Tag: discussion

Paper Companion Activities for Pivot Interactives
Activities · Teaching Methods

Paper Companion Activities for Pivot Interactives

Marianna Ruggerio2 Comments

You know how I feel about online work! (Looking for Physics Classroom Companion Worksheets? Find them Here!)

When I took high school physics almost everything was online. From physics classroom assignments, to the dreaded WebAssign, it was online. And because it was online, I like others, gamed the system (pre chat GPT). You know a certain number is going to show up somewhere in the answers? Enter it in all the blanks for the first submission so you can focus on the actual calculations. On the flip side was the part where you tried the problem so many times by the time you got it right you had no idea what actually worked. For the better part of my career I’ve been vehemently against all forms of online homework. There’s something about that screen that just puts a stop to the idea of using scratch paper for novice learners and we can’t have that!

(For what it’s worth, when AP went all digital I did NOT feel the urge to go digital in my classroom. I continued to do everything on paper. When APs came around I found my goal was acheived: I proctored the macro exam and did a count. 80% of physics students were using their scratch paper during the exam, while only 30% of non-physics students used their paper.)

The first exception I made to online learning was Pivot Interactives. I was using Peter’s work back when they were “Direct Measurement Videos” which meant I had paper copies originally, anyway. As Pivot upped their game (including deep randomization and autograding) I started using some of these assignments since it sure made my life easier!

However, what I’m finding with my students this year is that like my Webassign days, students are doing the minimum to get all the green checks. This looks like not reading the prompts that explain what they’re about to do next and why, not actually collecting the data for the graph and totally missing the connections between the sample measurements and the data collection.

So, I’ve started to reimplement some paper versions.

The Activities: A Journey of Trial and Error

Earlier this year I assigned the helmet collisions activity. I added a prompt at the end that requested students to do the following:

  • What was the purpose of the activity?
  • Describe the procedure for conducting the investigation
  • Describe the calculations you made and why we made each calculation. You should include details regarding your values!
  • Describe what we learned from this activity about helmets as it relates to the impulse-change in momentum relationship.

This was ok, but I, arguably did this a bit hastily. I realized I wanted these documents handwritten and maybe a bit more depth/scaffholding.

A few weeks later I assigned the Explosions (Not Really) activity.

I knew that students would totally ditch all of the methods we had been using, so I decided to give them a paper to complete before the activity that related to the activity. This required them to complete the calculations with similar, but easy numbers and then have me check their work prior to the activity. This got a good chunk of kids on board, but some still struggled with the transference.

Still not completely satisfied, this past week I assigned the “Intro to Transverse Waves” activity. In this activity students are going to linearize a graph. This is a skill we don’t really cover in my regular level physics, but I like doing it at this point in the year because it’s such a powerful tool. As I anticipated, many students were ignoring the text about linearization completely. I chose a different approach to the paper copy.

I gave students this document which contains the following prompts:

First, I asked them to describe to me some of the new vocab as well as how we obtained our measurements

Next, I use a modified template from the Patterns Curriculum when students write conclusions in labs where we have graphs. It looks like this:

After investigating the behavior _______________, I conclude that there is a ______________________relationship between the [independent variable name]  and the [dependent variable name] As the [independent variable] kept increasing, the [dependent variable]_____________________________. This system of a ___________________ can be mathematically modeled as:

[write the final equation]

where the constant  [slope value]  is the [description of slope for this experiment] . 

I require students to write the ENTIRE paragraph from start to finish. This is not a fill in the blank activity.

This is currently my favorite interaction of the paper follow up and I’ll probably build more of these moving forward. I’m really in love with the patterns physics conclusions because it really requires students to put everything together.

Grading

I’ve noticed there’s a VERY strong correlation on these summaries between students who took the activity seriously and learned from it, vs students who did not. Because of this, the only thing I really need to grade with care is the conclusion paragraph itself. If students did the lab correctly, this paragraph looks great. If not, they usually don’t do well on this.

Do you do anything like this? What does it look like? How do you support genuine learning using online platforms?

