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NYSS AAPT/APS Spring 2004 Symposium The Reformed Teaching Observation Protocol (RTOP) in Physics Classes Daniel MacIsaac & Kathleen Falconer SUNY-Buffalo.

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Presentation on theme: "NYSS AAPT/APS Spring 2004 Symposium The Reformed Teaching Observation Protocol (RTOP) in Physics Classes Daniel MacIsaac & Kathleen Falconer SUNY-Buffalo."— Presentation transcript:

1 NYSS AAPT/APS Spring 2004 Symposium The Reformed Teaching Observation Protocol (RTOP) in Physics Classes Daniel MacIsaac & Kathleen Falconer SUNY-Buffalo State College

2 NYSS AAPT/APS Spring 2004 Symposium RTOP Developed as a classroom observation instrument a standardized measure for evaluation reformed K-20 classroom instruction in mathematics or science NSF ACEPT

3 NYSS AAPT/APS Spring 2004 Symposium So…What does reformed instruction look like?  Hands on  Student-centered  Student dialog and discourse  Reflection  In QuickTime Player open:

4 NYSS AAPT/APS Spring 2004 Symposium RTOP Instrument 25 Items with 0-4 point scale  Lesson Design and Implementation.  Content (Propositional Knowledge)  Content (Procedural Knowledge)  Classroom Culture (Communicative Interactions)  Classroom Culture (Student-Teacher Relationships)

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6 RTOP draws on five major sources  Horizon Research 1997-98 Local Systemic Change Revised Classroom Observation Protocol  ”Standards" in science and mathematics education  Principles of reform underlying the ACEPT project  Work of ACEPT Co-Principle Investigators, particularly that of Tony Lawson and the ASU Mathematics Education group led by Marilyn Carlson  Members of Evaluation Facilitation Group (EFG)

7 NYSS AAPT/APS Spring 2004 Symposium RTOP  RTOP is a highly reliable instrument  Strong predictive validity  Over 400 K-20 science and mathematics classrooms  RTOP both operationally defines and assesses reformed teaching in the classroom.  RTOP scores were found to strongly correlate with student conceptual gains (Figure 1) showing that reformed teaching is also effective teaching.

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9  traditional university lecture (passive)< 20  university lecture with demonstrations (some student participation)< 30  traditional high school physics lecture (with student questions)< 45  partial HS reform (some group work; most discourse still with teacher)< 55  medium sized (100 > n > 50) university lectures with Mazur-like group-  work (ConcepTests) and a student Personal Response System65-75  the author’s modified (whiteboards etc) large (170 > n > 75) lectures70-75  modeling curriculum (varies with amount and quality of discourse)65-99 Typical scores are:

10 NYSS AAPT/APS Spring 2004 Symposium BSC Summer 2003 Two week long Summer Courses

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15 RTOP Website:

16 NYSS AAPT/APS Spring 2004 Symposium References Adamson, A.E., Banks, D., Burtch, M., Cox III, F., Judson, E., Turley, J.B., Benford, R. & Lawson, A.E. (2003). Reformed Undergraduate Instruction and Its Subsequent Impact on Secondary School Teaching Practice and Student Achievement. Journal of Research in Science Teaching 40(10), 939- 958. Piburn, M., Sawada, D., Falconer, K., Turley, J. Benford, R., Bloom, I. (2000). Reformed Teaching Observation Protocol (RTOP). ACEPT IN-003. The RTOP rubric form, training manual and reference manual containing statistical analyses, are all available from. IN-001 contains the RTOP rubric alone, IN-002 constains rubric and trainingmanual, IN-003 adds the statistical analyses. Sawada, D., Piburn, M., Judson, E., Turley, J., Falconer, K., Benford, R. & Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The Reformed Teaching Observation Protocol. School Science and Mathematics, 102(6), 245-253. M MacIsaac, D.L. & Falconer, K.A. (2002, November). Reforming physics education via RTOP. The Physics Teacher 40(8), 479-485. Available from, describes physics-specific RTOP use. MacIsaac, D.L. & FalconerK.A. (2001-3). Wxx: RTOP Workshops for Physics Teachers. AAPT Announcer. One day (7 hour) workshops held yearly at the AAPT National Summer Meetings. See.


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