Jared Durden

Abstract: We present “Implicit Action”, a discourse management tool, through a qualitative video analysis of a Florida International University Modeling Instruction Introductory Physics I class. Implicit Action in Modeling Instruction is where instructors deliberately create intellectual space in which students ideally see value and need for the construction of new classroom norms and tools that are productive in developing a learning community. This space is created by the implications expressed through the instructors’ deliberate actions. Discourse Management is a technique to moderate student discussion in Modeling Instruction classes at the university level that was initially described by Desbien [1]. Implicit Action is one of 9 Modeling Discourse Management tools that we have identified. By means of qualitative analysis we illustrate the effectiveness of Implicit Action in implementing the Modeling Theory of Instruction.

Abstract: Research-validated educational reform has led to classroom models that vastly differ from the structure of traditional lectures, requiring students to adapt to new educational frameworks. We present results of a pilot study that, through the lens of a socio-cultural theoretical perspective, examines the interaction between the instructor and students working in a group. We examined the differences in how students interact with the instructor when the instructor’s appearance varied between casual and formal. We found that when casually dressed an instructor more easily takes on the status of a “transient” group member, thereby promoting effective group interaction by engaging the group without interrupting their dynamic interaction. This role is achieved by explicit attention to the overt and covert messages the instructor sends students.

Bisphosphonates currently are used in treatment of osteoporosis and metastatic bone disease to inhibit bone resorption. It also has been shown that bisphosphonates have direct anti-cancer activity in chronic myeloma leukemia cells through inhibition of prenylation of ...

We constructed a mechanical arm model consisting of a rigid upper arm and forearm which simulates vertical planar arm motion with two degrees of freedom: shoulder rotation and elbow rotation. Computer controlled servo-motors effect rotation of the elbow and shoulder joints through tensions incited in elastic materials which represent muscles. We predicted and then observed vertical planar arm motion in the laboratory under normal Earth gravity conditions, and on NASAs Weightless Wonder in near zero gravity conditions. Because the arm only has two ...

At Florida International University we are developing a Curriculum Guide and set of comprehensive video and digital resources to support the implementation of Modeling Instruction. In preparation for dissemination of the curriculum materials and instructor support guide, we pilot tested the curriculum guide. An instructor with no previous experience teaching introductory physics using Modeling Instruction utilized the curriculum guide and instructor resources. To better understand how to support Modeling Instruction curriculum use, we conducted interviews with the instructor during and after the semester. We have identified three types of instructional resources germane to implementing Modeling Instruction. The instructor brought considerable resources based on prior teaching experiences. Several resources were developed during the instruction with assistance of the curriculum materials. Finally, several resources were not developed. We investigate the role that these resources play in instruction and how to structure faculty professional development that supports the development of instructional resources.

Through video analysis of a Florida International University Intro to Physics I classroom where Modeling Instruction was implemented, we have defined the discourse management tool called “seeding”.  Seeding in Modeling Instruction is the process of planting an idea with a group of students and having these students bring the idea to the rest of the class in a large whiteboard meeting.  This process is unique to Modeling Discourse Management and essential to the pedagogical theory and practice of Modeling Instruction. Modeling Discourse Management is a refinement of the High School pedagogy, which is particularly useful in University Physics.  By means of qualitative analysis, we have illustrated the application and benefits of this powerful discourse management tool as it pertains to Modeling Instruction and student understanding.

Abstract: We present “Implicit Action”, a discourse management tool, through a qualitative video analysis of a Florida International University Modeling Instruction Introductory Physics I class. Implicit Action in Modeling Instruction is where instructors deliberately create intellectual space in which students ideally see value and need for the construction of new classroom norms and tools that are productive in developing a learning community. This space is created by the implications expressed through the instructors’ deliberate actions. Discourse Management is a technique to moderate student discussion in Modeling Instruction classes at the university level that was initially described by Desbien [1]. Implicit Action is one of 9 Modeling Discourse Management tools that we have identified. By means of qualitative analysis we illustrate the effectiveness of Implicit Action in implementing the Modeling Theory of Instruction.

At Florida International University we are developing a Curriculum Guide and set of comprehensive video and digital resources to support the implementation of Modeling Instruction. In preparation for dissemination of the curriculum materials and instructor support guide, we pilot tested the curriculum guide. An instructor with no previous experience teaching introductory physics using Modeling Instruction utilized the curriculum guide and instructor resources. To better understand how to support Modeling Instruction curriculum use, we conducted interviews with the instructor during and after the semester. We have identified three types of instructional resources germane to implementing Modeling Instruction. The instructor brought considerable resources based on prior teaching experiences. Several resources were developed during the instruction with assistance of the curriculum materials. Finally, several resources were not developed. We investigate the role that these resources play in instruction and how to structure faculty professional development that supports the development of instructional resources.