the college classroom week 8 - alternatives to lecture
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College Classroom Week 8 February 27, 2013 collegeclassroom.ucsd.eduTRANSCRIPT
The College ClassroomFebruary 27, 2013
Week 8:Alternatives to Lecture
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student-centered instruction
listening
interacting
engaged
learning
traditional lecture
listening
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Key Finding 33
A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.
(How People Learn [1], p. 18)
Instructors need to provide opportunities for
students to practice being metacognitive –
thinking about their own thinking
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Key Finding 24
To develop competence in an area, students must:
a) have a deep foundation of factual knowledge,
b) understand facts and ideas in the context of a conceptual framework, and
c) organize knowledge in ways that facilitate retrieval and application.
(How People Learn [1], p. 16)These are
characteristics of
expertize(together with metacognition)
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Key Finding 15
Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for the purposes of a test but revert to their preconceptions outside of the classroom.
(How People Learn [1], p. 14)Instructors
must draw out students’ pre-
existing understandings
.
Instruction must be student-centered.
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Learning requires interaction [2]
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Learning requires interaction [2]
% of class time NOT lecturing
Learning gain:
pre-test0
100%
post-test
0.50
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Learning requires interaction [2]
1 2
3 4
good
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listening
interacting
engaged
learningpeer instruction w clickersworksheetsinteractive demonstrationsvideossurveys of opinionsreading quizzesdiscussions
student-centered instruction
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Archimedes’ Principle
In today’s Physics class, we’re going to study buoyancy and Archimedes’ Principle.
http://tinyurl.com/TCCdemo
(Paul Hewitt video)
(Image: Wikimedia Commons – public domain)
Opinion: Videos in class11
In your opinion, the Paul Hewitt videoA) is engagingB) is entertainingC) is interactiveD) stimulates deep thinking
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Unlike you, the students do not select the video check it contains key events anticipate key events recognize key events interpret key events relate key events to
class concepts
Videos in class
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instructor does this before class
instructor does this unconsciously,the “curse” of expertise
This is what you want to discuss in class! Anticipate & recognize are pre-requisites.
Videos: implications for instructors
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Coach the students how to watch the video like an expert:
As you watch this video, try to…watch for when the A starts to B.
count how often the C does D. watch the needles on the scales as water drains.
Don’t “give away” the key event (Notice the buoyant force is equal to the weight of the fluid displaced.) That’s what the follow-up discussion is for: help the students get prepared for that discussion.
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listening
interacting
engaged
learningpeer instruction w clickersworksheetsinteractive demonstrationsvideossurveys of opinionsreading quizzesdiscussions
student-centered instruction
In-class demonstrations15
1. Instructor (meticulously) sets up the equipment, flicks a switch, “Taa-daaah!
2. Students don’t know where to look don’t know when to look, miss “the
moment” don’t recognize the significance of the
event amongst too many distractions
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Interactive Lecture Demos (ILD) [3]
16
To engage students and focus their attention on the key event, get students to make a prediction (using clickers, for example)
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Clicker question17
A ball is rolling around the inside of a circulartrack. The ballleaves the trackat point P.
Which pathdoes the ballfollow?
P
AB
CD
E
(Mazur)collegeclassroom.ucsd.edu #tccucsd
Interactive Lecture Demos (ILD) [3]
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After the prediction, each student cares about the outcome (“Did I get it
right?”) knows where to look (can anticipate
phenomenon) knows when to look (sees phenomenon
occur) gets immediate feedback about his/her
understanding of the concept is prepared for your explanation
(don’t be afraid to mess with their heads – inclined table example)
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listening
interacting
engaged
learningpeer instruction w clickersworksheetsinteractive demonstrationsvideossurveys of opinionsreading quizzesdiscussions
student-centered instruction
Gen-Ed astronomy class20
Before beginning an in-class worksheet, be sure the students are properly prepared:
Stars have various diameters and surface areas temperatures (hot stars are blue,
cooler stars are red)A star’s luminosity is the rate at which it emits energy.
Orion by John GauvreauAPOD 2008 October 15
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In class, we did a worksheet about cooking spaghetti and then, by analogy, the temperature, size and luminosity of stars.
The worksheet is removed from this slide deck because it is copyrighted.