AP Free-Response Practice, Skills and Metacognition
Activities · Teaching Methods

AP Free-Response Practice, Skills and Metacognition

Marianna RuggerioLeave a comment

It’s been two weeks since I got back from the AAPT Winter meeting inVegas and I’ve barely had time to sit and reflect. I’ve made some big changes this school year. Exactly one year ago I interviewed for the AP Physics position in a new district. It was one of the more challenging decisions I’ve needed to make in my career, and the first time I was walking into an interview fully confident of who I am as an educator, what I want in my future and in complete control. (When I took my position at Auburn I was confident, but hadn’t yet taught an AP course). With a new position comes new challenges and adjustments, but a new position paired with experience and confidence also brings the opporuntity to recognize challenge for what it is: an opportunity to search for innovative solutions. That’s one of the best parts of teaching; getting challenged in ways that require creativity.

With challenge comes a heavy mental load and so when the deadline came around for the AAPT abstracts I quickly threw together an abstract related to holding students accountable when we do work a la Building Thinking Classrooms (Accountability on Ungraded Homework) but had only shared here on the blog. A part of me felt pretty lame as this particular idea didn’t feel as exciting as I thought it should be for presentation, but I’ve learned that we are typically our own worst critics, and it’s always valuable to go ahead and present anyway. (Here are the presentation slides)

As it turned out, my session was loaded with three other awesome talks that all complemented one another really, really well. Aaron Titus talked about his “how to test better” workshop which is secretly a “How to Learn” workshop. Another faculty member talked about standards based grading at his college and Kathy Willard at Case Western talked about some metacognitive work she’s engaging students with. This session, tied with the AP sessions that took a deep dive into the science practices got me thinking about how to put all of this together to support my students.

The result? An FRQ reflection form.

Part of this spawned from the fact that we had -30 windchills last Friday and a remote learning day. With remote learning obtaining student feedback is more critical than ever for me, but I realized this would be a good strategy to maintain for all FRQ practice.

The Process

  1. Students complete an FRQ alone under timed conditions
  2. Students flip their work upside down and move to vertical whiteboards. They are permitted the next 15 minutes to discuss the problem and they can whiteboard their work/discussion as they go. This is a riff on friends-no-pens due to the complexity of the problem.
  3. As students wrap their discussion, I ask them to consider how the points are distributed.
  4. Students return to their original work and have 10 minutes to revise/add to their work. The way my room is set up students CANNOT see the work on the whiteboards
  5. Students self-score the FRQ. I ask them to give themselves a first pass and second pass score.
  6. Students complete the reflection

The reflection is a google form. The nice thing about this is that in addition to collecting this data easily, I can link multiple forms to the same spreadsheet to track changes over time.

The Google Form Reflection

This first part is asking students to think metacognitively in a few ways. First, I want them to see the gap between their individual and group-think. In a highly collaborative classroom, sometimes students think they have a better handle on the material than they actually do. The first pass at the FRQ gives them a chance to see what they are capable of alone. The second pass allows them to see that they can and do understand more physics than they might give themselves credit for, but it’s not currently encoded in their long term memory. This gives students a place to identify as a study need.

Next, I use the standards information available in AP classroom to provide students a check-list of the skills that were assessed. I ask them to identify both what they did well on and what they did not do well on.

To wrap it all up I ask a final question to get a guage on what my students believe they need more of.

Looking At Results

Below is a snapshot of some of my student results and reflections. I sorted the original scores from lowest to higest so you can see the improvements. This was a Translation Between Representations question which is worth a total of 8 points.

First, observe how much scores increased from original to group think! But what I think is particularly important is that this work happened without access to notes of any kind before and after conversation. When students return to their papers they no longer had access to the whiteboard work.

Next, I think some of the “aha” moments are particularly important and poingnent. I especially love the first one that is more about testing strategy. (This particular student is a rockstar, but the physics assessments have been rough for them).

I thought this data was particularly interesting:

I think anyone who teaches AP knows kids dread the word “derive” like we’re asking them to be Einstein Geniuses (more on that in another reflection another day). Interestingly, my students reported that they all need help on derive, but actually my data from AP classroom and testing informs me that functional dependence is actually one of their weak spots. And yet, students aren’t overwhelmingly identifying it as one. I’ve determined that this particular blind spot is going to be an area of focus these last few months as we enter the final lap.

