SOCS-C: Making Work Work

I like the idea of providing a rich context when dealing with work. Bar graphs and flow diagrams seem like intuitive ways to do this. However, it seems like the article assumes a student's solid foundation of energy and various instances of it.

(Swackhamer)

SOCS-C: Teaching Introductory Physics 4.1 - 4.5, 4.8-4.9

I avoided most things that dealt with angles last year due to my students’ lack of mathematical preparation for it. I am beginning to recognize how to include these concepts without requiring technical calculations.

(Arons)

SOCS-P: Modeling Methodology for Physics Teachers

The multiple representations that we build are not simply aids to facilitate in strategic problem solving. Instead, they anchor a student’s conceptual change and are the critical foundation of the idea.

(Hestenes)

SOCS-P: Quick Before It Dries: Setting the Pattern for Active Participation from Day One

The way we set the tone for class is crucial and begins before students step in the door. With anticipated attendance issues and roster changes through week 2, I need to analyze the benefit/cost of certain activities sooner versus later.

(Adams)

SOCS-P: Teaching Introductory Physics 3.16-3.17, 3.20-3.24

It is amazing to see misconceptions so meticulously explained. It makes sense that students will not easily revise their current ideas that have been fruitful in making sense of their world thus far.

(Arons)

SOCS-I: Teaching Introductory Physics 3.1-3.13

I need to work on using words more precisely. I’m incredibly guilty of substituting vague or even incorrect terms pointed out by Arons when in my mind I’m trying to convey something else.

(Arons)

SOCS- P: A Modeling Method For High School Physics Instruction

The authors argue that professional development comes from sustained effort and reflection. We need a growth-minded community that supports members in achieving common goals. How much has this community grown since the article’s publication in 1995?

(Wells, Hestenes, Swackhamer)