Anna Phillips
Faculty of Science
Creating the next generation of thinkers and problem solvers.
Anna helps students make sense of the world with innovative and collaborative ways of learning about physics.
What are you doing differently in your field that you believe is driving real change?
1) I'm developing innovative ways to assess students' core content knowledge and ability to work in groups at scale. By implementing two-staged tests in first year physics, I've improved the quality of student collaboration during regular class times. To my knowledge, I'm the only person in Australia implementing this form of assessment.
2) I'm working to integrate AI into teaching in a way that supports students' healthy skepticism of its conclusions, while also learning how to leverage it effectively. I've been supporting colleagues in developing approaches to mixing at-home assessment (where AI can be used freely) and in-class follow up assessments where students' understanding of their prior work is assessed. I'm helping to ensure graduates of the School of Physics and Astronomy are ready to meet the challenges of a world where AI tools are used broadly.
By valuing student contributions in class and answers to assessments that are sensible or raise important questions – whether or not the student is correct – I support students in developing their confidence as thinkers and problem solvers.”
How do you help students build confidence, not just knowledge?
My goal in teaching physics is to help students develop an understanding that the world around them ‘makes sense’. It obeys rules they can figure out through careful observation. Physics in particular often suffers from the stereotype of the lone genius but that is not the reality of how any science is done. By valuing student contributions in class and answers to assessments that are sensible or raise important questions – whether or not the student is correct – I support students in developing their confidence as thinkers and problem solvers.
Is there a student moment you’ll never forget, and why?
A student moment I'll never forget is when a student posed a question to which I made a snap judgement about the answer. I devised a quick ad-hoc experiment we could execute, and it showed that I was wrong and the student was right! I offered up my initial reasoning to the class, and asked the students to find the flaw in my reasoning. It was very fun – they laughed at my confusion in a kind way – and it also helped them all see that it's the process of coming to new understandings that matters.