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| <p>Critical aspects of Staff Development</p> | |
| <p>Continuity – practice, implement, reflect several times with the same people</p> | |
| <p>Research Results:</p> | |
| <p>(Lillian McDermott)</p> | |
| <p>Student Learning</p> | |
| <p>Facility in solving standard quantitative problems is not an adequate criterion for functional understanding.</p> | |
| <p>Connections among concepts, formal representations, and the real world are often lacking from traditional instruction.</p> | |
| <p>Certain conceptual difficulties are not overcome by traditional instruction. (Advanced study may not increase understanding of basic concepts.)</p> | |
| <p>A coherent framework is not typically an outcome of traditional instruction.</p> | |
| <p>Growth in reasoning ability often does not result from traditional instruction.</p> | |
| <p>Teaching by telling is an ineffective mode of instruction for most students.</p> | |
| <p>Teaching</p> | |
| <p>Questions that require qualitative reasoning and verbal explanation are essential for assessing student learning and are an effective strategy for helping students learn.</p> | |
| <p>Students need repeated practice in interpreting physics formalism and relating it to the real world.</p> | |
| <p>Persistent conceptual difficulties must be explicitly addressed in multiple contexts.</p> | |
| <p>Students need to participate in the process of constructing qualitative models and applying these models to predict and explain real-world phenomena.</p> | |
| <p>Scientific reasoning skills must be expressly cultivated.</p> | |
| <p>Students must be intellectually active to develop a functional understanding.</p> | |
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