Asking students where they struggle is always telling regarding their thought processes. Currently many of my students are still stuck in a very algorithmic way of thinking/approaching physics rather than working big picture down and it remains telling in their responses. This is still really valuable information because in order to get students where I need them to be I need to meet them were they are at first.

Deliberate Practice with Mild, Medium & Spicy Problems
In My Class Today · Teaching Methods

Deliberate Practice with Mild, Medium & Spicy Problems

Marianna Ruggerio1 Comment

As a high school teacher homework is a constant battle.

At my high school it’s an equity issue. Many of my students lack the time, space and resources to complete homework.

But also, we also know that the fundamental differentiator between excellence and mediocracy is discipline and deliberate practice. And on a very fundamental level “use it or lose it”. So how to ensure practice and ensure it in a way where learning is happening for all students?

Enter Mild, Medium and Spicy questions.

I picked this idea up from Peter Liljidahl when he joined our nationwide physics book study in April on his book Building Thinking Classrooms in Mathematics. He’s been researching this type of practice most recently in classrooms and I was finally ready to give it a try.

I knew that my students needed some extra practice on calculating quantities from kinematic graphs. They just weren’t quite there yet. I could have assigned problems. If I did, I’d get a 25-50% completion rate and mostly students who did not need the practice provided.

Instead, I did the following:

1) I made a variety of position, velocity and acceleration vs time graphs. Mild graphs had one segment, medium had 2 and spicy had 3 or more. Then, I wrote out the solutions to all of the problems. I put the problems up with tape on 3 individual whiteboard for the three flavors. The answers were on a cabinet on the other side of the room

2) We reviewed the previous week’s quiz and identified that this was the area that needed work. I explained to students they could choose the problems, gave them a paper to document their work, and pointed out the answers were provided.

3) I kid you not, I had 100% of students working for 100% of the hour.. to the point where my last class of the day (who normally line up early) were shocked that the bell rang!

Why it works:

1)Taste vs Aptitude Instead of “levels” the questions are sorted by “flavor” there is something psychologically motivating about choosing your preference rather than feeling pigeonholed by ability.

2) Do What you need – give students a task with a number of items and they want to finish as quickly as possible. Alternatively, the task is overwhelming and they don’t even begin. A single graph at a time, that is student selected (hello autonomy!) is manageable. There’s no pressure! No pressure to complete a spicy, no pressure to complete x number of problems. Just do what you need. I had two students go for the spiciest spicy. I made a comment about it and they asked me if they did it correctly if they needed to do more. Ironically, because it was so complex they were going to end up doing 7 different problems in the process anyway!

3) Get to the deep stuff – honestly, the best part of this for me were the conversations I heard students having. Some of them would get into heated arguments about the correct answer, even though they could have just looked. But just looking was like skipping to the end of the movie. The puzzle was more important than the answer. (I’m going to remind folks real quick that this is NOT my AP course)

4) Student Wins – I heard several students comment that day “I feel smart in this class.” and I cannot tell you how big of a statement that is coming from this group of students. If you know, you know.

  • Have any of you tried anything like this?
  • How do you deal with the homework problem?
  • What are you thinking about regarding this idea?
SciComm Unit Results
Activities · In My Class Today

SciComm Unit Results

Marianna Ruggerio1 Comment

A few weeks ago I posted the article We Did Improv in Physics which outlined my four-day mini-unit emphasizing communication and presentation skills. Students did this in a number of ways including deconstructing TED talks, writing a blog post about their research, and giving a two minute impromptu version of their talk, in addition to the improv workshop. While the energy and the feelings in the room were fantastic, I also collected survey data from students that I’m going to share here.

Overall Results

Before we started the unit I asked students a number of questions around presentations. One of the prompts ask students to rate their confidence when presenting in front of peers from “Very Anxious” to “Very confident”. When the unit ended I asked them how they were feeling about presenting their physics projects. The results were astounding.

