffaloState.Edu/pubs/AAPT/Edmo
  ntonDec2013gt.
• 3. Falconer, K.A. MacIsaac, D.L. (2004)
  (Authors Producers SUNY-BSC Production).
  Reformed Teaching Methods Think Pair Share.
  QuickTime Web Streamed Video 1202. Buffalo,
  NY Authors. Retrieved December 6, 2013, from
  lthttp//PhysicsEd.BuffaloState.Edu/pubs/AAPT/Edmo
  ntonDec2013gt.
• 4. D.L. MacIsaac and K. A. Falconer. "Reforming
  physics instruction via RTOP," Phys. Teach. 40
  (8), 479-485 (Nov 2002).
• 5. A.E. Lawson et al., Reforming and evaluating
  college science and mathematics instruction
  Reformed teaching improves student achievement,
  J. Coll. Sci. Teach. 31, 388393 (March/April
  2002).
• 6. Thornton, R.K. (2002). Uncommon knowledge
  Student behavior correlated to conceptual
  learning. Unpublished manuscript available from
  the author.