Analyzing A Discourse-Rich Physics Teaching Sample Video to Inform Your Own Physics Teaching Practice Dan MacIsaac, Ph.D. SUNY- Buffalo State College Dept of Physics, Kathleen Falconer, M.S. SUNY- Buffalo State College Dept of Elementary Education and Reading,

We have been examining and producing 1-3 video vignettes of physics teaching practices for some time with the intent of fostering better practices 4-6 for student physics learning. In this session we will view and analyze an unusually discourse-rich modeling physics vignette taken from an unusually successful community college physics classroom together. A brief description of the Reformed Teacher Observation Protocol (RTOP) will also be presented.

Falconer, K.A., Joshua, M., & Desbien D. (2003) (Authors & Producers; SUNY-BSC Production; MacIsaac analysis). RTOP Video 4: Modeling via Intensive Student Discourse. [QuickTime Web Streamed Video 10:15]. Buffalo, NY: Authors. Retrieved November 30, 2004, from.

Video of effective (as measured by student conceptual score gain from pre- and post-testing with the Hestenes ’ Force Concept Inventory) and deliberately nontraditional mechanics instruction of community college students. What is going on in this classroom? What events are promoting learning? Watch the video and make a few notes on noteworthy behaviours that are taking place that you believe are promoting learning.

Roughly three main sections: – student data gathering activity –student circle whiteboarding discourse, –teacher warranting knowledge and setting up next activity (relative sizes and cues)

Student data gathering students enter class and go right to work (cued from last day “ model how a ball bounces ” ) students obviously comfortable with working on own student tools and representations “ hammers ” are whiteboarding, SONAR and x-v-a vs. t plots teacher is seeding different groups with different questions – pushing in different directions, different parts of the puzzle unique tool to some groups – energy pie charts

Circle Whiteboarding student trained in taking turns and sharing the air explicit use of model building and selection is evident new tool (energy pie chart analysis) gets significant billing jargon control (noun Nazis) emphasizes student thought

Teacher warranting knowledge advanced language control -- vocabulary manipulation (grudgingly allows new jargon, focuses on few but critical issues) warrants certain classroom learning (or forces agreement) sharply limited “ closure ” setting up next

Overall student meaning centered class highly motivated and on-task group (sense of control and empowerment) student discourse intensive (Vygotski) lots of active instructor manipulation of classroom activity, environment and student thought (loaded balls) strong scientific thought – observational, phenomenological, theory building, much discourse, hopefully will see prediction and testing yet to come quite Machiavellian actually

References 1. M. Piburn, D. Sawada, K. Falconer, J. Turley, R. Benford, and I. Bloom. "Reformed Teaching Observation Protocol (RTOP)." ACEPT IN-003. (ACEPT, 2000). The RTOP rubric form, training manual, statistical reference manuals, and sample scored video vignettes are all available from under RESOURCES. 2. Falconer, K.A., Joshua, M., & Desbien D. (2003) (Authors & Producers; SUNY-BSC Production; MacIsaac analysis). RTOP Video 4: Modeling via Intensive Student Discourse. [QuickTime Web Streamed Video 10:15]. Buffalo, NY: Authors. Retrieved November 30, 2004, from. 3. Falconer, K.A. & MacIsaac, D.L. (2004) (Authors & Producers; SUNY-BSC Production). Reformed Teaching Methods: Think Pair Share. [QuickTime Web Streamed Video 12:02]. Buffalo, NY: Authors. Retrieved November 30, 2004, from. 4. D.L. MacIsaac and K. A. Falconer. "Reforming physics instruction via RTOP," Phys. Teach. 40 (8), (Nov 2002). 5. A.E. Lawson et al., “ Reforming and evaluating college science and mathematics instruction: Reformed teaching improves student achievement, ” J. Coll. Sci. Teach. 31, 388 – 393 (March/April 2002). 6. Thornton, R.K. (2002). Uncommon knowledge: Student behavior correlated to conceptual learning. Unpublished manuscript available from the author.