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Case Study: Oregon State University. http://www.physics.oregonstate.edu/portfolioswiki. Corinne Manogue. Support. National Science Foundation DUE-9653250, 0231194, 0618877 DUE-0088901, 0231032, 0837829 Oregon State University

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case study oregon state university

Case Study:Oregon State University

http://www.physics.oregonstate.edu/portfolioswiki

Corinne Manogue

Spin-Up 2010, San Luis Obispo

support
Support
  • National Science Foundation
    • DUE-9653250, 0231194, 0618877
    • DUE-0088901, 0231032, 0837829
  • Oregon State University
  • Oregon Collaborative for Excellence in the Preparation of Teachers
  • Grinnell College
  • Mount Holyoke College
  • Utah State University

Spin-Up 2010, San Luis Obispo

outline
Outline
  • The Oregon State Model
  • Department Culture
  • Classroom Culture
  • Spaces
  • Content & the Hidden Curriculum
  • Classroom Practice

Spin-Up 2010, San Luis Obispo

genetics
Genetics
  • Learning is nonlinear.
  • People are not interchangeable.
  • Storytelling.
  • Connect with your students.
  • No powerpoint/No fade-ins.
  • Multiple messages.
  • Challenge for bright students.

Spin-Up 2010, San Luis Obispo

four curriculum projects
Four Curriculum Projects
  • Paradigms in Physics: complete reform of upper-division major.
  • The Bridge Project: to bridge the vector calculus gap between mathematics and physics.
  • Computational Physics for Undergraduates:
  • Second-generation, large-enrollment, lower-division course reform.

Spin-Up 2010, San Luis Obispo

the paradigms project the old curriculum
The Paradigms Project—The Old Curriculum
  • Long Sequences
  • Traditional Subdisciplines
  • Rigid Scheduling
  • Choices Difficult
  • Junior Level ~ Senior Level
  • Can’t Revisit Topic
  • Interrelationships Difficult

Spin-Up 2010, San Luis Obispo

the paradigms project characteristics of paradigms
The Paradigms Project—Characteristics of Paradigms
  • Reorder topics as professionals think.
  • Case-study method.
  • Collaborative planning.
  • Active engagement.
  • Many sources of information.
  • Explicit attention to professional development.

Spin-Up 2010, San Luis Obispo

the paradigms project our program
The Paradigms Project—Our Program
  • Junior Year—9 Paradigms
    • 3 week courses (one-at-a-time)
    • 7 hrs/week (MWF 1 hr, TR 2 hrs)
  • Senior Year—6 Capstones
    • 1 quarter courses (two-at-a-time)
    • 3 hrs/week
  • Also Electronics, Optics, Thesis, Electives

Spin-Up 2010, San Luis Obispo

the paradigms project paradigms junior year
Fall

Symmetries

& Idealizations

Static Vector Fields

Oscillations

Winter

1-D Waves

Spin & Quantum Measurements

Central Forces

The Paradigms Project —Paradigms (Junior Year)
  • Spring
    • Energy & Entropy
    • Periodic Systems
    • Rigid Bodies
    • Reference Frames

Spin-Up 2010, San Luis Obispo

curriculum design
Curriculum Design
  • Chop content into small pieces.
  • Make each piece a separate course.
  • Use evocative names.
  • Organize on multiple levels.
  • Use existing spaces and times.
  • “Throw away” textbooks.

Spin-Up 2010, San Luis Obispo

the hidden curriculum content
The Hidden Curriculum—Content
  • Expectation values & Probability
  • Energy
  • Resonance
  • Symmetry
  • Normal Modes
  • Discrete & Continuous

Spin-Up 2010, San Luis Obispo

lower division reform
Lower-division Reform
  • Old:
    • 3 hrs lecture (250)
    • 3 hrs lab (30)
  • New:
    • 2 hrs lecture (200)
    • 2 hrs active-engagement (70)
    • 2 hrs lab (30)

Spin-Up 2010, San Luis Obispo

spaces
Spaces
  • Pay attention to every remodeling opportunity.
  • Do not buy more tablet-arm chairs.
  • Consider donors—mid-level commitment.
  • Do not forget air, lights, sound/acoustics
  • Aisles!

Spin-Up 2010, San Luis Obispo

the hidden curriculum professional development
Speaking

Writing

Modern Topics

Professional Identification

Career Development

Non-academic careers

Future teachers

The Hidden Curriculum—Professional Development

Spin-Up 2010, San Luis Obispo

the hidden curriculum problem solving
Moving away from templates

Using advanced notation

Breaking-up complicated problems

The Hidden Curriculum—Problem-Solving
  • Developing harmonic reasoning
  • Novice Expert
  • Developing problem-solving confidence
  • Using Reflective Judgment

Spin-Up 2010, San Luis Obispo

the hidden curriculum integrate or separate
The Hidden Curriculum —Integrate or Separate?
  • Math & physics
  • Experiment, Theory, Computation

