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Regarding changing mile wide to mile deep:
Would it be easier to start this approach with courses for non-majors? Perhaps there would be less opposition from faculty and students to a change in course structure if the changes were made (at least initially) to a physics for poets class.
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A few thoughts regarding the post-flight instruction:
1 -
The use of clickers (or multiple choice cards) is fairly widespread. Maybe they could be made useful here. Students could be given some time to think about some specific review / post-flight questions. After some time, some possible responses could be posted on screen. Students could choose from those options. Then peer instruction with their neighbor.
2 -
Skip the initial thought, and just respond to the choices.
3 -
Some folks are using twitter or back-channel for things like this. Create a twitter channel or use a back-channel website. You can post the post-flight questions. Students can text their responses. You'd see the responses on a website. You can choose which points to discuss as a class. You could either post the live website with student responses or simply let them view the question posed while you have the power to choose responses. This option might be helpful. I like this one best, but I haven't used it yet. Read about it a couple of weeks ago. Andy Rundquists global physics classroom discussed it.
Paul Lulai
Physics Teacher
St Anthony Village S.H.
3303 33rd Ave NE
St Anthony Village, MN 55418