In response to Bowman’s call for advice to new teachers, I wrote this letter. I love to talk about teaching, though I’m not sure anyone should really listen to me. I’m still working on knowing what I’m talking about. When it is ready, I will edit this post with a link to his master collection… Read More Dear New Teacher
One of my favorite pages that comes included in the new (delicious) binders I hand to students on the first day of school is the Advice from Past Students handout. Everything included on the page is actual advice from actual former students (contributed through course evaluations). For the 2013 crew, I’ve changed the layout to… Read More Updated Advice from Former Physics Students
Part 2 of my May course evaluation reflection is centered on standards-based grading (SBG). I’ve just wrapped up year 2 of this radical change in my assessment philosophy and procedure. It has been a huge success. Instead of posting every response, I will just post the best (in terms of feedback, not necessarily the best… Read More May Course Evaluations: Standards-Based Grading Feedback
Now that the year is over, it is time to do the post-game analysis and start making plans for changes for next year. I am thinking about making a few posts that contain some selections from my spring course evaluations and my thinking about the relevant topics. I’m not sure whether these posts are of… Read More May Course Evaluations: Homework
My last post (Bundled Objectives, etc) had a comment from Joe Morin this morning with great questions and ideas about how to create an SBG system when you are required to average quarters and exams. I replied to his comment (see below), but I am also hoping to get Joe some more responses with other… Read More Standards-Based Grading in a Points-Based World
We (the physics pholks) used to have a big tub of whiteboard markers that stayed in the classroom all the time. We would sometimes come in to find that students had written all over the board the night before (during study hall—boarding school), but the real problem was that very few students felt any obligation… Read More Class Marker Buckets
What is LinReg and how can I get it? Note: This is not meant to be an advertisement. I was in no way solicited by, nor am I affiliated with, the creator of the program. This is a recommendation and love letter about a tool that has made a huge difference in my classes this… Read More LinReg for physics class data graphing
We’ve been pushing graphical methods to solve problems (see: Vector Addition Diagrams, IFF Charts, LOL diagrams, etc) like nobody’s business. So even just a few units into the year, these physics kids may be graphical problem-solving wizards, but a lot of them still hunger for equations in an insatiable sort of way. Even though we… Read More “This is a boss equation.”
At this point (just over 3/4 of the way through), I’ve written 221 extra tests this year for my 44 students. Extra tests are individual tests That’s in addition to the 72 in-class tests so far this year (and the 2 end-of-semester exams). Since I last wrote about keeping track of extra testing, I’ve made… Read More Update: Managing Extra Tests
Since seeing Brian’s post about asking students this question, I’ve been thinking about how my students might answer. In one section of Honors Physics, we’re just wrapping up a second look at momentum and energy transfer (mainly using problems that involve a transition between using both in the same analysis). My Honors kids have written… Read More Why do we need both momentum and energy?