While the four day experience wasn’t quite enough to build substansial confidence (increase from 39 to 52%) the amount of anxiety significantly decreased from 42% of students reporting some level of anxiety to only 14%. About half of these students moved from anxious to neutral and the other half moved from anxious to confident.

Students were also asked to rate the statement “Being able to give presentations is an important skill for me to acquire” the number of students who marked “very important” doubled from pre to post assessment.

Students were also asked what the single, most important aspect of an excellent presentation was. While many of them stated “audience” there were also a great deal of other responses such as confidence but also things like structure, organization, and knowing your own material well

After the mini unit these responses were reduced to those that were emphasize from the lesson. An increase in the response “audience” was noted as well as an increase in mentions around the visuals. Noticeably less was “confidence”

Student Feedback On Activities

Students were prompted “Considering your final presentation, how valuable were the activities around dissecting the various talks?” Student rated on a 5 point scale from “not valuable at all” to “very valuable”. A summary of student responses for each of the three activities is below.

Turn Your Paper into a Blog Post

56% of students found the blogging activity to be useful, with only 8.7% of students reporting it was not. Some of the comments are below with scores in parenthesis:

  • It helped to see how there was a different type of communication between presentations and the lab report itself. (4)
  • It helped show us how to communicate our project in an understandable, engaging, and quick way. It used common language like our presentation will. (4)
  • I felt like the activity where you turned the report into the blog was helpful because it showed how you would convey your report to an audience rather than someone reading it just for information. (5)
  • By doing the blog post and using informal words I realized that this physics presentation was more like a conversation between our peers. We were just sharing our finding with one another and the blog post helped organize all this information. (4)

Interestingly, the students who rated the activity low still reported the value in the activity’s intention, demonstrating that the low score had more to do with their perceived needs than the intented learning.

It was somewhat helpful for making the presentation interesting and easy to understand. However, I didn’t find it helpful for actual content which I’m more concerned with. (2)

Data Viz Presentation & Evaluation

87% of students found the Data Viz presentation helpful. I think this is interesting because this was the one “lecture” that was provided and I know my students tend to prefer lectures. Still, there were some great reflections from students:

  • I did not realize how much detail is given into making slideshows. For example, I would have never thought about making slides colorblind proof. (4)
  • I especially liked this activity because it enabled us to visualize what we could change in our presentations through using new strategies. I especially found important how we learned to use less words and things on each slide, making them simpler. Also, the rule of thirds was a good guideline for how we laid out our slides. (5)
  • It helped to see the ways the data can be shown to not over power the audience with so much information at once. (5)
Improv Workshop

48% of students found the improv workshop to be helpful with only 8.7% reporting it was not helpful. There are a couple of pieces of evidence from the commentary that support these low numbers, even though there were drastic results observed in the pre- and post- presentations. Firstly, the intention of the activities was not clear to students until we debriefed. We did improv on a Friday and debriefed on Monday. Secondly, the workshop put students very far outside of their comfort zone.

Overall Impact

Overall students were very positive towards the mini unit. A few comments of note:

  • I think it was really valuable to have this unit because none of our other teachers really sit and go through what a generally good/well-rounded presentation should look like, they only focus on content/course specific presentations
  • It felt like a breath of fresh air, and made me realize that communication is a huge skill in in physics apart from problem-solving obviously.
  • I think that unit is helpful when it comes to sharing your findings with other people in an effective manner. I learned quite a bit about how to construct my slides to show only the important information. This unit is also helpful in feeling more comfortable presenting in front of your peers.

Students were also asked if I should run this lesson again. Every student except two said “yes”. The two exceptions marked “maybe”. Of note is that the two “maybes” expressed discomfort with the improv workshop, but had generally favorable commentary regarding the other activities.

Honestly, the results are beyond what I was hoping for. This is something I will absolutely continue.

