Introductions: Who are we?

 Name  Institution  What do you hope to get out of this workshop?

Motivation  Discuss in groups of 3 or 4 (10 minutes)  Why do you do problem solving in your physics course?

 What difficulties do students have with problem solving?

     Why do we do problem solving in our physics courses?

     What difficulties do students have with problem solving?

Try some out!

 Think about whether the coaches fit your goals and which student difficulties they might address.

http://groups.physics.umn.edu/physed/prototypes.html

Kinematics Type 1 Softball catch Type 2 Robbery investigation Dynamics Conservation of Energy Conservation of Momentum Train stunt Sliding puck Skate loop Hawk and goose Skateboard Type 3 Archer Car on curve Bungee jump Astronaut

    Do the coaches fit our goals?

Which student difficulties do they address? Which do they not?

    

Theory  Problem solving  Cognitive apprenticeship  Context-rich problems

Try a second type of coach  Think about how the second type might address student difficulties and how the coaches might fit into a curriculum.

Kinematics Type 1 Softball catch Type 2 Robbery investigation Dynamics Conservation of Energy Conservation of Momentum Train stunt Sliding puck Skate loop Hawk and goose Skateboard Type 3 Archer Car on curve Bungee jump Astronaut

    How might the coaches fit into a curriculum?

Design  Expert-like problem-solving framework   Elaborated using task analyses Cognitive functions: deciding, implementing, assessing  Instructional method  Reciprocal teaching: Type 1 and type 2  Learning from well-studied examples: Type 3  Current status and future developments

Try a sequence of coaches  How might they be used in class? What factors are necessary for making the coaches useful to students?

Kinematics Type 1 Softball catch Type 2 Robbery investigation Dynamics Conservation of Energy Conservation of Momentum Train stunt Sliding puck Skate loop Hawk and goose Skateboard Type 3 Archer Car on curve Bungee jump Astronaut

     How might coaches be used in class?

Modifying the coaches  Changing the problem statement  Changing the questions  Changing the question text   Changing the choices Changing the feedback  Changing the graphics

      What would you like to see or do with the coaches?

Make Decisions about Drawing A Picture

19

Make Decisions about which Physics Principle to use

Algebra Help

Student decides what to do

22 Student checks computer ’s work (picture)

Student checks computer ’s work (algebra)

Solve it on your own

Coaching  Provide feedback while student is stepping through the task (drill).

 Provide feedback while student is practicing the task.

 Student provides feedback to other students while practicing the task.

3 types of computer coaches • – 1st: Computer coaches the student computer decides, student implements, computer assesses • – 2nd: Student coaches the computer Student decides, computer implements, student assesses • – 3rd: Student works more independently Computer provides help as necessary

Cognitive apprenticeship (Collins et al. 1990)  An alternative model of instruction that is accessible within the framework of the typical classroom.  3 main elements:  Modeling (e.g. classroom lecture)  Coaching (e.g. instructor office hours)  Scaffolding (e.g. worksheets)  Fading (e.g. tests)