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Week 3 – Understanding the differences between expert and novice problem solvers and helping students move to more expert like behaviors
- List the differences between expert and novice problem solvers.
- Define the difference between a problem and an exercise.
- List a few skills for facilitating students working in groups.
- Perusall – Chi, Michelene T. H., Paul J. Feltovich, and Robert Glaser. “Categorization and Representation of Physics Problems by Experts and Novices*.” Cognitive Science 5, no. 2 (April 1, 1981): 121–52. https://doi.org/10.1207/s15516709cog0502_2.
- Understand the solution to a problem that most GTAs will have trouble solving.
- JITT – Chi et al
- Identify differences between expert and novice problem solvers by exploring the difference between problems and exercises.
- An exercise – A typical intro physics problem that GTAs will be able to solve without difficulty
- A problem – An activity with which the GTAs themselves will struggle.
- Compare their expert-like solutions to the problem to a typical first-year student solving the exercise, which is a problem to them, to identify characteristics of expert problem solvers.
- Role play – Groups of four students solving problems with which the GTAs themselves struggle. Debrief includes what was helpful and what was less effective.
- Two try to solve the problem.
- One acts as TA to guide.
- One observer to notice effective and less helpful interactions.
- Summarizing what was helpful and what was less effective in the class as a whole.
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