OUR MISSION
In Parallel Pedagogy, we 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 there; stresses concepts, problem solving and picture dra\wing; while adding math only as it becomes necessary. Students learning Parallel Pedagogy better apply concepts and think more like experts than students in conventional classes (see publications below). Most students prefer this method and the great majority claim that this method makes them think more about concepts. This approach is briefly described in 20-minute video, July 2021 AAPT presentation.
For more information
- This short video,
- This July 2020 AAPT presentation,
- This July 2021 AAPT presentation,
- Focusing on Concepts by Covering Them Simultaneously, P. Schwartz, The Physics Teacher, 55, 280 (2017); free .pdf
- Pedagogy Changes Can Improve Concept Application, Owen Staveland*, Pete Schwartz, Phys. Teach. 60, 508–512 (2022), Free .pdf
- Workshop for OPTYCs (Organization of Physics at Two-Year Colleges), April 27, 2024
Practioners
- Pete Schwartz, Cal Poly, San Luis Obispo, pschwart@calpoly.edu
- Dean Stocker, University of Cincinnati Blue Ash College, stockeda@ucmail.uc.edu
- Jenn Klay, Cal Poly, San Luis Obispo, jklay@calpoly.edu
- Jason Tong, Brookline High School, jason_tong@psbma.org
- <a href=”mailto:Tabora, Johan Johan Tabora, Physics Teacher, UIC Master Teaching Fellow
- Frank Cascarano, Foothill College, Los Altos: “I have had no complaints from the students and several students tell me they like this new approach. But, I can tell you that after teaching for 17 years, I am invigorated by it.”
Shared Curriculum 