TEAL at MIT: An Active Learning Physics Program

Highlights for High Schoolin Italy

“Information & Training” per le attività di tirocinio A.S. 2010/2011

Torino, 20 – 21 dicembre 2010

Dr. Peter DourmashkinMIT

Outline

Discussion of Open Courseware

Quick Sketch of TEAL

Outline of Workshop Activities

Discussion

Open Course Ware

http://ocw2.mit.edu/

Blossoms

http://blossoms.mit.edu/

Blossoms Learning GoalsDifferent and exciting perspective on topic

Teach abstract concepts through observation, experience and discussion

Stimulate the development of critical and creative thinking skills

Generate interest in subjects considered dry and abstract

Blossoms MethodologyEnhance classes

Students watch short video clip (< 5 min)

Engage in learning activity led by class teacher but provided by video lecturer with specific learning objectives

Teacher provides closure to exercise and discussion

Watch next clip and continue process

Blossoms Videos

Mathematics

Physics: Paola Rebusco Soap Bubbles

Engineering

Biology

Chemistry

Highlights for High School

http://ocw2.mit.edu/high-school

Highlights for High SchoolLearning Objectives

Show science demonstrations by MIT faculty in your classroom.

Provide alternate explanations to reinforce key concepts.

Guide students to additional homework problems and exam examples.

Highlights for High SchoolMaterials

High School Courses Developed by MIT

Lab Courses and Materials 8.01X and 8.02X

Competitions

Video Demonstrations

Exam Preparation Materials

Build Stuff

Save the World D-Lab

English Writing Courses

OCW ScholarTaking Off Jan 1

2011

http://ocw2.mit.edu/courses/physics/8-01sc-physics-i-classical-mechanics-fall-2010/one-dimensional-kinematics-and-free-fall/

OCW Scholar Learning Objectives

Provide self paced modules for students to

learn Mechanics and Electricity and Magnetism

Provide complete topic based modules for teachers

to use in classroom

OCW Scholar Module Structure

Learning Objectives

Preparation:

1.Course Notes 2. Video Lecture Clips

Guided Activities

1. Lecture Slides 2. Checkpoint Problems

Self Assessment

1. Concept Quizzes 2. Challenge Problems

Related Resources

MIT Physics Education Innovation

Ned Franck (left)

Introduction to Mechanics of Heat

John Slater Department HeadJerrold Zacharias (left) and Francis Friedman

Physical Science Study Committee PSSC

MIT Physics Education Innovation

Phil Morrison

Conceptual: Physics for Poets

John King

8.01x Hands-on

Take-home

Experiments

A.P. French

Series of Introductory Textbooks

TEALTechnology Enabled

Active Learning

http://web.mit.edu/8.01t/www

http://web.mit.edu/8.02t/www

17

(Some) Goals of Science Education

Develop next generation of scientists and science teachers

Develop scientific literacy so that the next generation is capable of making informed decisions on issues arising from complex systems, for example environmental change, management of finite resources, development of renewable energy sources

Develop expert problem solvers to tackle complex problems that face society

Develop intellectual curiosity about scientific thought

What is TEAL?Technology-Enabled Active Learning

A merger of presentations, tutorials, and hands-on laboratory experience into a technologically and

collaboratively rich environment

TEAL in Action

Motivation

Why Change?Introductory physics courses have inherent problems

“Our physics courses are actually teaching many students that physics knowledge is just the claim of an arbitrary authority, that physics does not apply to anything outside the classroom, and that physics problem solving is just about memorizing answers to irrelevant problems.”

Carl Wieman, American Physical Society News, Nov. 2007 (Vol 16,No. 10)

Learning Objectives

Learning Objectives

• Move away from passive lecture format to active studio learning environment

• Enhance conceptual understanding

•

• Enhance problem-solving abilities

• Incorporate hands-on experiments that develop

project-based/research lab learning skills

Broader Educational Learning Objectives

• Develop communication skills in core sciences

• Develop collaborative learning

• Reduce gender gap

• Develop new teaching/learning resources based on scientific standards of research

Redesign Learning Space

Transforming the Learning Space: TEAL Classroom

Collaborative learning (Modeled after NCSU’s Scale-Up Classroom)9 Students work together at each table of 9 students eachForm groups of 3 students that work collaboratively

Learning Space

Rethinking Teaching Roles

Rethinking Teaching Roles

Instructor no longer delivers material but focuses on student learning

Measures learning outcomes

Motivates student and instills passion for learning

Active Learning

Components of Active Learning Class: TEAL

• ConcepTests: Peer Instruction with Clickers • On-line Visualizations

• Interactive Presentations with Demos

• Desktop Experiments

• Extensive Problem Solving Opportunities

Conceptual Understanding

Develop Conceptual Understanding

• Inquiry based on Discovery

• Use of ConcepTests and Peer Instruction

• Hands-on Experiments that Emphasize Concepts

• Multiple Representations of Concepts

Visualizations

Visualizations and Simulations: Address Core Misconceptions

Enclosed charge is not the source of the electric field

Question: Is the enclosed charge the source of the electric field in Gauss’s Law?

rE ⋅d

ra

closedsurface

“∫∫ =1ε0

qenclosed

Visualizations and Simulations: Address Core Misconceptions

Enclosed charge is not the source of the electric field

Introduce Difficult Mathematical Concepts: Mathlets

http://www-math.mit.edu/~jmc/8.02t/SeriesRLCCircuit.htmlDevelopers: Jean-Michel Claus, Prof. Haynes Miller (Math Department), Dr. Peter Dourmashkin

http://math.mit.edu/mathlets/

Mini-Presentations

In-Class Presentations

• Peer Instruction: Concept Questions using ‘clickers’

• Short Group/Table Problems with student presentation of work at boards

• Mini-Presentations using whiteboards (or slides)

– Networked laptops with data acquisition links between laptop and experiments

Hands-On Experiments

Problem Solving

Problem SolvingMIT Education requires solving 10,000 Problems

Measure understanding in technical and scientific courses

Regular practice

Expert Problem Solvers:

Problem solving requires factual and procedural knowledge, knowledge of numerous models, plus skill in overall problem solving.

Problems should not ‘lead students by the nose” but integrate synthetic and analytic understanding

Work in ProgressHighlights for High School MIT Italy Program: International Cooperative Teaching Effort

Improve Teacher Training Program

Support Student Peer Instruction Culture

Integrate Student Pre-class Preparation Work with Learning Objectives

Continue to Develop Teaching Resources

Develop Data Acquisition Technology to Measure Real World Activities Using Student Driven Experiments

Workshop Activities Preview

Discussion and Questions Regarding Today’s Session

Learning Objectives and Design of Curriculum

Learning Space Design

Develop Active Learning in the Classroom

Group Dynamics: Strategies for Improvement

Eliminate Science Gender Gap

Rethink Teaching Roles: Culture Change

Develop Teaching Resources

Creative Problem Solving Opportunities

http://web.mit.edu/8.01t/www

http://web.mit.edu/8.02t/www

http://web.mit.edu/viz/EM/index.html

http://ocw2.mit.edu/

http://blossoms.mit.edu/

http://ocw2.mit.edu/high-school

Web Pages