Introductions: Who are we?

Name InstitutionWhat do you hope to get out of this workshop?

MotivationDiscuss 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.htmlType 1 Type 2 Type 3

Kinematics Softball catch

Robbery investigation

Archer

Dynamics Train stunt Car on curveConservation of Energy

Sliding puck Skate loop Bungee jump

Conservation of Momentum

Hawk and goose

Skateboard Astronaut

Do the coaches fit our goals?

Which student difficulties do they address? Which do they

not?

TheoryProblem solvingCognitive apprenticeshipContext-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.

Type 1 Type 2 Type 3Kinematics Softball

catchRobbery investigation

Archer

Dynamics Train stunt Car on curveConservation of Energy

Sliding puck Skate loop Bungee jump

Conservation of Momentum

Hawk and goose

Skateboard Astronaut

How might the coaches fit into a curriculum?

DesignExpert-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?

Type 1 Type 2 Type 3Kinematics Softball

catchRobbery investigation

Archer

Dynamics Train stunt Car on curveConservation of Energy

Sliding puck Skate loop Bungee jump

Conservation of Momentum

Hawk and goose

Skateboard Astronaut

How might coaches be used in class?

Modifying the coachesChanging the problem statementChanging 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

CoachingProvide 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)