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Engaging a Class of a Thousand StudentsJason Harlow,
David Harrison and Tony KeyUniversity of Toronto - Physics Department
Inside Convocation Hall at the University of Toronto
Talk outline What we are doing to teach Physics to the
masses How we try to engage and motivate
students in a course they hate A Mini-Physics Lecture! Results of student surveys Future Plans, ideas
Who we are: Jason Harlow (me): Teaching-Stream Lecturer,
hired August 2004. I teach 2 or 3 physics courses per year.
David Harrison: Senior Lecturer, has taught physics at U of T since 1972
Tony Key: retired Professor, continues to teach Communication for scientists and introductory Physics
All are members of the Physics Education group at U of T
What we teach: “Physics for the Life Sciences”, annual
enrolment of 900-1100 students. 26 weeks from September through April. One-hour lectures are held twice per week in
Convocation Hall, an auditorium with 2000 seats
Four professors take turns lecturing for about 6 weeks each (4 “quarters”).
Before 2003/04, this class was split into five 200-student sections
Outside Lecture Bi-weekly 3-hour laboratories; Student:TA
ratio=15 Weekly 1-hour tutorials run by graduate
students. Student:TA ratio=25. Department-run Tutor Drop-In Centre Extensive Course web-site, with course
schedule, assignments, lecture notes and access to individual student marks
University-run message-board and chat-room for Life Sciences students (http://biome.utoronto.ca)
Pow
erP
oint
Whiteboard or Chalkboard
Tablet PC projected on big screen
…zzz
…zzz
…zzz
…zzz
In-class discussions!
Sample Lecture
Reading for today’s lecture: Chapter 12: “Newton’s Theory of Gravity”
Results from Chapter 12 WebCT Pre-quiz: 90% of students answered all 3 questions Average mark: 85% Correct answers on course web-page for today’s
lecture
Sample Lecture
In-class Quiz Question: Two balls, initially at rest, are dropped simultaneously. The large ball weighs twice as much as the small ball. Which do you predict?
1. The large ball will fall at least twice as fast as the small ball.2. The large ball will fall slightly faster than the small ball.
3. Both balls will fall at the same rate.
4. The small ball will fall slightly faster than the large ball.
5. The small ball will fall at least twice as fast as the large ball.
Sample Lecture
Galileo said: “When air friction is very small, all objects fall with the same acceleration”.
Two masses connected by spider silk should fall at the same rate as either mass.
Galileo was convicted of heresy, died under house arrest in 1642
Other things we tried… Video cameras were pointed at
demonstrations on stage, and a live image was projected on the main screen.
We paid a “runner” to wander in lectures, collect written questions in class and pass them to the professor.
The audio-component of lectures were recorded and posted on the course web-site in audio-streaming and .mp3 format.
Other things we tried… Tablet-PC notes were posted on the web
after class, along with PowerPoint slides. (- this resulted in a mention on the front page of the Toronto Star!!)
“Representative Assemblies” a.k.a. “Student Management Teams” weekly meetings with pizza ~10 students and professor discussion limited to issues of communication and
facilities only – no discussion of course content
Student Survey Results Two surveys were done in 2004/05 about our
teaching techniques. Surveys were done during tutorials.
669 students responded in October, 311 students responded in March
For all questions, students chose a number from1 to 7 where: 1 means: totally useless 4 means: neutral 7 means: an invaluable aid to my learning
Student Survey Results Tablet PC: The main content of the classes was delivered
using the Journal program on a Tablet PC, with some PowerPoint slides and other information on the side screens. How effective was the use of the Tablet PC for your education?
When Mean Summary Comment
Fall 2004 4.08 51% neutral
With the exception of the 3rd quarter, the
Tablet PC is used as an electronic blackboard
Spring 2005
4.96 65% positive
projected onto the main screen in Con Hall
Spring Histogram
Student Survey Results Demonstrations: Often we did demonstrations in class,
sometimes in conjunction with In-Class Questions and small group discussions. In general, are demonstrations useful?
When Mean Summary Comment
Fall 2004 5.33 74% positive
Students like demonstrations..
Spring 2005
4.59 62% neutral
But do they learn anything from them?
Spring Histogram
Student Survey Results Pre-Class Quizzes: Almost every week you did a short
quiz on the textbook readings for the next 2 classes. How useful were the Pre-Class Quizzes?
When Mean Summary Comment
Fall 2004 3.71 53% neutral
Despite the student’s relatively low opinion, we believe it is very important that the
Spring 2005
4.14 54% neutral
students read the text before class.Spring Histogram
Student Survey Results In-Class Questions: In class many times I asked
the class a question and asked for a vote of what you thought was the correct answer. How useful were these questions?
When Mean Summary Comment
Fall 2004 5.32 76% positive
In mid-October we switched from raising
hands to coloured cardboard squares.
Spring 2005
5.15 69% positive
Except for 3rd quarter, these were continued in almost every class.
Spring Histogram
Student Survey Results Small Group Discussion: When there was disagreement
on the right answer to an In-Class Question, often you broke up into small groups to discuss it. How useful were these small group discussions?
When Mean Summary Comment
Fall 2004 3.87 58% neutral
The relatively poor evaluation may be due to the nature of the in-class
questions..
Spring 2005
3.33 53% negative
Perhaps the questions were too easy, so
discussion was often unnecessary.
Spring Histogram
Future Plans We will continue to teach the section of 1000
students together in one big room. U of T has distant plans to build a large lecture room.
Radio Frequency Personal Response Systems to replace voting cards.
More difficult in-class questions (CINQ database)
More TA-training, different format for labs and tutorials.
Thank You!
Please take the time to fill out the feedback form!
-Jason [email protected] of Toronto Physicshttp://www.physics.utoronto.ca/~jharlow