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ExSEL presentation on TEFA, undergraduate research

ExSEL presentation on TEFA, undergraduate research

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Transcript

  • 1. TEFA
    Technology Enhanced Formative Assessment
    Presented by: Justin Long
  • 2. 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
  • 3. 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
  • 4. 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
  • 5. 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
  • 6. 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
  • 7. 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
  • 8. 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.
  • 9. Question Cycle
  • 10. Conclusion!
  • 11. 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.
  • 12. 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.
  • 13. 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.
  • 14. 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.
  • 15. 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.
  • 16. 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.