February 26, 2019
Chris Meyer, President, Ontario Association of Physics Teachers; Hybrid Teacher-Coach, TDSB
Christopher.meyer@tdsb.on.caSo you put all that time and effort into carefully marking the test, including helpful descriptive feedback, and what happens? The student grabs the test, looks at the mark, and tosses it away. Us teachers understand that a test is an important learning experience, but this common student behaviour shows students think otherwise: a test is just a chance for us to deny them marks or sort out the strong students from the weak (a ranking they already know). From that viewpoint, why should a student do anything more than look at the mark and/or complain? And why bother to look at the feedback and make any effort to improve?
Read More...Tags: Pedagogy
January 15, 2019
Chris Meyer, President, Ontario Association of Physics Teachers; Hybrid Teacher-Coach, TDSB
Christopher.meyer@tdsb.on.ca
For years it drove me crazy. I would remind students again and again about common mistakes and important details; I would make a grand production of it. But, they would make the same errors again and again. Why? A big part of the answer is this: my students never practiced assessing the quality of their own work and making improvements. This is the idea behind metacognition: the ability to monitor the process and quality of one’s own thinking and work. If we don’t train our students and give them opportunities to practice metacognition, they won’t develop this important skill. And they won’t improve.
Read More...Tags: Pedagogy
September 11, 2016
Chris Meyer, OAPT VP teaching and learning, Assistant Curriculum Leader York Mills C. I.
chris_meyer1@sympatico.ca
I have a problem in my physics classes: by grade 12, only one third of the class is female. I used to think of this as a fact of life, or something beyond my power to change, but now I am sure that is wrong. Too many girls are missing out on some of the best training in critical thinking available in high school. Research suggests why: girls experience physics education differently than boys do. By understanding these differences, I am modifying my classroom to create an environment that supports girls and encourages their future participation in physics.
Read More...Tags: Pedagogy, STEM, Diversity
March 04, 2016
Chris Meyer, York Mills C. I., VP Teaching and Learning, OAPT
Christopher.meyer@tdsb.on.caHave you had a conversation with a student that went something like this?
Student: “I need a 90% in physics in order to get into engineering at ...”
Teacher (outer voice): “Well, I’ve noticed that your homework is often incomplete.”
Teacher (inner voice): “!!?!?”
Student: “I know. I’m going to work really hard now.”
Teacher (outer voice): “You need to catch up with all the material you had difficulty with back in grade 11, especially forces and motion.”
Teacher (inner voice): “Buddy, you slacked off all through grade 11. You have no idea how tough this will be .... In two months there’s going to be tears.”
Student: “OK. Thanks, bye!” Read More...Tags: Assessment, Pedagogy
December 04, 2015
Chris Meyer, OAPT VP teaching and learning, Assistant curriculum leader York Mills C. I.
Christopher.meyer@tdsb.on.caA model educator
In science, we create models to help us explain our universe and predict what might happen next. Science is a continuous process of creating, expanding, testing and revising models, which are judged by scientists according to their agreement with observations. As educators, we should choose models that have a reasonable agreement with observations, are conceptually clear, and do not create unnecessary hurdles to future, more sophisticated, models. This task is especially challenging with the topic of energy, a concept that is fundamental to physics and all branches of science. Research into the pedagogy of energy has shown that traditional treatments of energy leave much to be desired.
Read More...Tags: Energy, Pedagogy
August 30, 2015
Chris Meyer, OAPT VP teaching and learning, Assistant curriculum leader York Mills C. I.
Christopher.meyer@tdsb.on.caOK, let’s begin by admitting that we are all playing a numbers game. Or, at least, we make our students play this game where they bet their marks on correctly figuring out the last digit to write down in their answers. (The classic numbers game is an illegal betting pool where people try to guess the last few digits of some “random” number like a stock price listing.) To make it sporting, we teach our students rules for identifying the significant digits in a given number and rules for deciding how many digits to keep after a calculation. Now, you likely know what happens next. For the rest of the year we are plagued by noisome questions during lessons and tests: “How many significant digits does this have?” “Is this two or three?” “Mr. Meyer, you started with 1000 and your final answer was 17.5 m/s ...” Sound familiar?
Read More...Tags: Pedagogy, STEM
