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CD:
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Alternative Assessments and Practicums
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Location:
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HC 3048 |
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Date:
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Monday, Aug.01 |
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Time:
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6:30PM - 7:30PM
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Presider:
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Pat Callahan,
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Co-Presiders(s):
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None
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Equipment:
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N/A
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CD01:
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Using Chapter Challenges in Active Physics
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Location:
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HC 3048 |
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Date:
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Monday, Aug.01 |
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Time:
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6:30PM - 7:00PM
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Author:
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John L. Roeder, The Calhoun School
212-497-6500, JLRoeder@aol.com
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Co-Author(s):
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None
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Abstract:
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The Chapter Challenges in Active Physics provide an alternative way to assess student learning. The author will share how he has used them in his 17 years of teaching Active Physics to ninth graders at The Calhoun School in New York City.
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Footnotes:
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None
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CD02:
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Project-based Curricula in the Active Learning Environment
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Location:
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HC 3048 |
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Date:
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Monday, Aug.01 |
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Time:
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7:00PM - 7:10PM
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Author:
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Simon P. Huss, Windward School
310-738-7438, shuss@windwardschool.org
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Co-Author(s):
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Rebecca Carter
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Abstract:
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Windward's Science and Technology Department has incorporated several unit-long, hands-on projects into the introductory level through AP Physics level curricula. Project-based learning provides more meaningful context for instruction and creates opportunities for teamwork, limited competition, and the activation of multiple learning modalities. Student role selection, differentiated instruction, methodologies for varied assessment, and project inspiration are all discussed. Specific strategies for implementation of a few select projects are discussed in detail.
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Footnotes:
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None
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CD03:
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Problem-based Learning in Physics Instruction
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Location:
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HC 3048 |
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Date:
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Monday, Aug.01 |
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Time:
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7:10PM - 7:20PM
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Author:
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David G. Schultz, Maine East High School
(847) 825-4484 ext. 1362, dschultz@maine207.org
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Co-Author(s):
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Rebecca Stewart, Tom Foley
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Abstract:
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Problem-based learning (PBL) focuses on experiential learning organized around the investigation and resolution of a real-world, or "messy" problem. The problem is typically one that is closely tied to students' communities and involves stakeholders from both within and outside of a particular school building. We present several examples of how the PBL methodology has been successfully applied to secondary-level physics instruction. In these examples, students 1) investigated how to incorporate renewable energy technologies within their school district, and 2) evaluated the impacts of noise pollution upon the school environment. In PBL projects, student evaluation relies heavily upon final presentations to stakeholders, and is more authentic than traditional pencil and paper tests. Students master curricular goals while at the same time achieving deeper levels of understanding through inquiry and the exploration of multifaceted problems.
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Footnotes:
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None
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CD04:
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What Are the Effects of Self-Assessment Preparation?
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Location:
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HC 3048 |
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Date:
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Monday, Aug.01 |
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Time:
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7:20PM - 7:30PM
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Author:
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Sara Severance, University of Colorado Boulder
303 829 5949, sarasev14@gmail.com
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Co-Author(s):
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None
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Abstract:
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This research was conducted by an urban middle school science teacher who sought to investigate the effects of self-assessment on student performance. A group of students were asked to give themselves a score on each learning target assessed in class and to provide evidence for their decision. Student self-assessment scores were compared to scores given by the teacher to see if students who accurately assessed their own learning scored higher on final assessments than students who did not. Assessment scores between groups of students who completed the self-assessment preparation and students who did not were also analyzed. Preliminary findings will be discussed in this presentation as well as further implications for this teacher's classroom.
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Footnotes:
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sponsored by Valerie Otero University of Colorado Boulder
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