• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Presentation1 exsel
 

Presentation1 exsel

on

  • 440 views

ExSEL presentation on TEFA, undergraduate research

ExSEL presentation on TEFA, undergraduate research

Statistics

Views

Total Views
440
Views on SlideShare
440
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Presentation1 exsel Presentation1 exsel Presentation Transcript

    • TEFA
      Technology Enhanced Formative Assessment
      Presented by: Justin Long
    • Goals of TEFA?
      Motivate and focus student learning with question-driven instruction
      2) Develop students’ understanding and scientific fluency with dialogical discourse
      3) Inform and adjust teaching and learning decisions with formative assessment
      4) Help students develop metacognitive skills and cooperate in the learning process with meta-level communication
    • Question-driven instruction
      Questions are used to set up fertile learning situations and to catalyze learning
      Challenge the limits of the student, find the gaps and conceptual misunderstanding
      Frames knowledge as tools and strategies to answer questions
      Stimulates discussion within the classroom
    • Ball A and ball B are both dropped from a height of 15ft at the exact same time. Ball A has a weight of 15lbs, ball B has a weight of 2.5lbs. What is true of ball A and ball B with respects to the force of gravity?A) Ball A experiences 6 times the force (from gravity) than ball B as it drops  B) Ball B experiences 6 times the force (from gravity) than ball A as it drops C) Gravitational force is equal for both ball A and ball B D) There are no forces acting on the balls
    • The beaker is filled with 800ml with water and each rod is placed in the water to the red line on each rod. The densities of each rod are listed below.
      Rod 1- D < water
      Rod 2- D > water
      Rod 3- D = water
      1) How will the scale reading change when you add Rod 1 to the Beaker as specified above?
      A) Nothing will change
      B) The scale reading will go down a lot
      C) The scale reading will go up a lot
      D) The scale reading will go down a little
      E) The scale reading will go up a little
    • Dialogical Discourse
      Clarify thought through the process of articulation and examination
      Expose students different points of view and ways of thinking
      Promote analysis and resolution of disagreements
      Supply stimuli, context and tools for individual sense making
      Provide practice in speaking the social language of science
    • Formative Assessment
      Making the students’ knowledge visible to the teacher
      This optimizes the instructor’s teaching ability by allowing the instructor to change direction and focus of the topics
      Allows for Agile Teaching
      This requires accurate, detailed, and current information
    • Meta-level Communication
      Talk about talking, cognition, learning, and about the purpose of instructional experience.
      Goal 1 – To improve students understanding of the these topics so they can become self aware learners
      Goal 2 – Community Centered Learning Environments
      This will lead to students making better decisions in accordance with learning.
    • Question Cycle
    • Conclusion!
    • Citations
      Thaden-Koch, Thomas C. & Dufresne, Robert J. & Gerace, William J. & Mestre, Jose P. & Leonard, William J. (2003), "A coordination class analysis of judgments about animated motion", Contributed poster at the 2003 AAPT Physics Education Research Conference, Madison, WI, August 6-7 2003.
      Dufresne, Robert J. & Leonard, William J. & Gerace, William J. (2002), "Making sense of students' answers to multiple-choice questions", The Physics Teacher 40(3), 174-180
      Dufresne, Robert J. & Gerace, William J. & Leonard, William J. (2001), "Springbok: The physics of jumping", The Physics Teacher 39(2), 109--116
      Leonard, William J. (2001), "Dragging a box: The representation of constraints and the constraint of representations", The Physics Teacher 39(7), 412-414.
    • Leonard, William J. (2001), "Reader Reflections: Problem 12, May 2000", The Mathematics Teacher 94(3), 234, 236.
      Leonard, William J. (2000), "Reader Reflections: Problem 3, May 1999", The Mathematics Teacher 93(2), 140.
      Leonard, William J. (2000), "The difficulty of interpreting simple motion graphs", The Physics Teacher 38(2), 68-69.
      Leonard, William J. & Gerace, William J. (1999), "A demonstration of kinematics principles", SRRI technical report leonard-1999dkp.
    • Greene, Nathaniel R. & Leonard, William J. (1998), "Theory can be misleading: Balls on tracks revisited (again)", SRRI technical report greene-1998tmb.
      Leonard, William J. (1997), "Geometric scaling and the volume of a pyramid", New England Mathematics Journal 30(1), 36-50.
      Dufresne, Robert J. & Gerace, William J. & Leonard, William J. (1997), "Solving physics problems with multiple representations", The Physics Teacher 35(5), 270-275.
      Leonard, William J. (1997), "Dangers of automated data analysis", The Physics Teacher 35(4), 220-222.
    • Leonard, William J. & Gerace, William J. (1996), "The power of simple reasoning", The Physics Teacher 34(5), 280-283.
      Leonard, William J. & Gerace, William J. (1994), "Exams as a learning experience for students and teachers", SRRI technical report leonard-1994ele.
      Beatty, Ian D. & Gerace, William J. (2009), "Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology", Journal of Science Education and Technology, 18(2) 146.
    • Lee, Hyun Ju & Feldman, Allan & Beatty, Ian D. (2009), "Teachers' implementation of a classroom response system for formative assessment in secondary science and mathematics", Conference paper accompanying a presentation at the 2009 Annual International Conference of the US National Association for Research in Science Teaching (NARST), Garden Grove CA, Apr 18.
      Beatty, Ian D. & Feldman, Allan (2009), "Illuminating teacher change and professional development with CHAT", In the Proceedings of the Annual Meeting of the National Association for Research in Science Teaching (NARST), Garden Grove CA, Apr 20.
      Beatty, Ian D. & Gerace, William J. & Feldman, Allan P. & Leonard, William J. (2008), "Technology-Enhanced Formative Assessment: An innovative approach to student-centered science teaching", Paper accompanying Allan Feldman's talk to the Association of Science Teacher Educators (ASTE), Jan 10-12 2008, St. Louis MO.
    • Beatty, Ian D. & Feldman, Allan & Leonard, William J. & Gerace, William J. & St. Cyr, Karen E. & Lee, Hyunju & Harris, Robby J. (2008), "Teacher Learning of Technology-Enhanced Formative Assessment", Conference paper accompanying a special symposium presented at the 2008 Annual International Conference of the US National Association for Research in Science Teaching (NARST), Baltimore, MD, Apr 01.
      Beatty, Ian D. & Gerace, William J. & Leonard, William J. & Dufresne, Robert J. (2006), "Designing effective questions for classroom response system teaching", American Journal of Physics 74(1), 31-39.