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Introductions: Who are we?
Name
Institution
What do you hope to get out of this workshop?
MotivationDiscuss in groups of 3 or 4 (10 minutes)
Why do you do problem solving in your physics course?
What difficulties do students have with problem solving?
Why do we do problem solving in our physics courses?
What difficulties do students have with problem solving?
Try some out!Think about whether the coaches fit your goals
and which student difficulties they might address.
http://groups.physics.umn.edu/physed/prototypes.html
Type 1 Type 2 Type 3
Kinematics Softball catch
Robbery investigation
Archer
Dynamics Train stunt Car on curve
Conservation of Energy
Sliding puck Skate loop Bungee jump
Conservation of Momentum
Hawk and goose
Skateboard Astronaut
Do the coaches fit our goals?
Which student difficulties do they address? Which do they
not?
TheoryProblem solving
Cognitive apprenticeship
Context-rich problems
Try a second type of coach
Think about how the second type might address student difficulties and how the coaches might fit into a curriculum.
Type 1 Type 2 Type 3
Kinematics Softball catch
Robbery investigation
Archer
Dynamics Train stunt Car on curve
Conservation of Energy
Sliding puck Skate loop Bungee jump
Conservation of Momentum
Hawk and goose
Skateboard Astronaut
How might the coaches fit into a curriculum?
DesignExpert-like problem-solving framework
Elaborated using task analyses Cognitive functions: deciding, implementing,
assessing
Instructional method Reciprocal teaching: Type 1 and type 2 Learning from well-studied examples: Type 3
Current status and future developments
Try a sequence of coaches
How might they be used in class? What factors are necessary for making the coaches useful to students?
Type 1 Type 2 Type 3
Kinematics Softball catch
Robbery investigation
Archer
Dynamics Train stunt Car on curve
Conservation of Energy
Sliding puck Skate loop Bungee jump
Conservation of Momentum
Hawk and goose
Skateboard Astronaut
How might coaches be used in class?
Modifying the coachesChanging the problem statement
Changing the questions Changing the question text Changing the choices Changing the feedback
Changing the graphics
What would you like to see or do with the
coaches?
Make Decisions about Drawing A Picture
19
Make Decisions about which Physics Principle to use
Algebra Help
Student decides what to do
22
Student checks computer’s work(picture)
Student checks computer’s work(algebra)
Solve it on your own
CoachingProvide feedback while
student is stepping through the task (drill).
Provide feedback while student is practicing the task.
Student provides feedback to other students while practicing the task.
3 types of computer coaches
• 1st: Computer coaches the student– computer decides, student implements, computer assesses
• 2nd: Student coaches the computer– Student decides, computer implements, student assesses
• 3rd: Student works more independently– Computer provides help as necessary
Cognitive apprenticeship (Collins et al. 1990)
An alternative model of instruction that is accessible within the framework of the typical classroom.
3 main elements: Modeling (e.g. classroom lecture) Coaching (e.g. instructor office hours)
Scaffolding (e.g. worksheets) Fading (e.g. tests)