Modeling vs Intentional Modeling
Teaching Methods

Modeling vs Intentional Modeling

Marianna Ruggerio1 Comment

“I use modeling, do you?”
“Uh…no, but I’m interested in learning about it”

I felt like such a noob when I had this conversation a few months ago because literally, everyone else at my group seemed to be doing this already. I was at a workshop on whiteboarding after a talk on standards-based grading and modeling and I thought, “wow, she really has it together… I have a LOT of work to do” (Does anyone else have this overwhelming feeling of inadequacy in the classroom all. the. time. or is it just the mom-guilt extended into the classroom?)

So I have started incorporating some things here and there as I’ve gone along, and I recently looked into Etkina’s resources (I started using parts of her book last year). As I poured over Etkina’s labs and our workshop speaker’s resources I realized: I HAVE BEEN DOING MODELING ALL ALONG! Mostly because it’s just the way I already think about problems. It just didn’t have a fancy name, and more importantly, I wasn’t always doing it intentionally as a teaching strategy.

I’ve decided that the intention is really the key in modeling as a teaching strategy. I think good physicists are good at models but bad at teaching them. We do it so seamlessly in our own work we fail to realize that type of thinking is not seamless or natural to the general public.

Cue modeling curriculum

Models are just any representation we use for a situation: pictures, free body diagrams, motion diagrams, graphs, mathematics etc. We need to work our kids like gymnasts, very intentionally using and practicing these models so that our students become flexible and natural at using them on their own for any scenario.

This is the paradigm shift: teach the model first, and the physics as a result of the model. Too often physics teachers (especially physics teachers not trained in physics) teach all this physics stuff, then all these equations for particular problems and then maybe shove in some graphs at the end. The problem is that students fail to see the bigger picture and physics becomes a class where students are attempting to memorize a million procedure for a million different problems, rather than learning a handful of approaches and selecting the best one or two for the problem at hand. The clearest example of this in my current classroom is how I am teaching two-body problems. I have made a huge deal about the fact that all of the physics is in the FBD. Because learning the general process for FBDs is a lot easier than trying to memorize separate processes for ramps, Atwood machines, modified atwood’s and oops! Now there’s friction!

The next most important part of this is to teach students how to communicate with one another using their models, and this is where the value of whiteboarding comes into play. I believe very strongly in letting the kids move around the room to see whiteboards without having a board representative at each board. The reason for this is that the students begin to realize that it’s hard to make sense of what someone has done if you don’t provide enough detail. Students can then ask these questions and leave them at the board before we come together as a whole group for discussion.

I decided to use modeling very intentionally in the classic coffee-filter air resistance lab. The original lab I had snagged from someone had a bunch of background info and then asked students to skets the velocity and acceleration graphs. I got really tired of marking the same things on everyone’s papers last year and realized this year that this is a perfect opportunity for modeling.

When students walked in today their desks were in groups of four with a whiteboard. I asked them for the following

  1. A free body diagram at t=0, sometime before terminal velocity, and at terminal velocity
  2. Acceleration expressions for each of the diagrams
  3. position, velocity and acceleration vs time graphs.

IMG_1632It was so cool to watch them work, discuss and argue. The FBD’s were relatively easy, the discussions mostly about whether or not to put air resistance on the t=0 diagram.

The discussions about the graphs were far more interesting. Many students were working with the graphs as unique units, rather than considering the relationships from one to the next. Inevitably we had piecewise acceleration graphs and linear acceleration graphs and linear piece-wise vs curved velocity graphs.

IMG_1633

 

I asked the kids to cite similarities and ask questions about differences. One group today started changing their board before attention was drawn to them. It offered a fantastic opportunity to review the graph models and review the relationships.

One of my favorites was a group that decided the curve of the velocity graph was quadratic, so they started taking the antiderivative for the position function. They noticed the constant slope portion in many of the other graphs and asked the question about it. Then they realized (#overachievers) the velocity graph wasn’t really quadratic.

I realize this particular example isn’t quite model-based learning through and through as I did not allow them to experimentally discover the exponential function relationships, rather after discussing that all of these changes were continuous I gave them a brief taste of the calculus/diff eqs ending in “solution is always in the form….” and hey, doesn’t that look like the curve we agreed upon?

