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Effective Strategies for Interactive Large Group Teaching and Learning?

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Presentation on theme: "Effective Strategies for Interactive Large Group Teaching and Learning?"— Presentation transcript:

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2 Effective Strategies for Interactive Large Group Teaching and Learning?

3 Physics education research (1980–2000) has led to the construction of standardized diagnostic tests has prompted development of targeted teaching strategies.

4 Mathematics and Physics Conceptual Evaluation Thornton & Sokoloff, Am. J. Phys, 66(4), 1998, p 338

5 Interactive Lecture Demonstrations use computers in lectures to log and display data in various representations, rely on carefully controlled teacher- class interactions, claim very substantial gains in student learning

6 Correct responses: pre- and post-traditional instruction Correct (%) st & 2nd (nl) 1st & 2nd (g) Coin toss Cart ramp

7 1st & 2nd (nl) 1st & 2nd (g) Coin toss Cart ramp Correct (%) Correct responses: pre- and post-ILD

8 Evaluation of ILDs at Sydney First semester 1999, 1 Regular class (130 students) taught with ILDs Advanced stream and other 2 Regular streams (320 students) as controls Module chosen was MECHANICS, (HRW chapters 1–12 )

9 Logistics Control classes had 15 1-hour lectures (5 weeks) Experimental class had 11 1-hour lectures plus 4 1-hour ILD sessions All tested during first lecture period, and again in middle of the semester.

10 Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp Correct (%) Correct responses: pre-instruction

11 Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp Correct (%) Correct responses: pre- and post-instruction

12 Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp Gain (%) Relative gain: experimental and control classes

13 Average gain: all Introductory classes Average gain (%) Advanced Regular (ILD) Regular (standard) 50

14 Experiment repeated in 2000 Same class numbers (roughly), same logistics Only the 3 regular streams were given the pre-test All 3 regular and 1 advanced streams given the post-test (compulsory).

15 Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp Correct (%) Correct responses: pre- and post-instruction (2000)

16 Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp Gain (%) Relative gain: experimental classes 1999 and

17 Average gain: all Introductory classes: 1999 and Average gain (%) Advanced Regular (ILD) Regular (standard) 50

18 Experiment done again in 2001 Same class numbers and same logistics again. Different lecturer.

19 Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp Gain (%) Correct responses: post-ILD instruction (1999, 2000, 2001)

20 and again in 2001 Same lecturer, class numbers and logistics as in Unfortunately complete data could not be obtained. However pre-instruction data important because of changes to HSC

21 Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp Fraction getting correct answers Correct responses: pre-ILD instruction (1999 – 2001)

22 Same experiment started in a Thai university in 2002 Mahidol University, Bangkok first year physics, medical science and engineering students. Only results from first stage of the experiment available so far.

23 Pre-test scores Average fraction of students getting correct answers

24 Average gain after traditional instruction

25 Conclusions? This teaching technique seems to achieve what it claims (to a degree) This teaching technique requires practice and commitment to be used successfully There seems to be a small fraction of students who cannot be reached

26 Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp Gain (%) Correct responses: post-ILD instruction (1999, 2000, 2001)

27 47 Questions Individual questions answered incorrectly 79 Students

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