All done for the conceptual physics institute in 2021! I'll probably schedule another in summer 2022. Do please let me know if you have a preferred weekend! (Or if you'd be interested in something over winter break...) -- Greg
Folks, I'm already teaching several AP summer institutes - see the left-hand sidebar for details. But what if you are looking for physics professional development that is NOT aimed at college-level physics? I mean, I meet so many of you each year who teach on-level, honors, college-prep, Regents... to all ages, to all varieties of student. And in my personal mission to spread physics knowledge to as wide an audience as possible, these sub-college courses represent a critical first point of contact with our discipline. I focus as much energy on my conceptual course as on my AP course each year. So I'd like to focus some of my summer professional development expertise on those who teach these first-level courses.
We did this last year, in 2020. See the comments in this post for participant reviews. They all say, this institute was an amazing, friendly, and productive experience.
I'm offering a two-day institute on July 24-25, or July 31-Aug 1. These will be online, broadcasting via Zoom from my lab. Skip past the institute description for fees and registration instructions. Each weekend will be limited to the first 30 who sign up. The daily agenda is included here at the bottom of the page.
Jacobs Physics
Conceptual Physics Institute Description
July 24-25 2021 or July 31-Aug 1 2021
July 24-25 2021 or July 31-Aug 1 2021
All levels of high school physics can be taught conceptually – where verbal and experimental reasoning is prioritized over mathematical problem solving. While mathematics are used extensively, they are used as a tool to create predictions about the workings of the natural world. Whether you teach “general”, “on-level”, “honors”, “Regents”, or “college-prep” physics, a conceptual approach can be adapted to most any introductory physics topic – and to most any state or district standards.
In our institute, we will discuss, practice, and share methods of teaching common physics content in a conceptual style. I will be broadcasting from my laboratory via zoom. Time will be devoted to experimental methods that are especially useful at the sub-college level; to course planning on a year-long and a unit basis; and to best-practices physics pedagogy, which differs substantially from pedagogy in other disciplines.
Participants will be given a full-year’s set of classroom-ready materials, including fact sheets, in-class and laboratory activities, assessments, and planning documents. More importantly, through their interactions with the instructor and with their colleagues, participants will develop skills and ideas for adapting these materials to their specific classroom environment. Those attending will also earn a certificate indicating their participation in 15 hours of physics professional development.
How much does it cost: $200 for the weekend. The schedule of events is listed below.
(1) Click the "donate" button below (or in the left column of the blog). It will take you to paypal.
(2) Enter $200.00 as the donation amount, either through paypal or credit card
(3) Click "Add special instructions to seller" or "Add a note"
(4) In the note, please include your name, preferred contact email, and institution
(5) Fill in payment info and click "donate now"
That's all - I'll be back to you within a day or two confirming your registration, and sending you links to the classroom-ready materials.
Cancelation issues: If you register then can't attend, contact me via email. As long as I can replace your spot, I'll send a full refund; if I can't replace your spot, I'll refund all but $25.
Schedule: Each session will include both whole-group presentation/discussion, and breakout groups for activities. In between sessions and during breaks, Greg will be available for informal conversation.
Saturday 24 July or 31 July (all times eastern time)
10:00 Introductions
What does “conceptual” mean – defining levels of physics
Different levels of physics: developing your program
Different levels of physics: developing your resources
11:30 Eight styles of physics laboratory activities
Including the two best-adapted for conceptual physics
My first day activity – reflection experiment
My first group laboratory experiment – refraction
1:00-1:30 break
1:30 Sequencing your course
Starting the year right: the most important physics teaching skill
Justifying answers with facts
Simple ray diagrams for optics in conceptual physics
Justifying answers with equations
In-class laboratory exercises: circuits
3:00 The daily “quiz”
Tests and quizzes, targeted to different levels
Other sorts of assessment
Preparing for the trimester/semester exam
Adapting a conceptual course to external standards
In-class laboratory exercises: motion graphs
Afternoon – asynchronous
Read through the shared files
Read through the Jacobs Physics blog
Adapt to your district or state standards
Bring questions and ideas for the social or for Sunday
7:30 Optional Zoom social: Dinner, dessert, drinks, and conversation. BYOB, obviously.