Spin-Up 2010, San Luis Obispo

department culture
Department Culture
  • Collaborative Solitaire
  • Set aside time to discuss curriculum.
  • Discuss curriculum details.
  • Refine rather than reinvent.
  • Be consumers of PER
    • AAPT
    • NSDL/ComPADRE
    • physics.oregonstate.edu/portfolioswiki

Spin-Up 2010, San Luis Obispo

classroom culture
Classroom Culture
  • Research shows that active engagement works better.
  • What is active-engagement?
    • Lecture strategies/ template problem-solving
    • The Teaching Gap
    • Problems with clickers
  • Listen to students!
  • Action Research

Spin-Up 2010, San Luis Obispo

curriculum reform
Curriculum Reform
  • Content Matters
  • Pedagogy Matters
  • (Metacognition Matters)
  • (Transitions Matter)

Spin-Up 2010, San Luis Obispo

content matters
Content Matters
  • What we teach?
  • What do we leave out?
  • Do we teach concepts, facts, problem-solving, …?
  • What order do we teach it in?
  • How do the pieces contribute to our overall goals?

Spin-Up 2010, San Luis Obispo

early mathematics content
Early Mathematics Content
  • What is the role of the number 2?

Spin-Up 2010, San Luis Obispo

physics application
Physics Application
  • Dependence on two variables
  • Minus sign
  • Parameters rather than constants
  • Funny Greek letter
  • Physics content

Spin-Up 2010, San Luis Obispo

pedagogy matters
Tutorials

Black-box Computer Simulations

Projects

Research

Small White Boards

Groups Activities

Compare & Contrast Summaries

Multiple Representations

Kinesthetic Activities

Reflection Activities

Visualization Activities

Pedagogy Matters

Spin-Up 2010, San Luis Obispo

dot product
Dot Product
  • Record on your small white board something that you know about the dot product.

Spin-Up 2010, San Luis Obispo

small white board questions
Small White Board Questions
  • Allow the instructor to set a context.
  • Allow the instructor to see if everyone is on the same page.
  • “Quiet” members of the class are encouraged to participate.
  • Students vie to have their answers chosen.
  • Keep everyone engaged and awake.

Spin-Up 2010, San Luis Obispo

plane wave activity

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Plane Wave Activity

Spin-Up 2010, San Luis Obispo

plane wave activity27
Plane Wave Activity

Students connect points

with equal value of

What is

Spin-Up 2010, San Luis Obispo

plane wave activity28
Plane Wave Activity

Students connect points

with equal value of

What is

Spin-Up 2010, San Luis Obispo

large whiteboards
Large Whiteboards
  • Provide the opportunity:
    • to practice calculations,
    • to innovate,
    • to discuss problem-solving strategies, synthesis, evaluation, decision-making, etc.
    • to practice communication: how can they make their own reasoning understood, how can they ask effective questions about someone else’s reasoning.

Spin-Up 2010, San Luis Obispo

compare contrast activities
Compare & Contrast Activities
  • Allow students to compare the results of many similar calculations without having to do many cases,
  • Allow students to discuss how can a particular problem-solving schema can be modified for other cases,
  • Engage a reflective mode of thinking,
  • Encourage students to look for patterns and rules.

Spin-Up 2010, San Luis Obispo

effective activities
Effective Activities
  • Are short, containing approximately 3 questions.
  • Ask different groups to apply the same technique to different examples.
  • Involve periodic lecture/discussion with the instructor.

Spin-Up 2010, San Luis Obispo

charge current density
Charge & Current Density

Spin-Up 2010, San Luis Obispo

kinesthetic activities
Kinesthetic Activities
  • Tap into to embodied cognition
  • Ask for students to use geometric reasoning,
  • Concretize idealizations,
  • Allow students to think conceptually about how you would measure things,
  • Keep everyone engaged and awake.

Spin-Up 2010, San Luis Obispo

the hidden curriculum lecture vs activities
The Instructor:

Paints big picture.

Inspires.

Covers lots fast.

Models speaking.

Models problem-solving.

Controls questions.

Makes connections.

The Students:

Focus on subtleties.

Experience delight.

Slow, but in depth.

Practice speaking.

Practice problem-solving.

Control questions.

Make connections.

The Hidden Curriculum—Lecture vs. Activities

Spin-Up 2010, San Luis Obispo

resources
Resources

http:physics.oregonstate.edu/portfolioswiki

Spin-Up 2010, San Luis Obispo

resources36
Resources
  • http://physics.oregonstate.edu/portfolioswiki
  • http://www.math.oregonstate.edu/bridge
  • http://physics.oregonstate.edu/BridgeBook
    • Activities
    • Instructors’ guides
    • Pedagogical strategies
    • Courses
    • How students learn
    • Publications
    • Textbooks

Spin-Up 2010, San Luis Obispo

socratic vs groups
Socratic vs. Groups

How does it feel to teach in these ways?

vs.

Everyone knows everything vs. No one knows anything

Spin-Up 2010, San Luis Obispo

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