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Best practices for whiteboarding in the physics classroom

by Sam McKagan and Daryl McPadden
Whiteboards are an indispensable tool that physicists use to work out ideas individually and collaboratively, and to present those ideas, both for public discussion and critique of tentative ideas and for communication of more fully formed ideas. In this recommendation, we offer guidance for how to use whiteboarding effectively in your classroom.

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whiteboarding, best practices, SCALE-UP, Modeling Instruction

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How can I talk about equity in physics classes?

by Danny Doucette, Shinae Park and Moses Rifkin

Where can I find good questions to use with clickers or Peer Instruction?

by Sam McKagan, PhysPort director

What makes research-based teaching methods in physics work?

by Sam McKagan, PhysPort Director

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How do I develop student learning outcomes for physics courses?


by Stephanie Chasteen
Student learning outcomes, or SLOs, are an explicit statement of what you expect students to learn. SLOs can be defined for a topic, course or an entire program of study. SLOs define what is expected of students and what it means to understand something, without defining how that understanding will be taught. SLOs help sharpen the focus on student learning.

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student learning outcomes

How can I create an inclusive and equitable classroom with culturally responsive education?


by Christine O'Donnell
One topic within ongoing discussions about justice, equity, diversity, and inclusion in physics is how we can transform our classroom environments to generate welcoming, inclusive, and equitable spaces for all students. I will discuss evidence-based approaches, and I will provide examples of what these approaches look like in practice using an astronomy curriculum I developed.

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equity, culturally responsive education

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