Sunday 25 July or 1 August
10:00 Building and creating experiments with whatever you’ve got
Developing your own in-class lab exercises
Using or substituting inexpensive equipment
In-class laboratory exercises: direction of force and motion
11:30 Methods to speed your grading
In-class laboratory exercises: forces in 2-d
In-class laboratory exercises: motion in 2-d
1:00-1:30 break
1:30 The final third of the year – once skills are built
How I teach impulse/momentum
Energy bar charts at the conceptual level
Laboratory exercises with harmonic motion
3:00 Sharing: Any Other Demos
Online simulations:
The Physics Classroom
The Physics Aviary
Vernier’s Pivot Interactives
Ending the year: the Physics Fight
Do you offer some sort of certificate or other form of 'proof' for professional development hours?
ReplyDeleteAbsolutely! I'll send you a PDF of a signed certificate indicating the hours spent. (I can put one in the US mail if you need that, too. :-) )
ReplyDeleteIs there any way that your sessions could be made available, with the materials, for us poor souls in Taiwan who would have to stay up all night to attend live. Prepared to pay
ReplyDeleteHey, Mr. Dollenberg! I record each day's session, and post these recordings to the course website. They stay available for several weeks after the course ends. (The materials I share stay available for a year or more.)
ReplyDeleteSo, please do sign up! You can come to the first part of each day's session until you fall asleep. Then you can watch the rest at your leisure. Or you can watch it all on delay, it's your choice! Last year we had a number of participants from non-North American time zones!
Hey Greg, is it possible to get CEU's for this conceptual workshop? I am going to ask my admin about my district paying for it regardless just wanted to check because I bet they ask about it.
ReplyDeleteWell, I've never figured out the bureaucracy surrounding official "CEU"s. I can give you a professionally-designed certificate indicating the fifteen hours of professional development!
ReplyDeleteThanks for asking, Taylor!
Wow! I'm a new teacher, and I've been building my classroom skills. After 2 years in the classroom, I had LOTS of questions about extent of knowledge, presentation of facts, use of textbooks, use of lab demonstrations, and other practical things. Greg, you answered MANY of these questions that aren't addressed in formal teacher training. (Like "How much is too much?" And "How much of a gap between deep understanding and initial conceptualization can I live with and still get my students what they need?" And "Is it wrong for me to have a pet brick in my classroom?" Spoiler: No, if you name it.) I was highly engaged with the information that you presented, and even utilized the videos to review certain points. Thanks so much!
ReplyDeleteThis was a valuable workshop. The two days flew by with good conversation and Greg presented many ideas - from labs, problem sets, grading efficiently and more. I am confident that I am more prepared to help my students after this past weekend.
ReplyDeleteThe materials provided cover NGSS stabndards?
ReplyDeleteAbsolutely! The fundamental revolution in these conceptual physics materials is for students to START with evidence (from our fact sheet, or from laboratory data) and CONSTRUCT explanations - as every one of the NGSS practices demands. The course is 100% in line with NGSS, and with whatever other state standards you need to adapt to.
DeleteThanks, it is state of Washington and the class will cater to Honors and some who do not want. I am looking more into labs as I do not have much experience in handling the lab equipment and how to run lab. How does your lab work help teachers who do not have experience of running an equipment? Sometimes one can find the lab but does not have know-hows. Do you have some kind of videos or methodology on how to for Vernier or Pasco or other such materials?
DeleteManju, a big part of the institute is giving you the experience handling lab equipment and running a lab exercise. I'll do experiments in many styles, with both rudimentary and fancy equipment. You'll have a good idea of how to integrate hands-on laboratory work into your class after the institute.
ReplyDeleteVernier and Pasco do their own workshops, of course, but I also recommend looking at the videos I did in spring of 2020 for the College Board. I used all sorts of equipment in these! https://drive.google.com/drive/folders/1lpDIXPL17DdtQ0XAbeezPYLActRjNz_k
greg