Project RITE
The effects of eliminating the lecture in favor of simulations-based
Physics In-class Collaborative Learning Experiences (Project PhICLE)
Debra Dandeneau
Lecturer, Physics & Astronomy, UT KnoxvilleOverview
In my classroom at UT (even in the present class of 115 students), collaborative learning (in groups of 4 or less) is the primary form of instruction, and I generally do not lecture; I use guided inquiry methods and monitor students’ progress towards learning goals, interrupting groups only when necessary. In-class experiences focus on higher learning objectives including applied conceptual understanding and visualization. The activities make extensive use of free, research-based, online simulations,1 but students occasionally perform small experiments using simple materials when simulations are not available or can be supplemented. Before class, student complete an online quiz (administered on Blackboard using the online testing tool) covering required reading from the text. The online multiple-choice and true-false quizzes are graded partly for-credit and partly for completion. Some problems on the pre-class quizzes are designed to focus on the vocabulary and concepts needed for in-class learning activities and some of the problems are more difficult applications-based problems that relate to the problems tackled in class. Before the midterm exams and finals, students have a review day, where they ask questions about the content (often in the context of a practice test). I have found that on the review day, the students ask questions that allow me to relate all the in-class activities to the required content of the course, condensing the traditional 5-6 days of lecture into one session, with the ability to relate the material to shared student experiences from the prior activities. The Project Rite grant will allow me to analyze the effectiveness of the “PhICLE” method and to promote the pedagogy if effectiveness is demonstrated.