I was teaching Physics in North Carolina when the state
first implemented End of Course Testing.
The test results revealed that my students had performed quite poorly on
the unit pertaining to light and diffraction.
It was a humbling and eye-opening experience for me, a new teacher. I remember reflecting on the fact that I had
“covered” the unit rather quickly and admitted that I had done so because I
lacked self-confidence in teaching the material. I understood the material but did not know
how to effectively teach it.
Fortunately for me, North Carolina State University offered
an on-campus course the summer following my students’ poor performance. It was designed to help physics teachers
sharply focus on particular topics using an instructional strategy called “the
station approach.” Basically, the
strategy suggested that students rotate through various classroom “stations” in
order to experience and interact with a given topic in a variety of ways. I needed help and decided to attend. My group set out to design stations that
would help students gain mastery of light and diffraction using the
technologies that were available in 1995.
We designed an experiment using lasers which allowed students to actively
measure first and second order diffraction.
Another station design utilized a ripple tank so students could study
waves in a tangible, hands-on way.
Shelby City Schools was one of the first systems to purchase
IBM computers for classrooms. The one in
my classroom became an exploration station loaded with real-world trial and
error simulations. I would serve as a
facilitator rather than a lecturer as my students worked through stations where
they encountered a variety of interactive, problem solving experiences. To my delight, my students engaged and began
to enjoy the challenges the material presented to them. They were motivated. They were learning.
I eventually began to use this model with other physics
units. My goal was to present difficult material in ways my students could
understand and internalize. I built an air track out of PVC pipe and a vacuum
cleaner. We used gliders to create
frictionless collisions. I used data
collection probes, built a “bed of nails” to demonstrate physics principles. Our class became the place to be!
Not surprisingly, my students scored extremely well on the
light and diffraction unit the next year (as well as the other areas!) In fact, they did so well I was asked to
write questions for the End of Course test.
After all these years, much of what I learned in 1995 still
holds true. When students are given
meaningful problems to solve, are allowed to think for themselves, are allowed
to work collaboratively through a variety of experiences, are allowed to
experiment, to touch, to feel, and are allowed the time to reflect – learning
and retention increase.
The idea was formalized in 2006 with the introduction of the
TPACK model of instruction (Mishra and Koehler.) It involves combining technology, pedagogy
(teaching strategy) and content knowledge to reach that sweet spot of
instruction which fosters learning.
The world has changed, our students have changed, and
college and workplace expectations have changed. One thing holds true. When teachers use
available tools, resources, and creativity in classroom environments where
students are allowed to engage, experiment and problem solve – learning
happens.
