Grounding content with 21st century higher-order-thinking-skills(HOTS) is key
to developing a generation of innovative problem-solvers. Experts scaffold thinking
through multiple representations when 'thinking like a physicist".
In contrast, novices fail to integrate knowledge, are minimally engaged, and
incorrectly apply concepts to real-life. Research indicates students, when guided
to use multiple representations, develop deeper understanding of physics concepts,
become more engaged, and apply concepts appropriately to real-life contexts.
The challenge lies in convincing students to appreciate the value in thinking
through a problem instead of just "plugging and chugging"? Our suggestion is to
let assessment drive the learning.
To the majority of students, "you are what you mark". In this interactive
session participants will experience contextually-rich assessment and
evaluation techniques encouraging student buy-in to "think like a physicist".
Teacher resources and examples of successful implementation in grade 11/12
physics classes are provided.
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Edward Gissing
Teaching physics has always been a lifelong passion of Edward's, he just got a little
sidetracked along the way. Edward trained as a Mechanical Engineer at the University
of Waterloo. He then worked in a variety of fields ranging from automotive production,
aircraft design, financial consulting, through to beer sales. Eventually Edward got
around to pursuing his passion and is now a physics teacher at Richmond Hill High
School. Edward has always been fascinated by complex problems. He believes that
there is no problem more challenging than attempting to find a solution to the
problem of; designing engaging and effective learning environments for
young people.
Dave Doucette
Dave Doucette has taught high school science for 25 years in TDSB and YRDSB. A cognitive
psychologist, Dave began teaching chemistry but was quickly seconded into physics.
This fortuitously coincided with a US initiative to produce PhD's in Physics Education
Research (PER) addressing the failure of physics to engage and retain students.
Dave followed PER results closely, integrating research into classroom practice.
He has written widely, worked with the MoE on curriculum development, with Pearson
and Nelson Education on textbook reviews, presented over 150 interactive workshops
at conferences and education faculties and developed summer teacher-training programs
with Perimeter Institute and the OTF. In 2013 he was awarded a lifetime achievement
from the OAPT and the Canadian Association of Physicists (CAP) Award for
Outstanding High School Physics Teaching.
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