Keynote update3-20030829_1 2006-07-13 14:26:10 -0400 root East West North 1st Qtr 20.4 30.6 45.9 2nd Qtr 27.4 38.6 46.9 3rd Qtr 90.0 34.6 45.0 4th Qtr 20.4 31.6 43.9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 root East West North 1st Qtr 20.4 30.6 45.9 2nd Qtr 27.4 38.6 46.9 3rd Qtr 90.0 34.6 45.0 4th Qtr 20.4 31.6 43.9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 root East West North 1st Qtr 20.4 30.6 45.9 2nd Qtr 27.4 38.6 46.9 3rd Qtr 90.0 34.6 45.0 4th Qtr 20.4 31.6 43.9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 root East West North 1st Qtr 20.4 30.6 45.9 2nd Qtr 27.4 38.6 46.9 3rd Qtr 90.0 34.6 45.0 4th Qtr 20.4 31.6 43.9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 CPBorderColorProperty 0 0 0 version 1 CPTextProperty root East West North 1st Qtr 20.4 30.6 45.9 2nd Qtr 27.4 38.6 46.9 3rd Qtr 90.0 34.6 45.0 4th Qtr 20.4 31.6 43.9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0.733333 0.878431 0.890196 0 0 0 0.2 0.2 0.6 0 0 0 0 0.6 0.6 0 0 0 0.6 0.8 0 0 0 0 0.501961 0.501961 0.501961 0 0 0 0 0 0 0 0 0 0 0 0 root East West North 1st Qtr 20.4 30.6 45.9 2nd Qtr 27.4 38.6 46.9 3rd Qtr 90.0 34.6 45.0 4th Qtr 20.4 31.6 43.9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 root East West North 1st Qtr 20.4 30.6 45.9 2nd Qtr 27.4 38.6 46.9 3rd Qtr 90.0 34.6 45.0 4th Qtr 20.4 31.6 43.9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 root East West North 1st Qtr 20.4 30.6 45.9 2nd Qtr 27.4 38.6 46.9 3rd Qtr 90.0 34.6 45.0 4th Qtr 20.4 31.6 43.9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 <styles> <fill-style fill-type="none"/> <dash-style pattern="none"/> <shadow-style opacity="0" radius="0"/> </styles> Click to edit Master text styles • Second level – Third level • Fourth level – Fifth level » A Road Less Traveled: Industrial Physicist to High School Teacher
By Christopher Olszewski, Ph.D. Department of Physics , SUNY-Buffalo State College, 1300 Elmwood Ave, Buffalo NY 142 22 Frontier Central High School, 4432 Bayview Rd., Hamburg NY 14075 <cjo496@yahoo.com > < http://physicsed.buffalostate.edu/pubs/PHY690/Olszewski2006AltCert>
WHAT I BELIEVED THEN
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WHAT I BELIEVE NOW
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1. Goal/subject of instruction
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A. Subject of Science
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Scientific literacy: Facts
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Scientific literacy: Processes
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B. Encouragement of Thinking
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The teacher should provide a smooth path for learning to students
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5
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Teachers should not answer questions right away: Let the students stew
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Why should students think?
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Students don’t like to think
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2. Student Thinking
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A. Progression of Knowledge
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5
5
5
5
B. Construction of Knowledge
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Knowledge is a given: The students just need to learn it
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5
5
5
3. Student Engagement and Activities
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A. Engagement of Student Attention
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5
5
Students should learn from the most appropriate activities (whether fun or not)
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Fun activities will help motivate students to learn
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B. Different Types of Knowledge
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5
5
5
5
C. Student Verbalization & Explanations
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Clarity of teacher’s explanation(s) should make material clear for students
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5
5
5
5
5
Student-to-student discourse can be, but is usually not, useful
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Student discourse is (in)valuable
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5
Having students explain their reasoning is valuable to them and their classmates
 5 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 1.2 application/apple-sticks
WHAT I BELIEVED THEN
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WHAT I BELIEVE NOW
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4. Elements of Learning
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A. Process of Science / Learning
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5
5
B. Important Elements to Learning
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One representation is enough, too
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All these are associated with better understanding (Thornton, 2003)
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Aha’s , teachable moments and bursts of insight , are important, but cannot be predicted or encouraged
5
Aha’s
Necessity of incomplete knowledge
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5. Examples and Labs
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A. Realistic Examples
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5
5
Sweep some things under the rug, so the students don’t get too confused
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Teachers should be correct, if not perfect: They should not sugar-coat phenomena
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B. Lab Activities
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5
5
6. Technology of Teaching
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A. Introduction of Technology
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5
5
B. Process of Science / Content
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Most modern science should not be addressed – too esoteric!
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5
7. Good Processes and Practices
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Comforting for really good students
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Good wait time
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Application to disparate subjects
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Labs to demonstrate principles from lectures
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Lecture info and working knowledge
 5 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 1.2 application/apple-sticks
Changed Belief
Topic
 2
Program Elements
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Showcase Courses
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P
E
R
 2
Education Courses
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Field Work / Substitute Teaching
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Student Mode
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P
C
K
 2
Reflec-tion
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R
T
O
P
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Student Discourse / White Boards
 2
1A
Subject of Science
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E
 2 2
T
 2 2 2 2 2 2
1B
Encouragement of Thinking
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T
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V
 2
E
 2
V
 2
V
 2
S
 2
V
 2
E
 2
2A
Progression of Knowledge
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V
 2
E
 2
E
 2
V
 2
V
 2
T
 2
V
 2 2
2B
Construction of Knowledge
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T
 2
E
 2
E
 2
V
 2
V
 2
V
 2
E
 2
S
 2
3A
Engagement of Student Attention
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T
 2
E
 2
E
 2
V
 2
E
 2
E
 2
V
 2
E
 2
3B
Different Types of Knowledge
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T
 2
E
 2
E
 2
V
 2 2
V
 2
E
 2 2
Explanations
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E
 2
E
 2
E
 2
E
 2
T
 2
V
 2
V
 2
V
 2
4A
Process of Science / Learning
 5
T
 2 2
E
 2
E
 2
E
 2 2
V
 2
V
 2
4B
Important Elements to Learning
 5
T
 2
E
 2
E
 2
V
 2
V
 2
E
 2
V
 2
V
 2
5A
Realistic Examples
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T
 2 2
E
 2 2 2
S
 2 2 2
5B
Laboratory Activities
 5
T
 2 2
E
 2
V
 2 2
S
 2 2
V
 2
6A
Introduction of Technology
 5
T
 2
E
 2 2
V
 2 2
V
 2 2
V
 2
6B
Process of Science / Content
 5
E
 2 2 2 2 2
T
 2 2 2
7
Good Practices & Processes
 5
T
 2
E
 2
E
 2
E
 2
E
 2
E
 2
E
 2 2 0 0 0 2 0 0 0 1 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 0 0 0 2 1.2 application/apple-sticks
Teaching introductory physics Journal of Physics Teacher Education Online 3(2) Frames of mind: The theory of multiple intelligences American Journal of Physics, 66, Research in Science & Technological Education, 20(2) Science Education 72 gymnasium teachers' conceptions of chemistry learning and teaching. International Journal of Science Education, 22(2) Journal of Science Teacher Education 16 British Journal of Educational Psychology 71 The Physics Teacher 40 Journal of Physics Teacher Education Online 2(2) The Physics Teacher, 35, Proceedings of the Enrico Fermi Summer School Studies in Higher Education 21(3) American Journal of Physics 64 Journal of Physics Teacher Education Online 2(4) International Journal of Science Education 23(7) , 755-770.
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