Teaching APEX Physics in High School Classrooms: What have we learned?

1. Teaching APEX Physics in High School Classrooms: What have we learned? Alliance for Physics Excellence (APEX) Physics Teaching Research Program (PTR) Dennis Sunal, JW Harrell, Marsha Simon, Cynthia Sunal, Haley Harville-York, Marilyn Stephens, Justina Ogodo, Michelle Wooten - PTR Team, University of Alabama APEX PTI Cohort 3 Weekend Workshop 3, May 11-12, 2018

2. Alliance for Physics Excellence The goal of the Alliance for Physics Excellence (APEX) program is to integrate research-based teaching practices into Alabama physics classrooms via in-service teacher education, and evaluate the impact on physics teachers and their students in the state’s school systems.

3. APEX Cohort 3: Action Research Activity with Units during the Fall 2017 to Spring 2018 Academic Year Complete Survey Individually 1. Unit described 1) Force and Motion (FCI), 2) Electricity (CEEC) 3) Sound and Waves (SWCI) 2. Teaching strategies used in Unit not identified on checklist 3. What did you learn from action research activities you completed in the APEX professional development program? (What role did it play?)

4. Action Research Facilitates Change in Beliefs • Over the last three years we said…... • All teachers have beliefs which guide their teaching. • Beliefs are constructions of reality. • Can you determine which of your beliefs are “truthful” or “misconceptions”? • The process of changing is the process of changing beliefs. • How do you change beliefs? • How can you change your beliefs about physics teaching?

5. Teaching APEX Physics in High School Classrooms: What have we learned? What happens in our APEX classrooms? • Our teaching practices have changed. • Our characteristics as a teacher have changed and are related to the implementation of reform practice? What changes did we make in our physics classroom to get to APEX? • APEX reformed classroom practices have had an effect on our students. • Our classroom learning environment has changed. How do we sustain, improve, and disseminate what we learned?

6. APEX In-service Perspective The APEX focus was on professional development and teacher knowledge. These were related in developing effective physics classroom reform. (pedagogical knowledge, pedagogical content knowledge, and discipline content knowledge)

7. Key Elements* of PD model designed to create classroom reform • Content-focus • Participant active learning • Sufficient duration and spacing of training and practice, • Coherencein training and classroom practice • Collaborationof efforts among peer teachers *Desimone et. al. (2002), Wayne et. al. (2008), O’Brien & McIntyre (2011)

8. Sequence of Data Collection During APEX Professional Development Year 0 Year 1 Year 2 Year 3 1) Classroom Observation Measures (2 days each) BaselineMidEnd 2) Student Achievement Measures 12 3

9. Who are Sample Teachers?Baseline, Year 0 Rating of Classroom Reform at Year 0 Reformed Teaching Observation Protocol (RTOP) 65 = moderate level of classroom reform (innovation) 50 = presence of some reform characteristics 20= low level of reform, very traditional teaching (*MacIsaac & Falconer, 2002)

10. How have teaching practices changed? RTOP Rating–Baseline (Yr 0) to (Yr 3) Reformed Teaching Observation Protocol (RTOP) Significant difference between overall RTOP scores between Year 0 and Year 3, ANOVA F(1,93) = 6.124, α < .01

11. How have teaching practices changed? RTOP Rating–Baseline (Yr 0) to (Yr 3) Reformed Teaching Observation Protocol (RTOP) Observation Sub-score rating. Maximum=20 each S/T Relationships* Communicative Interactions* Procedural Knowledge* Propositional Knowledge* Lesson Design* * significant difference at p<.01

12. How have teaching practices changed? RTOP Rating–Baseline (Yr 0) to (Yr 3) Reformed Teaching Observation Protocol (RTOP) Teachers RTOP Total Reform Rating Results Based on Level of Performance

13. How have teaching practices changed? RTOP Rating–Baseline (Yr 0) to (Yr 3) Reformed Teaching Observation Protocol (RTOP) Teachers RTOP Total Reform Rating Results Based on Level of Performance

14. How have teaching practices changed? RTOP Rating–Baseline (Yr 0) to (Yr 2) Classroom Reform Level Compared to Achievement RTOP rating of classroom reform changed for sample teachers was related to student achievement gains. Gains from pre-post FCI tests on Force & Motion Unit were used with RTOP ratings; Mean=65 Range=37-91 compared with FCI N-gain; Mean=22% Range=2%-69%

15. How has the classroom learning environment changed?Baseline (Yr 0) to (Yr 2) Classroom PD Fidelity Level Compared to Achievement Fidelity of use of APEX (PCK) PD practices were related to student achievement gains. Fidelity indicators were rated PD practices found in Force & Motion Unit materials. PD Fidelity level; Mean=8.5 Range=1-15 compared with FCI gain; Mean=22% Range=2%-69%.

