June 02, 2019 Filed in: Articles
Vjera Miović, Teacher at Silverthorn CI, OAPT Newsletter Volunteer
Imagine a test (and yes, it’s for marks!) during which everyone gets to see everyone else’s work, students can change, correct and update their product for a better mark, they consult each other and talk freely, and they even google information they need to solve a problem. What would you think of this assessment method if it was a physics class, or a math class? Wouldn’t that be considered cheating? And yet, my grade 9 tech students get evaluated exclusively this way. Read More...
May 05, 2019 Filed in: Articles
Tim McCarthy, Teacher, St. Ignatius of Loyola Catholic Secondary School
Controlled experiments with three factors are a great way for physics students to practice identifying and testing factors that may affect a situation. They provide an excellent opportunity to practice the Scientific Investigation Skills found in Strand A. The students are provided with a situation, brainstorm possible factors that may affect the situation, reduce the list of factors to three that can be tested in the physics lab, develop hypotheses, design procedures to test the factors, test the factors, analyze the data, perform experimental error analysis, and draw conclusions on the effects the three factors have had on the original situation.
My struggle has been to find situations that easily fit this format and that also match the curriculum specific expectations. I have created one three-factor controlled experiment for each of the six units in my 12C physics course. The three-factor experiment in the first unit is used as assessment for learning (formative) to teach the students how to do a controlled experiment. The remaining five experiments are used as assessment of learning (summative). Simulations are used for some experiments as I do not have the necessary equipment to perform all them in the lab. Read More...
September 24, 2017 Filed in: Articles
Presented at the 2017 OAPT Conference, York University
Chris Meyer, teacher York Mills CI
The old me would have scoffed at the thought of my students’ emotional states while learning. “Suck it up and do your work” was my no-nonsense, starch-collared mantra. After all, I’m a physicist! But as I learned more about how the brain works, I was forced to confront my very emotional, educational prejudices. Let’s put our feelings as educators aside and simply ask ourselves the question: “what can I do to help my students learn better?”. Research into the workings of the brain reveal how deeply connected emotion is with learning; emotion is hard-wired into cognition. Teachers need to design lessons to account for students’ emotional response to learning and incorporate not just curriculum outcomes, but emotional outcomes. This article is a summary of the workshop I gave at the 2017 OAPT Conference. You can watch the video and download the PowerPoint slides to learn more. Read More...
January 20, 2017 Filed in: Articles
Ryan Thompson, OAPT Treasurer, Physics Teacher Newmarket HS
When the Growing Success
document came out in Ontario, the terms “Assessment as, for and of learning” were introduced. Even after teaching for 13 years, I still have to pause and stare into space as I try to differentiate between the three types. Time dilation is easier than that!
I believe in timely feedback and having direct involvement in each student’s success but I am also managing a schedule that is very limited on time (time dilation again!). As a result, I try to do what I can in the classroom
This article will be about one technique that helps me reconcile the Growing Success
document’s expectations, my own philosophy of teaching and limited time in the school day. This tool is called The Check Up and it helps the teacher get quick feedback about your past lesson. Read More...
April 29, 2016 Filed in: Articles
Chris Meyer, OAPT VP Teaching and Learning, Assistant Curriculum Leader York Mills C. I.
The group work test is an assessment strategy that promotes higher-order thinking skills for solving context-rich problems. With this format, teachers are able to pose challenging, nuanced questions on a test, while providing the support weaker students need to get started and show their understanding. The test begins with a group discussion phase, when students are given a “number-free” version of the problem. This phase allows students to digest the story-like problem, explore solution ideas and alleviate some test anxiety. After ten to fifteen minutes of discussion, students inform the instructor of their readiness for the individual part of the test. What follows next is a pedagogical phase change from lively group discussion to quiet individual work1
. The group work test is a natural continuation of the group work in our daily physics classes and helps reinforce the importance of collaboration. This method has met with success at York Mills Collegiate Institute, in Toronto, Ontario, where it has been used consistently for unit tests and the final exam of the grade 12 university preparation physics course. Read More...
April 01, 2016 Filed in: Review
John Caranci, teacher Faculty of Education University of Toronto
Eric Mazur runs the undergraduate physics program at Harvard University. He began on a road to learn how his students learn. He first removed lecture as a teaching option in his undergraduate courses. He developed Peer Instruction as well as a plan to reform education. He uses PBL (problem-based learning), and Peer Instruction, and other engagement pedagogies in his class instead of lecturing. Read More...
November 28, 2015 Filed in: Articles
Roberta Tevlin, OAPT Newsletter Editor, Physics Teacher Danforth CTI
Recently, a teacher asked me for advice about how to start running the OAPT physics contest
. I asked some teachers to help me answer this question. As well as finding great advice for getting students to write the contest, I also learnt about other contests and how teachers were incorporating past OAPT contest questions into their course all year long. Read More...
November 15, 2015 Filed in: Articles
Shawn Brooks, Contest Manager, Teacher at University of Toronto Schools
We have always strived to have a range of question difficulty on our OAPT Grade 11 Physics Contest. We now have a new statistics feature, so that teachers will be able to review how well their students did on each question. When you find that your students had a difficult time with a particular question, you could try dividing your students into groups to discuss:
- why they agree or disagree with the official answer to the question
- how they could re-write the question to make it easier to solve
- why so many students picked the wrong answer
November 07, 2015 Filed in: Review
Robert Prior, teacher at Agincourt CI
Are you tired of marking multiple-choice tests? Put away your overlays and highlighters, download ZipGrade to your smartphone, and not only will you save time — you'll also learn more about what your students are really thinking! Read More...
April 15, 2015 Filed in: Articles
Chris Meyer, York Mills, C. I., Torontochristopher.firstname.lastname@example.org
We have added a self-evaluation stage to the quizzes in our grade 11 physics course, turning the quizzes into a valuable learning experience for our students (assessment for learning). Students begin by answering the quiz questions in a traditional fashion, finishing with a quick reflection about any difficulties they might have had. Next, students bring their quizzes to the front of the class where there are multiple copies of the solution and coloured pens to be used for marking. They make additions or corrections to their work, gaining immediate feedback, and submit the marked-up quiz. Read More...
March 04, 2016 Filed in: PER Corner
Chris Meyer, York Mills C. I., VP Teaching and Learning, OAPT
Have 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...