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Getting every student ready for every class, at Beijing Normal University (Beijing, China), Thursday, December 17, 2015:
talk_2571.pdf
Over the past decades there has been a concerted push away from passive lecturing to active engagement in the classroom. A successful implementation of the so-called flipped classroom requires students to come to class prepared, either by reading the textbook or watching a pre-recorded video. A variety approaches have been devised to get students to take responsibility for this information transfer, but none manage to get all students to participate, compromising the in-class activities. I will present a new approach to get every student to prepare for every class using a new social learning... Read more about Getting every student ready for every class
Confessions of a converted lecturer, at 1st Leiden University Conference on Educational Innovation, Rijksuniversiteit Leiden (Leiden, Netherlands), Monday, November 23, 2015:
talk_2543.pdf
I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly
Peer Instruction, at Workshop for New Physics and Astronomy Faculty (College Park, MD), Thursday, November 19, 2015:
talk_2553.pdf
I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly
Teaching Physics, Conservation Laws First, at Workshop for New Physics and Astronomy Faculty (College Park, MD), Thursday, November 19, 2015:
talk_2563.pdf
The Principles and Practice of Physics is a groundbreaking new calculus-based introductory physics textbook that uses a unique organization and pedagogy to allow students to develop a true conceptual understanding of physics alongside the quantitative skills needed in the course. The book organizes introductory physics around the conservation principles and provides a unified contemporary view of introductory physics. In this talk we will discuss the unique architecture of the book, the conservation-laws-first approach, and results obtained with this book.
Confessions of a converted lecturer, at Pearson Author Event (Warsaw, Poland), Tuesday, October 27, 2015:
talk_2524.pdf
I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly.

I will demonstrate the approach I developed, Peer Instruction, using a new web-based software called Learning Catalytics. Bring your web...

Read more about Confessions of a converted lecturer
Teaching Physics, Conservation Laws First, at Pearson Author Event (Warsaw, Poland), Tuesday, October 27, 2015:
talk_2523.pdf
The Principles and Practice of Physics is a groundbreaking new calculus-based introductory physics textbook that uses a unique organization and pedagogy to allow students to develop a true conceptual understanding of physics alongside the quantitative skills needed in the course. The book organizes introductory physics around the conservation principles and provides a unified contemporary view of introductory physics. In this talk we will discuss the unique architecture of the book, the conservation-laws-first approach, and results obtained with this book.
Confessions of a converted lecturer, at Science Educators Day (EDay) Lecture/Frontiers in Optics Meeting (San Jose, CA), Wednesday, October 21, 2015:
talk_2521.pdf
I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly
Teaching Physics, Conservation Laws First, at Fall 2015 Meeting of the NCS-AAPT, Davidson College (Davidson, NC), Saturday, October 17, 2015:
talk_2518.pdf
The Principles and Practice of Physics is a groundbreaking new calculus-based introductory physics textbook that uses a unique organization and pedagogy to allow students to develop a true conceptual understanding of physics alongside the quantitative skills needed in the course. The book organizes introductory physics around the conservation principles and provides a unified contemporary view of introductory physics. In this talk we will discuss the unique architecture of the book, the conservation-laws-first approach, and results obtained with this book.
Flat space, deep learning, at Fall 2015 Meeting of the NCS-AAPT, Davidson College (Davidson, NC), Friday, October 16, 2015:
talk_2517.pdf
The teaching of physics to engineering students has remained stagnant for close to a century. In this novel team-based, project-based approach, we break the mold by giving students ownership of their learning. This new course has no standard lectures or exams, yet students’ conceptual gains are significantly greater than those obtained in traditional courses. The course blends six best practices to deliver a learning experience that helps students develop important skills, including communication, estimation, problem solving, and team skills, in addition to a solid conceptual understanding... Read more about Flat space, deep learning
Confessions of a converted lecturer, at Fall 2015 Meeting of the NCS-AAPT, Davidson College (Davidson, NC), Friday, October 16, 2015:
talk_2522.pdf
I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly

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