16. How has the classroom learning environment changed?

17. How has the classroom learning environment changed? Baseline (Yr 0) Common Teaching Strategies Common indicators of teaching performance during force and motion units were found in classes • Lecture and recitation • Hands on verification and discovery laboratory activities • Textbook and state provided lesson materials and examples of teaching strategies • Low student engagement with ideas at hand • Use of Technology to present information • Focus on summative assessment • Problem solving focus with students presenting mathematical solutions to problems • Teacher talk and control of learning during lessons

18. How has the classroom learning environment changed? (Yr 2) PD Teaching Strategies Related to Higher Student Achievement Indicators of successful teaching performance during force and motion units were found to be common in classes where students scored above the FCI Gain mean were • Guided inquiry laboratory activities • APEX/PTRA and other professional development lesson materials and teaching used • Public presentationsand argumentation with students explaining and defending results • Free body diagrams used to explain problems • Graphical analysis of data in a 4 step analysis & mathematical modeling • Use of Technology by students to facilitate learning • Planning/teaching with Diagnoser (alternative conceptions) • Ranking Tasks and Tippers • Formative Assessment • Increased student talk and control of learning during lessons

19. Summary • Classroom level of reform increased with APEX model PD experience and classroom practice. • Teachers use of action research during PD fostered classroom reform. • Student achievement gains were related to RTOP rating of reform. • Student achievement gains were related to fidelity of use of APEX (PCK) practices. • Regression analysis indicated that variance in achievement gain scores can be predicted from increased used use of APEX PD practices, class type, and RTOP rating of classroom reform. • Together these variables accounted for 54.1% of the variance in achievement gain scores.

20. Knowledge guiding teachers to reform physics classrooms Physics content knowledge Teaching strategies guided by PD and applied to reform physics classrooms Pedagogical content knowledge (PCK) Increased Student Learning of Physics Concepts General pedagogical knowledge

21. Teaching APEX Physics in High School Classrooms: What did you learn?

22. Reflections on Teaching Physics Next Year 1. Describe how you will change the Force and Motion unit you will teach during fall 2018. What will be different? 2. What kinds of evidence (results/products) explain these changes?

23. Reflections on Teaching Physics Next Year 3. What will be different from what you did previously that did not work well? What evidence can you provide for this?

24. Reflections on Teaching Physics Next Year 5. What do you want to try that you did not do yet?

25. Teacher Action Research Action Research is the only strategy for extending APEX professional development and facilitating and sustaining change this year and in the future. There are several forms, we all use one.

26. Basic Processes of Action Research

28. Ongoing Action Research Model(perhaps several cycles for a complex innovation) A Spiraling Process: • revise focus (redefine problem) • modify or use new hypotheses (plan) • leading to new actions and new data analysis (act, observe & assess) • revise previous conclusions (reflect, explain & evaluate) • redevelop grounded theory (understand) • etc.... in a continuous spiral leading to self- professional development and change

29. Questions • What is the meaning of “Action research provides us with a ‘Lens’ to consider our practice…”

30. Action Research: Summary • Note that the question is not, “What should the teacher do next Monday?”, but rather “How can you select, adapt, use, or re-conceptualize PTI materials to make learning more productive for students?” • Action research, also, involves physics teachers in the process of defining, making decisions about, and solving problems leading to their own professional change and growth.

31. Making Your Practice More Expert • You used the Action Research process to help monitor your progress using APEX PTI information and understandings. • What do you do next? What questions can you ask?

32. Making Your Practice More Expert The questions you need to ask should be those you want answered and then you seek data to answer the questions. Your questions should probably be versions of the following

33. Making Your Practice More Expert a. Are the reforms I have introduced working to create higher achievement, more learning engagement, and higher interest and attitudes toward learning physics in my students? b. If so what element is working in the reforms that I have introduced. Why? How does it work to create change in student outcomes?

34. Making Your Practice More Expert c. If this reform works for Force and Motion concepts does it work for electricity and magnetism concepts, For waves and sound concepts. For light concepts etc.

35. Making Your Practice More Expert d. If I continue the reforms in my method of instruction, how can I improve on the gains I have documented already with action research data? e. Etc. with an additional round of action research each semester.  This is the most effective process of becoming an expert teacher, and different from our normal teaching.

