Implemented

Socratic Method: I heavily use the Socratic method when teaching in small groups (labs) or individually (office hours), and incorporate into class as much as I can.  The Socratic method addresses student questions/misunderstandings with the instructor asking questions which will lead the student to their own correct conclusion (or show their mistaken conclusion is incorrect).  It requires the instructor to be patient, and ask questions which lead the student along the right path.  I became an adherent of this method after I attended a Paideia magnet elementary school which heavily utilizes the Socratic method. Aa an example, a conversation might go like this.

Student: I have a pendulum swinging up and I’m supposed to find the maximum angle. I’m using conservation of energy, but is there a velocity at the top? Like in the x direction?”

Me: Well, what would it mean if there was an x velocity there? What would it do?

Student: It would keep moving?

Me: Yes. So how does the maximum angle relate to the height the pendulum bob reaches?

Student: The maximum angle gives the maximum height via trig.

Me: So if the pendulum has an x velocity at the top, you said it will keep moving. So if it moves at the “top” can the top be the maximum height?

Student: No.

Me: So what must the velocity at the top be?

Student: Ah! 0.

The advantage to this technique is that the students “discover” the answer themselves, as opposed to being told a fact that doesn’t make sense to them.  The main disadvantage is that it can be slow, and the instructor must be skilled as asking leading questions.

Classroom Assessment Techniques (CAT) and Sarahah.com:  I utilize a variety of Classroom Assessment Techniques to keep tabs on what students are struggling with.  The most common and my most used is to have the students turn in a bit of paper with their foggiest point at the end of certain classes.  I also utilize the Sarahah.com website / app to receive allow students to send me anonymous feedback at any time about the class in general.  CATS are extremely useful in identifying exactly where student misunderstandings apply, similar to a quiz, but can be used more frequently and with less pressure on the students and class time.

Peer Grading:  As part of the Preparing the Professoriate Program, I am in the process of having intro physics students peer grade each others solutions, in an attempt to lead them to writing better solutions themselves.  I used two recitation sessions to guide them through using a rubric, having them grade example solutions, and then grade each others homework solution under my guidance.  The students seemed to respond positively, with several of them seeing how their style of writing solutions can be difficult for someone else to interpret, or seeing examples of excellent solutions that their classmates wrote.  An example of a general rubric used for this exercise, can be found here.

In Class Problems / Clickers: I often use in class problems or votes to get students to discuss and argue their case.  It has been shown that utilizing class time in this way both helps students focus and learn, and explaining their solutions to each other helps them practice their justification techniques.

 

To Try

Immediate Feedback Assessment Technique  ((IF-AT): The IF-AT system utilizes a multiple choice test with scratch off answers.  Students scratch off the foil on the answer they pick, and are immediately told if it is correct or not.  The student may then attempt to answer again for fewer points, as much as they like (until they’re only left with one option).  The advantages of this technique is that students leave immediately knowing how well they understood the material.  It is also a way to handle large classes and still give partial credit, as the test can be written in multiple choice format but students can still receive credit for extra attempts.  Additionally, students immediately see their if there answer is incorrect and must then try to determine why in order to guess again.  Another variant of this technique involves students first taking the test individually in the classic format, then forming small groups to use the scratch off test.  This requires students to argue on behalf of their answer for the group.