Parallel Pedagogy: Creating Dialogue for Introductory Mechanics

Parallel Pedagogy: Learning the Concepts Simultaneously, Intro Mechanics

Pete Schwartz, Cal Poly Physics

We can learn physics much the same way we learn our first language – we just start using it while increasing complexity through iteration. Most every sixth grader can distinguish energy, momentum, force, and motion. Parallel Pedagogy begins here; stresses concepts, problem solving and picture drawing; while adding math only as it becomes necessary. By the end of the class, most students prefer this method and the great majority claim that parallel pedagogy makes them think more about concepts. This approach is briefly described in this short video, and more completely described in this manuscript:

·       Focusing on Concepts by Covering Them Simultaneously, P. Schwartz, The Physics Teacher, 55, 280 (2017); free .pdf

We provide comprehensive course material on the support website. We provide free public access to a complete set of course videos. Students can watch videos and answer questions through a web platform that records their participation. The class is also supported by three short, concise textbooks: Calculus-Based, Algebra-Based, and Conceptual.

Lastly, the instructor is free to make use of the questions and solutions posted on the support website that include links to classes I’ve directed. Additionally, through these websites, you can see my comprehensive student evaluations and the priorities and narrative developed in my classes.

I like the flipped classroom, because it leaves the class time open for demos, activities and group problem solving. Most of the homework problems are addressed (but usually not completed) during class. However, the parallel pedagogy can be taught in traditional lecture format equally well.

Please find access to all the support material at Parallel Pedagogy

Please contact me with questions, collaboration, or comments. pschwart@calpoly.edu