36. Will you share what happens in your Physics Classroom? Based on our APEX PTI Experiences?

37. Reflections on Teaching Physics at This Time How can you share and disseminate what you have done in your classroom as innovative teaching?

38. Places to Share • Alabama Science Teachers Association (ASTA) • November 5-6, 2018 • The deadline for proposals is June 1, 2018. Presenters will be notified by September 1, 2018. • Tuscaloosa, Alabama • American Association of Physics Teachers (AAPT) • Proposal date? • Meeting Dates in 2018, 19, 20 • Your Local School Region • With one or two teachers • Write an article for • Science Teacher • Science Activities • AAPT - State • ASTA Web Page

39. Alabama Science Teachers Association Mark Your Calendar 2018 ASTA Conference Full STEAM Ahead NOV 5-6, 2018 Bryant Conference Center Tuscaloosa, AL https://asta30.wildapricot.org/Conference-2018

40. 2018 Program Proposal Form • Session Title * • Brief Description * Provide a brief description of your session to appear in the conference program. Limit your description to 50 words or less. • Target Audience * • Which of the following best describes the audience most suited to your proposed session? • Content Area • Which of the following best describes the content addressed in your proposed session? • Type of Session * • Please select from list below the type that most closely matches your spatial needs for the proposed presentation. This will aid in scheduling sessions into appropriate rooms and will not appear in the program. • Equipment Needs * ASTA presentation spaces will be equipped with a projector or multi use monitors. Presenters will need their own laptops and/or presentations on USB drives. It is your responsibility as the presenter to provide his/her own adapters/cables for connecting personal equipment to audio/visual equipment in the conference rooms. There is also no sink/lab equipment in a classroom available this year. • Preferred Presentation Day * Monday, November 5, 2018 Tuesday, November 6, 2018 No Preference Both

41. A Place to Share: ASTA Example: "Areyou frustrated teaching physics and physical science?” What are effective research-based teaching strategies for physics? The interactive session is based on the strategies from the Alliance for Physics Excellence (APEX) professional development model. APEX teachers are needed to demonstrate effective lesson strategies from the APEX model at ASTA in the fall

42. Take a Break What do you think? • How would you summarize results from the APEX experience on teaching physics?

43. Inquiry Teacher’s Actions and Students’ Responses Essential Features of Classroom Inquiry and Their Variations More <__________________ Amount of Learner Self-Direction __________________> Less Less <_______________Amount of Direction from Teacher or Material ____________> More

45. References • Breslyn, W. & McGinnis, R. (2011). A comparison of exemplary biology, chemistry, earth science, and physics teachers’ conceptions and enactment of inquiry. Science Education,96, 48-77. • Creswell, J. & Plano-Clark, V. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage. • Hestines, D., Wells, M., & Swackhammer, G. (1992). Force Concept Inventory, The Physics Teacher (30), March, 141-158. • MacIsaac, D. & Falconer, K. (2002). Reforming physics instruction via RTOP. The Physics Teacher, 40 (November), 16-21. • Sawada, D & Pilburn, M. (2000).  Reformed teaching observation protocol (RTOP).  (ACEPT Technical Report No. IN00-1). Tempe, AZ: Arizona Collaborative for Excellence in the Preparation of Teachers. • Sawada, D., Turley, J., Falconer, K., Benford, R., & Bloom, I.  (2002). Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol.  School Science and Mathematics.  102(6), 245-252. • Sunal, D., Dantzler, J., Sunal C., & Turner, D. Harrell, J.W., Aggarwal, M. & Simon, M. (2016). The 21st Century Physics Classroom: What Students, Teachers, and Classroom Observers Report. School Science and Mathematics. 116(3)116-126. • Turner, D. & Sunal. D. (2014). Investigating the Long-Term Impact of Undergraduate Science Reform Courses on the Pedagogical Practices of Kindergarten through Sixth Grade Elementary Teachers.In Sunal, D., Sunal, C., Wright, E., Mason, C., & Zollman, D.(Eds.), Research based undergraduate science teaching Charlotte, N.C.: Information Age Pub.

46. Teaching APEX Physics in High School Classrooms: What have we learned? Alliance for Physics Excellence (APEX) Physics Teaching Research Program (PTR) Dennis Sunal, JW Harrell, Marsha Simon, Cynthia Sunal, Haley Harville-York, Marilyn Stephens, Justina Ogodo, Michelle Wooten - PTR Team, University of Alabama APEX PTI Cohort 3 Weekend Workshop 3, May 11-12, 2018