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Using teaching videos in physics class

Using teaching videos in physics class. A practical approach to flipped classroom and inquiry based learning. Media & learning conference. 20 , 21 november 2014. Background:. Sint Pietersinstituut Turnhout. ASO: general secondary education. Around 1000 students : 12 – 18 years.

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Using teaching videos in physics class

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  1. Using teaching videos in physics class A practical approach toflipped classroom andinquirybasedlearning Media & learning conference 20 , 21 november 2014

  2. Background: Sint Pietersinstituut Turnhout ASO: generalsecondaryeducation Around 1000 students: 12 – 18 years Use of videos in: Physics in 5th and 6th year: 16-18 years Science-Mathematics: 6/8 hours Math; 2/3 hoursPhysics Modern languages – Sciences: 4 hours Math; 2 hoursPhysics Latin-Mathematics: 6 hoursmath; 2 hoursPhysics Curriculum: 5th year: Electrostatics; Electrodynamics; Electromagnetics; NuclearPhysics 6th year: Kinematics, Dynamics; Work & Energy; Oscillations & Waves

  3. History: Schoolyear 2012-2013 First participated in workshop in flipped classroom in 2013 Tried making chapter in vibrationsflipped: failed. Worked as “actor” in physicsmoviesforWezooz Academy. Made chapter on nuclearphysics: succes Schoolyear 2013-2014 The curriculum for the entire 6th year in flipped classroom form. Put them on www.labofun.be . Schoolyear 2014-2015 The curriculum for the entire 5th and 6th year in flipped classroom form on www.labofun.be Chapters in ElectrodynamicsandNewtonsLaws in Inquirybasedlearning / flipped classroom combination (for SAILS project)

  4. Traditional Classroom activity: Lecture: 25’ Workedexample: 10’ Teacher: Sage on stage Student activity: 15’ Homework: work on problems

  5. The flipped classroom Lecture & workedexample: Homework 10’ Summary on board Classroom activity: Questions + summary: 5’ Student activity: 45’ Teacher: Guide by the side

  6. Personal method Videos: + videos of performingdemonstrationexperiments Power point presentation + use of scienceapplets (Walter Fendt; Surendranath,…) White background, text, schematics Content: notaccordingto manual; but accordingtogovernment curriculum Length: between 5-10 minutes Subject divided in small portions

  7. Personal method Included Microsoft Expression Encoder 4 Screen Capture Made with Microsoft expression encoder 4 Free version Put online in Youtube, but organised in chapters on our website www.labofun.be. Video togetherwith PDF fromPPP’s

  8. Personal method Student material A printed course toaccompanyeachchapter. • Eachlesson/subject • Questionsabout video • Physicsproblems & questions Studentscanprintout PPP file.

  9. Personal method Aftereachchapter, studentsreceive course materialwithanswers (on smartschool) Whenstudyingfor tests/exam: studentswatchvideosagain + solve extra problems.

  10. Standard flipped classroom Students get homeworkassignment: watch video andanswersquestionsabout video. Sometimesthisassignment is accompagniedby a demonstration experiment toawake interest in subject matter. 5’: Studentsaskquestions. Teacher put summary on board: formulas, schematic 45’: studentssolveproblems (as givenby teacher) in groupandgiveanswersat the end of lesson. One page per group. At home: teacher corrects the answers (points receive a low weight factor in end calculation)

  11. Inquirybasedlearningwithvideos Example: Newton’slaw of motion (Used in SAILS project) First law: Classroom activity: Student experiment activity: 15’ Verification of learned subject by video: 5’ Student problemsolvingactivity: 30’

  12. Inquirybasedlearningwithvideos Second law: Classroom activity: Student preparation of experiment: 30’ Cross groupchecking: 5’ Student experiment activity: 65’ Lecture & workedexample: Homework 10’ Classroom activity: Questions + summary: 5’ Student activity: 45’

  13. Conclusion Students are nowactive most of the time andthisduring the assimiliationperiod of the subject matter More efficientuse of time: Students feel more comfortable: The subject matter is beingassimilated at a deeper level. Whenstudyingforexamstheycan have lectureagain Greatestgainfor the notso strong but dutyfullyworkingstudents They are supported at the most critical moment of study Studentslearnto take responsibilityforownlearning: All media is providedand support given, they have tobecomeactivelearners Futureplans: Student research assignment: make a video Incorporate tests in Labofun Alternatevideos: same subject ; different approach

  14. Thanksto: Erik Schoonvliet Webdesigner of www.labofun.be Sint Pietersinstituut Turnhout My family

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