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presntacionRaj

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  • 1. Inquiry, Teaching & Technology S. Raj Chaudhury Christopher Newport University Newport News, Virginia, USA [email_address]
  • 2. Outline
    • Parable – “Fish is Fish”
    • Convergence of idea frameworks
    • Design of Learning Environments
      • Network technologies for assessment
      • Supporting Multiple Representations
    • Knowledge Integration Framework
    • GroupScribbles - an evolution
  • 3. “ Fish is Fish” by Leo Lionni A parable for how people learn
  • 4. Fish & tadpole (who looks like fish) are friends
  • 5. Tadpole Frog Cause for concern
  • 6. “ Frog is Frog” and “Fish is Fish” and that is that!
  • 7. the frog leaves the pond and is gone for a while…
  • 8. Frog returns : “I have seen wonderful things!”
  • 9. “ Birds – they have feathers, wings, they fly…”
  • 10. “ Cows – black/white, chew cud, have horns…”
  • 11. “ People – walk on 2 legs, wear clothes…”
  • 12. Fish took a test
    • Which of the following best describes a cow ?
      • A creature that has wings, covered with feathers and can fly
      • A creature that walks upright on 2 feet and wears clothes
      • A creature that has black and white markings, has horns and chews cud
  • 13. View inside students’ mind
    • Do you know what picture they are building from your teaching?
    • Formative assessment is necessary
    • Innovative ways of representation
    • Technology can help…
  • 14. Finally…
    • One day, the fish was curious about life on the land
    • He jumped to the shore but then he could not breathe…
    • Luckily, his friend the frog came by and put him back in the water
    • Frog: “What are you doing? You will die on land - fish is fish and you must stay in the water!”
  • 15. Lesson to be learned
    • Sometimes we want ‘hands-on’/direct experience but it is simply not possible
    • Technology can play a big part in providing an experience where reality can not
  • 16. Convergence…
    • “ How People Learn” (Bransford et. al., NRC)
      • Framework : Learner, Knowledge, Assessment & Community centered
    • Principle of Constructivism
        • Students build their knowledge by processing the information they receive – making connections between what they know and what they are learning
    • Technology
      • Design of Learning Environment, Assessment…
  • 17. Learner-centered approach S i S f Student Initial State Student Final State Student’s model of the physical world Scientist’s model of the physical world HOW? Adapted from Fred Reif, Physics Today , 1986
  • 18. Assessment-centered approach What are the best teaching & learning practices?  Research-based pedagogy + Learning Technologies  S i S f
    • What does the student know?
    • How does the student think?
    • What must the student know?
    • How must the student think?
  • 19. Design of Science Learning Environments
    • Learner centered
      • Interactive engagement; Inquiry;
    • Knowledge centered
      • Context dependence;
    • Assessment centered
      • Difficulty of creating & measuring conceptual change
    • Community centered
      • Social interactions; collaborative groups
    Merging ‘Redish’s Principles’ with Bransford’s HPL Framework
  • 20. Peer Instruction
    • The technique of Peer Instruction promotes interaction amongst students as an instructional supplement. As enacted through the use of technology tools the steps are as follows:
    • Instructor presents a multiple-choice question (moderate difficulty – anticipating 50% of class might get it wrong)
    • Each student individually answers the question. Instructor surveys class using Classroom Response System or other method
    • Class views histogram showing distribution of answers
    • Instructor gives students 60-90 seconds to convince neighbor to change his/her mind
    • Question is presented again – whole class responds again.
    • Depending on histogram results, instructor revisits the topic or moves on
  • 21. Classroom Comm. Systems
    • Each student individually answers a question. Instructor surveys class using Personal Response System or other method
    • Student transmitter
    • IR Receiver + Cables
    • Software
  • 22.
    • Q1. People think of lots of different ways of losing weight. Which of the following would make you weigh half as much as you do right now?
    • Take away half of the Earth’s atmosphere.
    • Double the distance between the Sun and the Earth.
    • Make the Earth spin half as fast.
    • Take away half of the Earth’s mass.
    • More than one of the above
  • 23. PRS Histogram
    • Class views histogram showing distribution of answers
    Choices
  • 24. Peer Discussion Step
    • Instructor gives students 60-90 seconds to convince neighboring student to change his/her mind
    • Question is presented again – whole class responds again. Depending on histogram results, instructor revisits the topic or moves on
  • 25. Whole class shared display Topology N students : 1 instructor
  • 26. Verbal Diagrammatic Visualizations Mathematical Numerical Mathematical Symbolic Students move between Multiple Representations in Science Decode -> Deconstruct -> Reconstruct -> Generate Concept Mathematical Graphical
  • 27. Multiple Representations - Physics Adapted from Teaching Physics, Joe Redish
  • 28. Multiple Representations - AS
  • 29. Technology mediated Virtual Learning Spaces in the Classroom Representation rich >> Socially rich >> Clickers Graphing Calculators Multimedia Clickers Pedagogical Research Immersive VR.
  • 30. So what ELSE does a learning environment look like? GroupScribbles TELS Projects
  • 31. TELS for Inquiry + Science
    • TELS = Technology Enhanced Learning of Science
    • Research Center ($10,000,000 for 5 years)
      • University of California + Concord Consortium
      • 5 other University Partners + Secondary Schools
    • Science for grades 6-12
      • Topics in Physics, Chemistry, Biology
    • Uses the Web-based Inquiry in Science Environment (WISE)
  • 32. Inquiry Cycle in TELS Engagement Prediction Exploration Reflection modify Application modify Knowledge Integration
  • 33. Inquiry Cycle in TELS for teacher training Engagement Prediction Exploration Reflection modify Application modify Knowledge Integration
  • 34. Thermodynamics
    • “Probing your surroundings”
    • Look briefly at the structure and the use of computational models (simulations)
  • 35. What if ‘clickers’ are not enough?
    • GroupScribbles
      • Electronic Post-It notes
      • Shareable via Virtual Whiteboard
      • Private/Public areas
      • Exchange of ideas, sorting of ideas
      • Supports Multiple Representations
      • So…what does it look like?

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