What is TEAL?

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Technology Enabled Active Learning (TEAL)

Redesign of Mechanics and Electromagnetism at MIT

Course Redesign WorkshopOctober 17, 2008

Dr. Peter DourmashkinMIT

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What is TEAL?Technology-Enabled Active Learning

A merger of lectures, recitations, and hands-on laboratory experience into a technologically and collaboratively rich environment

Collaborative learning 9 Students work together at each table in groups of 3.

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Why The TEAL/Studio Format?Large freshman physics courses have inherent problems

1. Lecture/recitations are passive

2. Low attendance

3. High failure rate

4. No labs leads to lack of physical intuition

5. Math is abstract, hard to visualize (esp. Electricity and Magnetism)

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Learning Objectives of TEAL1. Create an engaging and technologically enabled active

learning environment

2. Replace passive lecture/recitation format with interactive, collaborative learning

3. Incorporate hands-on experiments

4. Enhance conceptual understanding and problem-solving ability

5. Develop communication skills in core sciences

6. Develop new teaching/learning resources

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TEAL Time LineModels: RPI’s Studio Physics (Jack Wilson)NCSU’s Scale-Up (Bob Beichner) Harvard Peer Instruction (Mazur)

Fall 2001-2Prototype

Off-term E&M 8.02

Spring 2003-PresentScaled-up E&M 8.02

Fall 2003-4Prototype

Mechanics 8.01

Fall 2005-PresentScaled-up

Mechanics 8.01

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Components of TEAL

• Meet 5 hours a week in the TEAL classroom

• Weekly Integrated Modules

• Interactive Presentations with Demos

• ConcepTests: Mazur Peer Instruction with Clickers

• On-line Visualizations

• Desktop Experiments

• Problem Solving Opportunities

• Online Lectures and Homework (Mastering Physics)

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Integrated Modular ApproachSun On-Line: Students read textbook, view online lectures and answer Mastering Physics Assignment as preparation for upcoming week

Mon/Tue In-Class (2 hr): Presentations, ConcepTests, Table Problems.

Tues On-Line: Mastering Physics Problem Solving and Tutorials

Wed/Thur In-Class (2 hr): Presentation, ConcepTests, Table Problems, and Experiments

Fri In-Class (1 hr): Group Problem Solving Session

Sun Physics Tutoring Center: Help Sessions

Sun On-Line: Mastering Physics Problem Solving and Tutorials for previous week

Thur: Hand Written Problem Set Due

Fri In Class: Short Quiz

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Problem SolvingAn MIT Education is solving 10,000 Problems

Expert Problem Solvers: Problem solving requires factual and procedural knowledge, knowledge of numerous models, plus skill in overall problem solving.

Develop problem solving strategies and plans based on concepts and models

Problems should not ‘lead students by the nose” but integrate synthetic and analytic understanding

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Problem Solving/ExamsOn-Line Mastering Physics: 1. Two assignments per week with hints and tutorials2. Pre-Class Reading/On-Line Lecture Questions3. Pre-Lab Questions4. Review problems for exams

In-Class Concept Questions and Table Problems

In-Class Group Problems (Friday)

Weekly Problem Sets 1. Multi-concept analytic problems with emphasis on strategies 2. Pre-lab questions and analyze data from experiments

Six Quizzes and Two Exams and Final Exam

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Rethinking Teaching Roles

Instructor: No longer delivers material

Graduate TA: Learn to teach

Undergraduate TA: Encourages student teaching

Technical Instructor: No longer hidden

Students: Peer Instructors

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Pre/Post Conceptual Test Scores Relative Improvement Measure

Group Trial 2001 Control 2002 Spring 2003

N g N g N g

Entire population

176 0.46 121 0.27 514 0.52

High 58 0.56 19 0.13 40 0.46

Intermediate 48 0.39 50 0.26 176 0.55

Low 70 0.43 52 0.33 300 0.51

g %Correct post test %Correct pre test

100 %Correct pre test

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E&M Failure Rate/Long Term Retention

1999 2000 2001 2002 2003 2004 20050

5

10

15

Fa

il R

ate

(%

)

Year

0

10

20

30

40

50

60

70

Pre Test Post Test Retention Gains

ControlExperimental

Failure Rate

Increases Seen Long Term

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Fall 2007: Mechanics Baseline Test and Student Evaluations

Group N g Absolute score

N

Course

Evaluation

7 max

Instructor Evaluation

7 max

Total 496 0.47 76.3% 348 4.63 5.25

L01 112 0.49 76.5 79 5.41 6.31

L02 38 0.56 82.0 34 4.62 5.48

L03 85 0.46 74.7 57 3.47 3.94

L04 60 0.41 74.3 33 4.06 3.85

L05 89 0.47 76.5 59 4.97 6.05

L06 29 0.52 79.7 24 5.13 4.50

L07 83 0.44 75.0 62 4.49 5.15

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Obstacles We Faced

Student evaluations and attitudes: negative to neutral

Divergent faculty opinions about lecturing

Student cultural issues: contrast between traditional courses and TEAL

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Lessons Learned1. Develop course materials that match learning objectives

2. Demonstrate learning gains through objective measures based on data

3. Support a robust teacher training program with a focus on faculty teaching for the first-time

4. Address faculty concerns regarding active based learning

5. Develop student support by communicating objectives and rationale explicitly and frequently to students

6. Develop and guarantee institutional continuity

7. Adapt teaching to local institutional / faculty / student cultures