solved Deliverables: Submit a Word document via Canvas with your written

Deliverables:

Submit a Word document via Canvas with your written response. You can keep the original DOC file.  No other formats will be accepted.
NOTE. Be sure to save your file as: EXP9-(LastName).(file extension) (e.g., EXP9-yourlastname.doc)
One article in pdf format. No other format will be accepted.  If your file cannot be read, you will not receive points. Links to the .pdf will not be accepted. You must download the article from the website in .pdf format and upload it to the link provided as only .pdf. The written portion of the assignment will be only accepted in .doc, or .docx formats.

SPECIFIC QUESTION PROMPT INSTRUCTIONS
1. Comparing Novice vs. Expert Teachers
Novice and Expert teachers were given the following scenario and their responses were compared (Angell, & Ryder,  & Scott, 2019).
BALL IN THE AIR PROBLEM
You are teaching mechanics to a Year 10 class. One of the pupils, John, argues that the forces acting on a ball, when it is thrown up in the air, are as follows (the diagram shows the ball after it has been thrown).

John says:
‘When you throw the ball up, it sets off with a BIG upward force but this gradually runs out and gets less, so that at the top the upward force is balanced by gravity and the ball stops going up. The ball then falls because of the pull of gravity’.
a. Do you think that John is correct in what he says?
b. What would you (the teacher) say in reply to John?
The results of the first question are shown below. Many of both the experts and the novices referred not surprisingly to gravity as the only force acting and that an upwards force was only acting when the ball was in contact with the thrower’s hand. The subject knowledge seemed to be very good within both groups, and few respondents exposed the misconception of a force in the direction of motion when the ball is moving upwards. The expert teachers were also more likely to refer to acceleration and change in velocity. Very few respondents referred to momentum, energy or for example the effect of air resistance.

The results of the second question are shown below. The result of the second question:  The expert teachers were significantly more likely to reply with a question and to challenge students’ conceptions

A quotation from a novice teacher who gave an excellent response focusing on the content knowledge.
Beginning teacher:
“You apply a big upward force when you let go. Once you let go there is only one force acting downwards on the ball and that is gravity. The initial throw gives the ball upward movement. Gravity is opposing the movement, so it slows down, stop, then speed up as it falls back to earth.”
An expert teacher explicitly challenged the pupil’s view and the quotation is a good example of how an expert uses his or her pedagogical experience along with the content knowledge and provides some logical sequencing.
Expert teacher:
“I would tell him he was partly correct – and that his explanation of why the ball fell was right. I would ask him what applies the upward force after the ball leaves the thrower’s hand? – Mechanical forces need contact to apply them. Hopefully he would realise that there could not be an upward force. I would then use his own explanation of why the ball fell (i.e. gravity) in conjunction with Newton’s 1st law to explain why the ball slowed down AND why it left the thrower’s hand with an upwards velocity.”
In order to provide an overall image of the responses from the expert teachers and the trainees the researchers have computed the total sums of content and pedagogy for 8 total scenario. Indeed, what primarily characterizes an expert teacher compared to the novices is that the expert uses pedagogical arguments more extensively in his or her responses. On average each expert gave 7.7 pedagogical arguments in total compared to 2.5 for each trainee. The same pattern emerges when we look at the answers to all the eight questions in the questionnaire. On average each expert teacher gave 16.3 pedagogical arguments whereas each trainee gave 7.4. Thus, the biggest differences between the novices and the teachers were related to pedagogic knowledge rather than conceptual reasoning (see below).

The following list is a summary of the ways in which expert teachers exhibited pedagogic reasoning in their responses (result from all the 8 questions) :

listing questions they would ask in the classroom;
explicitly challenging a pupil’s view;
addressing pupils’ everyday thinking;
referring to pupils’ prior learning experiences;
suggesting possible class activities and/or discussions;
suggesting teaching analogies that would help to explain the concept;
providing a logical pedagogical sequence in their responses;

Reference
Angell, C., Ryder, J. & Scott, P. (2019). Becoming an expert teacher: Novice physics teachers’ development of conceptual and pedagogical knowledge. Manuscript in preparation. Retrieved from https://www.researchgate.net/publication/241757089 (Links to an external site.)
Please see attached manuscript: Angell, Ryder, & Scott 2019.pdf
Questions:

Summarize the main differences between novice and experts found by the study.
Think back to your favorite teacher.  How did your teacher exhibit expertise?
Many first-time teachers quit teaching before their fifth year as a teacher.  Using your knowledge of how long it takes to become an expert and the results the study above, what “pep talk” would you make to novice teachers?