PPT Instructor Training
1 Goals for Teacher Training 3
1.1 Purpose 3
1.2 Audience 3
1.3 Goals 3
1.4 Introduction 4
1.5 How to teach this course. 4
2 Assessment of Teacher Trainers 4
3 Lesson Plans for Teacher Trainers 5
3.1 Lesson Plan Table 5
3.2 Teaching the 2nd Week 8
Developer’s Notes
Can we get anyone to actually teach PPT for a full year and give us feedback? Carmela kind of did.
· Anyone in Hawaii?
· Need to get school approval.
· Pam Ferris?
Who do we get to take this course and become a trainer?
· Pam Ferris would be excellent.
· Who from cohort 1?
· Anyone from PPT1 this year (cohort 2)? Jill Walworth?
· Can recruit from experienced physics teachers.
· Someone from Ohio? (Terry McCollum)
· Carmela Minaya
Value
· Is the real value of the course in the activities? What will people use?
· But I think the sequence is good.
· And we teach a fair amount of good science and math.
Flexibility
· Can we design PPT to have less exploration (thereby covering more topics) while still doing plenty of activities (guided discovery). Do more worksheets or guided calculations, take less time, fit into Physical Science time constraints, variable math levels.
· Can the math possibly work for kids who don’t have any algebra, don’t even know what a variable is? An introduction to basic algebra is all the math that is required for the course. Students should be familiar with variables. It is extremely helpful, but not necessary, for them to be able to manipulate a 3 variable equation (a = b/c). Some experience with graphing would be helpful, as would familiarity with ratios and proportions. Can we teach it to 4th graders? How would we? I think we could.
Should we move the teacher’s portion of the activities book to the teacher’s manual? Probably. It would be handy to have the student portion separate, but it is more difficult to maintain the separate documents. Maybe the two should be kept together and the student’s section just excerpted as needed.
Goals for Teacher Training
1.1 Purpose
This document is to be used in conjunction with the PPT Teacher’s Manual and the PPT Activities Book to prepare teacher trainers to teach teachers of PPT. The phrasing can get confusing; the following may help:
This document will be used by
· CRDG staff when training teacher trainers.
The PPT Teacher’s Manual will be used by
· CRDG staff when training teacher trainers
· Teacher trainers when teaching teachers
· Teachers as a reference manual.
The PPT Activities Book will be used by
· CRDG staff when training teacher trainers
· Teacher trainers when teaching teachers
· Teachers when teaching students.
This table shows who uses which book for what purpose
Who/uses/for / This document / Teacher’s manual / Activities bookCRDG staff / Teacher trainers / Teacher trainers / Teacher trainers
Teacher trainers / Teachers / Teachers
Teachers / Reference / Students
The long-term goal is to disseminate PPT. We feel this can only be done successfully with training, not by selling the materials alone. So trainers are required.
1.2 Audience
The audience for this document is CRDG staff. The course itself is aimed at teachers who already know and can teach physics, and at teachers who aren’t highly proficient at physics but have been through PPT training.
1.3 Goals
At the end of the course, teacher trainers should
· be enthusiastic about the PPT material.
· know the rationale for teaching physics.
· know the rationale for teaching physics first.
· know the overall scope and sequence of PPT.
· know the pedagogy of PPT.
· be familiar with the major activities of PPT in enough detail to be comfortable teaching it.
· be able to relate PPT material to standards.
· be able to communicate the goals above to teachers
1.4 Introduction
Physics, Physiology, and Technology is a high school science course. It is intended to provide the opportunity for all students to successfully complete a physics course. It is also intended as the first course in the high school science sequence of physics, chemistry, and biology.
1.5 How to teach this course.
There is a lot of philosophical background to the PPT material. Just lecturing and discussing would be boring. You need to intersperse some activities to keep people going. The teacher trainers will be teachers to begin with, so you can go rather quickly over some of the points (unless someone who doesn’t believe in inquiry is in the class). Analyze parts of activities as examples after discussion to demonstrate the point made. Then at the end, teachers can practice doing a whole section themselves. Don’t forget to work on transitions and connections.
Clarify to the teacher trainers that they will be teaching the teachers primarily by going through the activities in the PPT course material.
2 Assessment of Teacher Trainers
Have them teach – give feedback. Could videotape their lessons. Grade the teaching somehow? Teaching is really part of the second week. Some prep or practice in the first week would be good, but we shouldn’t be just going through the activities. Because this may be a different way for the teachers to teach, it would be helpful for them to write lesson plans. (Goals, assessment, plan). We will need to present them with goals, a schedule, and a rough outline of what we expect them to accomplish during the 2nd week. These are teachers; we should be able to assume that they can teach, write lesson plans, put materials together, etc.
