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Volume 03 | Issue 03 | November 2020

New from PEER Physics

Check out these new tools to support your teaching journey

Assessment Bank Keys

The PEER Physics Assessment banks provide instructors with content-based assessment questions that are organized by activity and key ideas.  We’ve released revised assessment banks and keys that will assist instructors with grading.  Find the new assessment banks and their associated keys on the teacher resources web pages in the right sidebars.  Teacher login is required to access these resources.

Coming Up

Take note of these events to collaborate and learn from one another

Webinar Series

Join us for a free webinar series to highlight strategies to support student engagement in developing principles from scientific evidence. This is an opportunity to learn about supporting students to use models developed from evidence, ways to engage students in inductive science exploration in virtual environments, and to think like an assessor while instructing remotely. 

  • Session 2: Thursday Nov 12th 3:00-4:00pm MT 
    What are some effective strategies to support students’ engagement in science practices virtually?
  • Session 3: Thursday Dec 3rd 10:00-11:00am MT 
    What are some ways to think like an assessor in remote environments and keep a pulse on what students know and can do?

Learn More about the Webinar Series

Register for the Webinar Series

PEER Physics Community Collaboration

This year, the Year 2+ Professional Learning sessions are open to all PEER Physics instructors. The format of this virtual PD will provide space and time for teachers to gather as a community and discuss problems of practice. Sessions will be held on Saturdays from 9-11am MT and take place on November 7th, January 23rd, and March 6th. Please register by Friday, November 6

Register for the YR2+ PD

Celebrating Success

Honoring the great work of PEER Physics teachers

I have been teaching using PEER Physics since 2017 and have noticed the research-based learning cycle has transformed my classes. It has resulted in more of my students experiencing meaningful conceptual based learning in which they are active agents in their learning. This transformation was highlighted during the shift to online learning last spring. 21 out of 22 students or 95% of the class completed 80% or more of their virtual/distance learning activities. In contrast, some of my other classes had a much lower completion rate of 60%, prompting me to ponder the high success rate of my physics class. It is my opinion that this class's success is due to these students playing a more active role in their learning throughout the year. When I reflect on the months leading up to this transition, I realize, thanks to PEER Physics, these students facilitated most of their learning over the course of the year within their collaborative learning teams. For this reason, much of the groundwork had been set for the virtual learning experiences that require quite a bit of independence and where the teacher plays a much smaller part in the learning process. 

Alisa Grimes is a PEER Physics Instructor at Roaring Fork High School in Carbondale, CO.

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