We only collected data today, so I’m really curious and excited for what their write-ups are going to look like Wednesday!

I’ll keep you posted 🙂

 

 

Teaching to Reach the Introvert
Teaching Methods · Uncategorized

Teaching to Reach the Introvert

Marianna Ruggerio1 Comment

My second-grade teacher called my mom concerned that I didn’t play with any of the kids at recess: I read a book under a tree instead. When my mom asked if this was a problem the teacher reported that I wouldn’t have any friends. I was elected to represent our class for the school council that year.

Research indicates that as much as 50-74% of the population is extroverted. It is generally viewed as a valued quality: put yourself out there, be friendly, be social. These are the rules society dictates whether it is on the elementary playground or in the workplace. Our culture favors extroversion, and many of the qualities associated with introversion are erroneously viewed as a failure to be able to advocate and insecurities with oneself.

Nowhere does extroversion seem to get a higher reward than in the classroom.  There is a huge emphasis on team and group projects, and the excellent teacher is often seen as the one where energy runs high in the room, rather than examining student behaviors and conversations. During the majority of my high school experience, most classes had a participation grade. If I did not speak in class I was guaranteed nothing higher than an 80% for participation, regardless of the fact that the rest of my work was A-work. I despised the participation grade. Some teachers pride themselves on their use of the Socratic method, but research has indicated that it’s execution this can offer the opportunity for gender bias: male students are more likely than female students to shout out or offer answers to questions, regardless of if they are correct. Teachers, in turn, are more likely to respond to those students and the quiet students are left in the dust.

I want to make perfectly clear that I am in no way, shape or form suggesting that classroom participation, presentations, and conversations should be abandoned, far from it! All of these skills are important and required for any field and for success. At the same time, if we are trying to reach all students in a way that they learn best, then we have to offer comfortable environments for the introverts in addition to the extroverts.

present
One of my extroverts discussing the solution to the problem. All students in this group worked on the same problem in pairs, then came to consensus before presenting to the class

Science is all about collaboration and presentation. Students who think otherwise are in for a very rude awakening as they approach their senior year of college and enter the workforce or graduate school. A method I have recently adopted is whiteboarding. At the spring meeting of the Chicago Section of AAPT, Kelley O’Shea presented on standards-based grading in physics and lead a workshop on whiteboarding methods. (See her blog!) One of the most important aspects of whiteboarding (and teaching, for that matter) is fostering an environment where it is safe to share and safe to be wrong. In the lab setting, this consists of all of the students putting their lab results on a large whiteboard and standing in a large circle. Students comment on similarities and ask questions about differences on the boards.

 

whiteboard1
Sample board and commentary from students. Students assess each other’s final answers and reasoning in addition to the quality of the presented work. 

I have used this method in my teaching, but I have also included a variation on the model. Occasionally (and in the interest of time and space) I have students circulate the room to examine each of the boards. They are still asked to consider similarities and differences, but I ask them to write questions and comment down on a smaller whiteboard next to each of the large ones. After we have done this, students return to their boards, read the feedback and then I open the floor to comment on similarities and differences. This provides the introverts with a huge advantage: they still get to collaborate in their small groups, but they receive the wealth of information in the large group as well as having another avenue to participate in the whole group discussion.

 

The second whiteboarding method I find to be highly effective with my introverts, shy students and students who struggle is what Kelley fondly dubs, “whiteboard speed dating”. In this exercise, students are paired at a board and the entire class is given the same problem. Here’s the catch: the problem is goalless, it does not end in “calculate the _____”. Students are two write anything on the board they can (diagrams, equations, graphs, etc) in the time allotted (1-3 minutes). When time is up, partners split, everyone moves around the room to an adjacent desk and now they have a new board, a new partner, and a new perspective. The first time I tried this I, admittedly, was anxious for my most introverted student. She did not speak. ever. even to me. ever. even when asked a question. about anything. Within 3 rotations she was explaining the problem to her partner, and I’ll add: not a student she typically worked with. Working in this manner gave her the confidence to collaborate with another student. Would she get up in front of the class and explain the problem? Not today. But maybe eventually.