Through group work on open-ended worksheet questions, I challenged students to put difficult physical and mathematical concepts into words.
During most classes, I dedicated time in the middle of class for students to complete worksheets. These worksheets were based mostly on analyzing illustrations. I also asked students to articulate the illustrated concepts verbally, as opposed to using equations. I encouraged students to work in groups and I walked around the class, listening to discussion and helping when needed. After students completed the problems, I randomly selected a student to draw their answer on a blank overhead at the front of the class. They would then be asked to explain their thought process to their peers. Alternatively, I had them explain their answers to fellow peers in smaller groups. Regardless, we discussed the problems as a class, reinforcing correct answers and correcting wrong ones. This whole process typically took about 15 minutes, after which I resumed lecture.
Students handed in the worksheets at the end of class; the worksheets were graded by a TA and returned to students. Participation comprised half of the worksheet grade and at the end of the semester, the worksheets comprised 6% of the final grade.
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