· Test on content knowledge. Short answers, not multiple-choice. Need to write these.
· Test on philosophy. Short answers, not multiple-choice. Need to write these.
· Portfolios. Not unless we do PDERI.
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PPT Instructor Training
3 Lesson Plans for Teacher Trainers
3.1 Lesson Plan Table
Day / Hr / Topic / Subtopic / Example / Materials /1 / 0.5 / Introductions / · / · / · Name tags
· Food & drink
1 / 0.5 / Administration / · / · / · PIFs
· Registration
· Course requirements
·
1 / 1 / Preview of the week / · Review course goals
· Review course plan for the week / · / · PPT Instructor Training Course Outline
· PPT Teacher’s Manual
· PPT Activities Book
1 / 1 / Why physics - science / · Patterns & predictions
· Skepticism
· Thinking / · / · PPT Teacher’s Manual
· Feynman reading
·
1 / 1 / Why Physics / · Citizen’s knowledge
· Energy
· Force
· Prep for further study
· Get a job! / · / · PPT Teacher’s Manual
1 / 1 / Why physics first / · Physics, chem, bio
· Recapitulation
· Physics accessible
· Inquiry
· Physics and math / · Look at list
· Historical
· Examples
· Physics is easy
· Give our math test? / · PPT Teacher’s Manual
· Lederman reading
1 / 1 / Why PPT / · Students - Engagement
· Teachers from bio
· Recapitulation (again) / · / ·
2 / 2 / Scope / · Chemistry and biology
· Physics basics, post-holing
· Physiology as appropriate
· Technology?
· Fun, general interest / · / · Scope & Sequence Table
2 / 2 / Sequence / · Familiarity
· Math
· Science
· Physics
· Spiral/ repetition / · Friction, speed, levers
· d & t are direct in speed
· speed activity
· mechanics first
· Look at force and work / · Scope & Sequence Table
2 / 2 / Pedagogy / · Hands-on
· Inquiry
· Exploration
· Guided discovery
· Socratic dialogue
· New tools as needed / · Use some example that shows better memory – read directions vs. do it for computer instructions / · ? reading on inquiry. Frank
· Hake?
3 / 2 / Presentation / · Qualitative
· Quantitative
· Predictions/ POEs
· Discussion
· Reading
· Exercises / · Explore
· Measure
· Prove
· Expand/ Clarify
· Support
· Practice / · ? reading
3 / 1 / Expression / · Diagrams/ pictures
· Tables
· Graphs
· Formulas
· Words
· Physical? / · Many approaches works better. Is there an activity to show it? / ·
3 / 0.5 / Science / · Thinking
· Experimenting
· Communication
· Community / · What is science?
· King/ Brownell / ·
3 / 1 / Physics / · Familiar to new
· Hands on
· Post equations / · Force - push,/pull; inertia, a & ∆;, F=ma . Water waves – sound – light.
· Many examples
· Don’t memorize, understand / ·
3 / 2 / Math / · Qualitative
· More/less
· Direct/inverse
· Quantitative
· 3 variables
· Linear/exponential / · Example – speed and acceleration, s = d/t, a = 2d/t2 / ·
3 / 0.5 / Materials / · No black boxes
· Low cost
· Available
· Adaptable
· Hands-on
· Aimed at Pacific Islands? / · acceleration w/ timing gates vs. stopwatches
· ruler balance
· wire coat hangers
· etc / · AR from activities for PPT1, PPT2
3 / 1 / Assessment / · Formative
· Summative / · Give examples from our test bank / · Test bank
4 / 6 / Practice lessons for week 2 individually / · Pick lessons to teach
· Practice them individually / · / · Lesson plan outline for PPT1
5 / 5 / Prep for week 2 / · Practice in front of group
· Ensure materials are available / · / · AR for activities (from plan for PPT1)
5 / 0.5 / Administration / · / · / ·
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PPT Instructor Training
3.2 Teaching the 2nd Week
· Each trainer should teach at least twice so that they can correct for what they’ve learned. If possible, each should also teach
· some philosophy,
· some pedagogy,
· a qualitative lesson/ intorduction,
· a quantitative lesson,
· a summary lesson/ prediction, and
· an application lesson.
· How many hours “on” at a time? 2 hrs, 4 hrs, day? Teach one area all the way through, I think, from physiology intro through qualitative, quantitative, and wrap-up.
· The trainers will also need to de-brief (compare notes, critique) every day and prepare for the next day.
· What do other trainers do while one is working? Just observe? Take notes. Help during labs. Prepare critiques. Work on their own lesson plans.
· Take turns on activities?
· Take turns on concept areas?
· Work in area of comfort or out?
· Let them figure it out?
· Team teach? I don’t think so, because they wouldn’t in the future.
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