In-class worksheets22
carefully-designed sequence of questions guide students through the exploration of a concept
first few questions may be trivial – checks students read intro paragraph, gives them confidence
give formative feedback along the way most effective when done collaboratively (group
reaches consensus before answering) long, evidence-based history via “Washington
Tutorials” and “Lecture Tutorials for introductory astronomy” (interactive activities in Prather et al. [2] is primarily lecture-tutorials + peer instruction)
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In-class worksheet assessment
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don’t “go over” the worksheet that only encourages students to
sit and wait for your solutions don’t post solutions later
again, encourages non-participation students bring last year’s sol’ns to class
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good alternative: ask a clicker question(s) if students get the question right, they can be
confident they successfully completed the worksheet
force students to self-assess their answers: metacognition
Clicker question 24
You observe two stars with the same luminosity and determine that one is larger than the other. Which star has the greater temperature?
A) the smaller starB) the larger starC) the temperatures are the sameD) there is insufficient information to
answer this question
(Prather et al., [4])collegeclassroom.ucsd.edu #tccucsd
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listening
interacting
engaged
learningpeer instruction w clickersworksheetsinteractive demonstrationsvideossurveys of opinionsreading quizzesdiscussions
student-centered instruction
collegeclassroom.ucsd.edu #tccucsd
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Clicker question
Melt chocolate over low heat. Remove the chocolate from the heat. What will happen to the chocolate?A) It will condense.B) It will evaporate.C) It will freeze.
(Question: Sujatha Raghu from Braincandy via LearningCatalytics)
(Image: CIM9926 by number657 on flickr CC)
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Typical episode of peer instruction27
Alternating with 10-15 minute mini-lectures, 1. Instructor poses a conceptually-challenging
multiple-choice question.2. Students think about question on their own.3. Students vote for an answer using clickers,
colored/ABCD voting cards,...4. The instructor reacts, based on the
distribution of votes. Typically1. “turn to your neighbor, convince them you’re right”2. 2nd vote3. Instructor orchestrates class discussion, concluding
with explanation of solution (plus why wrongs are wrong?)
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In effective peer instruction
students teach each other whilethey may still hold or remembertheir preconceptions
students discuss the concepts in theirown (novice) language
the instructor finds out what the students know (and don’t know) and reacts
students learn and practice how to think, communicate like experts
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Effective peer instruction requires
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1. identifying key concepts, misconceptions2. creating multiple-choice questions that
require deeper thinking and learning
3. facilitating peer instruction episodes thatspark student discussion
4. resolving the misconceptions
beforeclass
duringclass
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t h e l e a r n i n g c y c l e
Clickers help students learn...
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BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
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t h e l e a r n i n g c y c l e
Clickers help students learn...
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BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
asse
ss p
rior
know
ledg
e
prov
oke
thin
king
pred
ict
mot
ivat
e
disc
ove
r
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
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32
Clicker question
Melt chocolate over low heat. Remove the chocolate from the heat. What will happen to the chocolate?A) It will condense.B) It will evaporate.C) It will freeze.
(Question: Sujatha Raghu from Braincandy via LearningCatalytics)
(Image: CIM9926 by number657 on flickr CC)
assess prior knowledge
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Clicker question33
In your opinion, which had the most positive impact on the modern world?
A) coffeeB) teaC) chocolateD) spiceE) sugar
(Herbst, UCSD)
motivate
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Clicker question
A leopard goes into a deep cavewhere there is no light. After anhour, can it see in the dark?
A) No because there is no light.B) No because its eyes have not had
enough time to adjust.C) Yes because its eyes have adjusted to the
darkness.D) Yes because leopards can see in the dark.(Question: Paul Simeon from Braincandy via
LearningCatalytics)(Image: Villy at the “door” of his cave by Tambako the Jaguar
on flickr CC)
provoke thinking
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Clicker question35
A ball is rolling around the inside of a circulartrack. The ballleaves the trackat point P.
Which pathdoes the ballfollow?
P
AB
CD
E
(Mazur)
predict
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t h e l e a r n i n g c y c l e
Clickers help students learn...
36
BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
asse
ss p
rior
know
ledg
e
prov
oke
thin
king
pred
ict
mot
ivat
e
disc
ove
rpr
obe
misc
once
ption sy
nthe
sis
exer
cise
skillev
alua
tio
n
analys
i
s
chec
k
know
ledg
e
real w
orld
appl
icat
ion
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
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Clicker question37
How many of these are reasons for the seasons?
the height of the Sun in the sky during the day
Earth’s distance from the Sun how many hours the Sun is up each day
A) none of themB) oneC) twoD) all three
probe misconception
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Clicker question38
Select the line that you feel has the strongest imagery in “Fast rode the knight” by Stephen Crane (1905).
analysis
Fast rode the knightWith spurs, hot and reeking,Ever waving an eager sword,"To save my lady!"Fast rode the knight,And leaped from saddle to war.Men of steel flickered and gleamedLike riot of silver lights,And the gold of the knight's good bannerStill waved on a castle wall.. . . . .A horse,Blowing, staggering, bloody thing,Forgotten at foot of castle wall.A horseDead at foot of castle wall.
