ABCs of How We Learn: F is for Feedback
“Ever tried. Ever failed. No matter. Try again. Fail again. Fail better” I’ve seen these words by Samuel Beckett on posters and in classrooms. The intention is to support the idea of the classroom as a safe space to try and fail. But failure without actional feedback is just failure. The classroom environment that has…
ABCs of How We Learn: E is for Elaboration
The Information Processing Model for memory is an incredibly important foundation for establishing much of the what and how around teaching strategies. We begin with the sensory input… the words on this page, the hum of my air conditioning, the sound of my typing, the sound of my husband reading to my son, the motorcycle…
ABCs of How We Learn: D is for Deliberate Practice
Deliberate practice is what kicked off this whole series. I did a deliberate practice exercise last Friday as part of my AP Review in which we focused on graph linearization on the AP FRQs. I was so excited about it I decided to write about it. This isn’t the first time I’ve intentionally paired an…
ABCs of How We Learn: C is for Contrasting Cases
Contrasting cases is about noticing the difference between two or more examples that seem the same at a glance. That core learning mechanic should absolutely scream physics problems to you! Acceleration is a FANTASTIC example of the benefit of contrasting cases. Students frequently come to us believing the following to be true: How do we…
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About Me
Hi, I’m Marianna Ruggerio. I’ve taught physics since 2009. I’m incredibly passionate about increasing diversity and equity in physics, as well as mentorship of preservice and novice teachers. Here you will find me sharing my classroom ideas, reflections and making Physics Education Research tangible for fellow high school teachers.
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