Independent Workshops

Modeling Workshops in high school physics, chemistry, and/or middle/high school physical science will be offered in summer 2012 in many states. Vernier products are used at most locations. Stipends at some sites. Most workshops are two or three weeks long.

Arizona State University in Tempe invites high school physics, chemistry, and junior high physical science teachers nationwide to enroll in four summer Modeling Workshops that are for professional development and can lead to a Master of Natural Science degree.
Modeling Workshops thoroughly address most aspects of high school science teaching, including integration of teaching methods with course content as it should be done in the high school classroom. Workshops incorporate up-to-date results of physics and science education research, best high school curriculum materials, use of technology, and experience in collaborative learning and guidance.
Participants are introduced to the Modeling Method as a systematic approach to the design of curriculum and instruction. The name Modeling Instruction expresses an emphasis on making and using conceptual models of physical phenomena as central to learning and doing science. Adoption of "models and modeling" as a unifying theme for science and mathematics education is recommended by both NSES and NCTM Standards as well as AAAS Project 2061. Mathematics instruction is integrated seamlessly throughout each course by an emphasis on mathematical modeling. Modeling Instruction is aligned with all eight science practices of the NRC Framework for K-12 Science Standards.
In each workshop, content for an entire semester course is reorganized around models to increase its structural coherence. Participants are supplied with a complete set of course materials and work through activities alternately in the roles of student or teacher. Teachers use computers as scientific tools to collect, organize, analyze, visualize, and model real data.
Since Modeling Workshops are high-quality professional development based on scientifically-based research, teachers can request Federal Title II-A funds from their local education agency (LEA) to pay tuition and/or to buy classroom technology to implement it. Relevant Federal guidelines for use of Title II-A funds can be downloaded at the website. Arizona teachers can apply for partial tuition scholarships. Excellent low-cost family and individual housing is nearby.
Modeling Workshops in summer 2012:
mechanics: June 11-29
electricity: June 11-29 (prerequisite: mechanics workshop)
first semester chemistry: July 2-20
physical science (force, motion, intro chem): June 11-29

WS Kit 4, plus extra physics items
WS will be held in the classroom

Research-Based Active Learning in Introductory Physics
NEW: Including RealTime Physics 3rd Edition, Clicker Interactive Lecture Demos and Video Analysis

Chautauqua Short Course
June 22-24, 2012, Portland, OR
Priscilla Laws, Dickinson College
David Sokoloff, University of Oregon
Ronald Thornton, Tufts University

This hands-on course is designed for those interested in making learning in their introductory course more active either within a traditional course structure (lectures, labs, and recitation hours), or by re-structuring their course (e.g., into a workshop or studio course).

Participants will be introduced to physics education research-validated strategies for each component of the introductory course such as Interactive Lecture Demonstration (ILDs), RealTime Physics (RTP) labs, Activity Based Tutorials, Collaborative Problem-Solving Tutorials, Workshop Physics along with strategies for analytic modeling. Some recent developments include the new electricity and magnetism labs in the 3rd Ed. of RTP, ILDs using personal response systems (clickers), and interactive video analysis. The tools and software accompanying these active learning strategies are available for both Macintosh and Windows computers.

Results of studies on the effectiveness of these curricula will also be discussed. Participants will receive complimentary copies of the active learning curricula, along with Teaching Physics with the Physics Suite, a comprehensive book by E.F. Redish (University of Maryland) on strategies for implementing physics education research-based curricula. (The curricula are also available in a more convenient form for high school use on the Activity-Based High School CD.) Physics topics will be chosen from both semesters of the introductory physics course.