ABCDEFGHIJKLMNOP
(David Kurtz, via LearningCatalytics)
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Clicker question39
Which of the following is an incorrect step when using the substitution method to evaluate the definite integral
A)
B)
4
0
32 1 dxxx
31 xu
dxxdu 2
3 C. none of the above
4
03
1duu
(adapted from Bruff (2009))
evaluation
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Clicker question40
Susan throws a ball straight up into the air. It goes up and then falls back into her hand 2 seconds later.
Draw a graph showing the velocity of the ball from the moment it leaves her hand until she catches it again.
time
velocity
2 sec0
exercise skill
(CWSEI UBC)
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time
velocity
2 sec0
Atime
velocity
2 sec0
B
time
velocity
2 sec0
Ctime
velocity
2 sec0
D
E) some other graph
Which one is the closest match to your graph?exercise skill
(CWSEI UBC)41
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t h e l e a r n i n g c y c l e de
mon
stra
te
succ
ess
Clickers help students learn...
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BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
asse
ss p
rior
know
ledg
e
prov
oke
thin
king
pred
ict
mot
ivat
e
disc
ove
rpr
obe
misc
once
ption sy
nthe
sis
exer
cise
skillev
alua
tio
nre
view
/
reca
p“b
ig p
ictu
re”
exit
poll
analys
i
s
chec
k
know
ledg
e
real w
orld
appl
icat
ion
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
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Clicker question
Which point on the phylogenetic tree represents the closest relative of the frog?
AB
CD
E
(UBC CWSEI)
demonstrate success
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Clicker question44
For the data set displayed in the following histogram, which would be larger, the mean or the median?
A) meanB) medianC) can’t tell from the given histogram(Peck, mathquest.carroll.edu/resources.html)
review / recap
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Clicker question45
In your opinion, which had the most positive impact on the modern world?
A) coffeeB) teaC) chocolateD) spiceE) sugar
“big picture”
(Herbst, UCSD)
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Clickers help teachers teach...
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BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
t h e l e a r n i n g c y c l e
collegeclassroom.ucsd.edu #tccucsd
t h e l e a r n i n g c y c l e
Clickers help teachers teach...
47
BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
Do they care about this?
Are they ready for the next topic?
What DO they care about, anyway?
What do they already know?
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t h e l e a r n i n g c y c l e
Did they notice key idea X?
Where are they in the activity?
Clickers help teachers teach...
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BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
Are they getting it?
Do I need to intervene?
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t h e l e a r n i n g c y c l e
How did I do?
Did they get it?
Clickers help teachers teach...
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BEFORE DURING AFTER
setting upinstruction
developingknowledge
assessinglearning
Can I move to the next topic?
Did that activity work?
What makes a good clicker question?
starts a conversation between students
“lays bare” the heart of a juicy problem
prepares student to grasp expert’s explanation
doesn’t answer the problem: that’s what peer discussions AND YOU are for
exam question with exactly 1 correct answer
memorization question (you either remember or you don’t)
part of discouraging lecture-quiz-lecture-quiz-lecture... cycle
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YES NO
Lots of practice writing, running peer instruction in SGTS Practical wkshps
The College ClassroomMarch 6, 2013
Week 9:First Day of Class
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References
1. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC: The National Academies Press.
2. Prather, E.E, Rudolph, A.L., Brissenden, G., & Schlingman, W.M. (2009). A national study assessing the teaching and learning of introductory astronomy. Part I. The effect of interactive instruction. Am. J. Phys. 66, 64-74.
3. Get the full story of ILDs at serc.carleton.edu/introgeo/demonstrations/index.html
4. Prather, E.E., Slater, T.F., Adams, J.P., & Brissenden, G. (2007). Lecture Tutorials for Introductory Astronomy. (2e). San Francisco, CA: Pearson Addison-Wesley.
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listening
interacting
engaged
learningpeer instruction w clickersworksheetsinteractive demonstrationsvideossurveys of opinionsreading quizzesdiscussions
student-centered instruction
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54
Discussions
students share their understanding, opinions, ideas
students hear other students’ ideas, viewpoints
students practice communicating like experts
students get timely feedback from peers and instructor
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Discussions: Implications for instructors
ensure students come to class prepared to contribute to the discussion
pre-readings that students want to complete (marks?)
must orchestrate activity so EVERY student speaks (no just enthusiastic volunteers)
“talking stick”, wiffle balls, pass the duck, popsicle sticks
build in time/tasks for listening, getting feedback from peers and instructor