In December 2020 I shared a post about my frustrations with a series of videos being labeled as a Physics course. In response, I was motivated to launch a series of posts about the science of learning physics alongside the very practical applications and reflections of the research in my own classroom.
- Retrieval Practices
- Retrieve Note Taking
- Teaching Students Expert Thinking
- Active Learning Part 1: The Power of a Story
- Active Learning Part 2: Convincing the Student
- Metacognition Strategies
- Practice and Study Skills
- Drill and Kill? Or Drill for Skill
- Introducing Students to PER
ABCs of How We Learn… in Physics!
At a teacher institute I heard an eduinfluencer make the claim that teachers can only name and describe 3 evidence based strategies they use in their classroom. Challenge accepted. Each day I’m working through the book The ABCs of How We Learn and pairing a strategy with physics content/activities in my classroom.
- A is for Analogy
- B is for Belonging
- C is for Contrasting Cases
- D is for Deliberate Practice
- E is for Elaboration
- F is for Feedback
- G is for Generation
- H is for Hands On
- I is for Interleaving
- J is for Just in Time Telling
- K is for Knowledge
- L is for Listening and Sharing
- M is for Making
- N is for Norms
Reading List
- The Science of Learning Physics
- Powerful Teaching: Unleash the Science of Learning
- Why Don’t Students Like School?
Research Articles to Read
- Implementing an epistemologically authentic approach to student-centered inquiry learning (Etkina’s work related to her active learning cycles)
- Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning
- Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
- Overview, Case Study of Physics (utilizing a structured problem solving method to aid in student thinking processes)
Physics.Teacher.Momma. 