FACULTY‎ > ‎Kat Baker‎ > ‎

2011-2012

1a.  Teachers promote, support, and model creative and innovative thinking and inventiveness.
    Trimester projects are student designed and created within a broad framework. Students had the opportunity to utilize their creative skills to connect physics with some aspect of their lives outside of the classroom.
        Trimester 1: Physics in Your Life, students demonstrated how physics related to a part of their life outside the classroom, most students demonstrated the physics involved in a sport they were passionate about.
        Trimester 2: Physics Magazine: students created activities, articles, and photographs displaying physics. 
        Trimester 3: Physics Toys: students developed and created a "toy" that involves some area of physics.

2a. Teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
    In College Prep Physics, we used online simulations such as those at phet.colorado.edu to model experiments that we couldn't do in class and also take advantage of the game like aspect of many of the simulations. In AP Physics, homework was completed online using WebAssign.net, an important digital tool with immediate feedback about the correctness of the students answers. Both classes also used H-ITT Classroom Response System (clickers) to do in class quizzes. Again, immediate feedback help the students determine if their reasoning was correct or not before moving on to the next problem. 

2d. Teachers provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
    Various types of assessments were used, from summative quizzes and exams, to more formative "clicker" quizzes and prelab activities that helped gauge student baseline knowledge before more formal lab activities.  

5c. Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
By maintaining membership to the American Association of Physics Teachers 
    Through the Physics EDG (Electronic Discussion Group) as well as The Physics Teacher magazine, and other Physics Education blogs I keep up to date on current research and new ideas in Physics education. I gain many ideas for labs, activity, and other assessments through these sources and more. 
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