Workshop 1: Thursday
Effective teaching by addressing students’ misconceptions with Just-in-Time Teaching (JiTT) and Peer In-struction (PI): Develop your own JiTT and PI lesson.
Elmar Junker, Claudia Schäfle, Silke Stanzel
FH Rosenheim, Germany
How can I motivate my students to prepare for class in advance and work continuously throughout the se-mester? Which are the main difficulties my students encounter when studying the topic? Is there a chance to support both: students with lower and those with more advanced prior knowledge?
The active learning methods Just-in-Time Teaching (JiTT) and Peer Instruction (PI) can offer solutions to these questions. In JiTT students are asked to read a relevant text, answer an online quizz and pose a ques-tion before class. Subsequently the lecturers adapt their teaching according to the students‘ questions and difficulties. In the lessons PI-questions addressing conceptual difficulties are answered by the students preferably with clickers (electronical voting system). In a second round the students are asked to discuss the answer with their neighbour and to reconsider their choice.
Although developed almost two decades ago, these methods haven’t been spread widely in larger areas of Europe. Even though Physics Education Research shows that the learning outcomes are significantly higher with active learning methods, in many countries the majority of university teachers keep on using traditional lecture formats.
After a short introduction you will have the opportunity to develop active learning JiTT/ PI-material for your own course in this workshop. You can benefit from the practical experience and the support of three physics professors, who have been implementing, adapting and using these methods successfully throughout the semester for six years in physics courses for engineer freshmen.
Workshop 2: Friday
Collaborative Activities for a Student-Centered Learning Environment
Gerald Feldman, George Washington University - USA
Guillaume Schiltz, ETH Zürich, Switzerland
Introductory physics classes at George Washington University initiated a collaborative group-learning pedagogical approach in 2008. Since 2013, all introductory courses are exclusively taught in this mode, eliminating the “standard” lecture format. This approach was also implemented on a trial basis at ETH Zürich in the Spring 2017 semester for Environmental Engineering students.
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