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Low Hanging Fruit for Active Learning
Transcript of Low Hanging Fruit for Active Learning
How can we help every student learn
amount of effort?
#2. EPR Increases Engagement
of middle school students
results BEFORE trying experiment [Reflection]
Shanna Shaked, Ph.D., M.A.T.
UCLA Physics Lecturer
SCAAPT, April 25, 2015
: students construct own knowledge
: students learn how to think and talk science
Low-hanging Fruit for Active Learning
Why isn't EPR used more often?
Independent work time allows students to ask questions of peers and teacher [Reflection]
What about those that do not ask?
Worksheets involve individual responses
Found these insufficient in lens activity [Refl.]
Whole-class questions and guided notes sufficient
Many don't fill these in or don't know when incorrect [Reflection]
Thanks to the People who Helped "Shed Light" on This Work
Ithaca College Master's in Teaching Program
UCLA Physical Sciences Division
UCLA Office Of Instructional Development Institutional Improvement Grant
, and increase
(Kay & LeSage, 2009 meta-analysis)
: engagement does not imply learning!
of students felt regular check-in
helped them stay engaged
misconceptions come out
when engaged [Reflection]
Large (>30 students)
Peer Instr. w/ Clickers
Physics Education Research
Meta-analyses found that interactive engagement increases learning
Am. J. Phys;
Freeman et al., 2013,
Decreases failure and increases under-represented minority retention
Freeman et al., 2013,
Haak et al., 2011
Watkins & Mazur, 2013,
Journal of College Science Teaching
Question resulting from research:
should it be
? (Turpen & Finkelstein, 2009)
Talk with your neighbor about how you might fill in this table for your classroom.
Will the spinning block go:
B Not as high
C Same height
Interactive Lecture Demos
(Sokoloff & Thornton) present a series of questions to guide students toward prediction. You can adapt this technique to your classroom.
What is conserved in the collision?
What questions do you have?
What other evidence-based active learning tools would help most teachers?
Psychology suggests we learn better through interaction, but
is that supported by evidence?
UCLA Physics Education Research Journal Club, including Josh Samani and Laura Vican
Professor Michael Bodhi Rogers
Professor Jasper Kok