the college classroom wi16 meeting 2: developing expertise
TRANSCRIPT
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What do you
notice?
What do you
wonder?
(All im
ages by ttrentham on flickr C
C) Developing Expertise - collegeclassroom.ucsd.edu
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The College Classroom
Meeting 2: Developing Expertise
January 12 and 14, 2016
Unless otherwise noted, content is licensed under
a Creative Commons Attribution- 3.0 License.
Peter Newbury
Center for Engaged Teaching, UC San Diego
collegeclassroom.ucsd.edu
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Key Finding 2
How People Learn - collegeclassroom.ucsd.edu 3
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, p 16.)
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How People Learn - collegeclassroom.ucsd.edu 4
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How People Learn - collegeclassroom.ucsd.edu 5
knowledge
framework
retrieval
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How People Learn - collegeclassroom.ucsd.edu 6
knowledge
framework
retrieval
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knowledge
framework
retrieval
How People Learn - collegeclassroom.ucsd.edu
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Colvin: Deliberate practice [2]
Developing Expertise - collegeclassroom.ucsd.edu 8
activity that’s explicitly intended to improve
performance
that reaches for objectives just beyond one’s level of
competence
provides feedback on results
involves high levels of repetition
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How many of these do you think
are “deliberate practice”?
Developing Expertise - collegeclassroom.ucsd.edu 9
writing 30 minutes per day
running 5 miles a day, 5 days per week
playing the guitar for an hour after school each day
after moving to a new country, learning the language by
interacting with locals
A) 1 of them
B) 2
C) 3
D) all 4 of them
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Expertise Development
10 Developing Expertise - collegeclassroom.ucsd.edu
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10,000 hours of deliberate practice:
4 hrs / day for 12 years
3 hrs / day for 16 years
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Developing Expertise - collegeclassroom.ucsd.edu 11
There’s something about this that bothers me:
A 5-foot-tall NBA star? Huh?
1. If it’s bothering me, it’s probably bothering some of my
students (or it should be!)
2. Maybe one of my students has a solution or explanation?
Their diversity is an asset!
3. How can I stimulate a conversation for everyone in
the classroom rather than the few who will raise
their hands?
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What do you think?
With 10,000 hours of deliberate practice, a 5-ft tall man
can play basketball in the NBA.
A) true
B) false
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Availability of resources & opportunities?
Certainly some important traits are partly inherited, such as
physical size and particular measures of intelligence, but those
influence what a person doesn’t do more than what he does; a five-
footer will never be an NFL lineman, and a seven-footer will never
be an Olympic gymnast.
Geoffrey Colvin [2]
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Intelligence is grown
Developing Expertise - collegeclassroom.ucsd.edu 14
Dr. Anders Ericcson – Florida State Univ. Studies development of expertise (sports figures,
pianists, chess players).[3] Expertise is not an innate trait, it is developed through
Long duration (10,000 hours)
Daily (4 hours a day)
Deliberate Practice
Dr. Carol Dweck – Stanford Convincing people to adopt a “growth mindset” (not
“fixed mindset”) leads to higher GPAs, higher graduation rates. [Meeting 4: Fixed/Growth Mindsets]
New meta-analysis suggests
“10,000 hr rule” does not
always apply. Some reach
expert levels quicker.[4]
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Development of Expertise [5]
15
conscious
unconscious
incompetent competent
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
Wait! When introducing
a graph for the first time,
explain the “architecture” of the
graph before addressing the data
and message the graph contains.
Level of Expertise 15
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Development of Expertise [5]
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incompetent competent
Developing Expertise - collegeclassroom.ucsd.edu
Level of Expertise 16
images by Peter Newbury CC-BY
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Development of Expertise [5]
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conscious
unconscious
adikko.deviantart.com
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
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Development of Expertise [5]
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conscious
unconscious
incompetent competent
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
Level of Expertise 18
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Development of Expertise [5]
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conscious
unconscious
incompetent competent
1
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
Level of Expertise 19
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Development of Expertise [5]
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conscious
unconscious
incompetent competent
1
2
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
Level of Expertise 20
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Development of Expertise [5]
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conscious
unconscious
incompetent competent
1
2 3
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
Level of Expertise 21
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Development of Expertise [5]
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conscious
unconscious
incompetent competent
1
2 3
4
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
Level of Expertise 22
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Development of Expertise [5,6]
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conscious
unconscious
incompetent competent
1
2 3
4
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
Level of Expertise
5
23
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Think about the house you grew up in
Developing Expertise - collegeclassroom.ucsd.edu 24
How many windows?
As you counted the windows, did you see them
from the outside or from the inside of the house?
If a Stage 4 Professor of Window Counting is an
“outsider”, he thoughtfully creates lessons and practice for
counting from the outside. Many students will be lost.
A Stage 5 instructor knows there are other ways to count
windows and creates lessons where each student can connect
the concept to their own knowledge and skills.
4
5
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Tip Sheet: Perfect Practice [2]
Approach each critical task with an explicit goal of getting much
better at it.
As you do the task, focus on what’s happening and
why you’re doing it that way.
After the task, get feedback on your performance from multiple
sources. Make changes in your behavior as necessary.
Continually build mental models of your situation –
your industry, your company, your career. Enlarge the
models to encompass more factors.
Do these steps regularly, not sporadically. Occasional practice
does not work.
25
1
2
3
4
5
Developing Expertise - collegeclassroom.ucsd.edu
discipline area of research
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Deliberate Practice Jigsaw
Developing Expertise - collegeclassroom.ucsd.edu 26
What ways of thinking, behaviors, and skills do experts in
your field have? How do you practice your “Tip”?
(Step 1: Develop / identify your expertise with others
thinking and learning about the same concept.)
1 1
1 1 1
4 4
4 4 4
2 2
2 2 2
3 3
3 3 3
5 5
5 5 5
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Deliberate Practice Jigsaw
Developing Expertise - collegeclassroom.ucsd.edu 27
Step 2: Share your expertise and learn from other experts.
Use your
whiteboards
to capture
ideas
1 2
3 5 4
4 5
1 3 2
4 5
1 3 2
1 2
3 5 4
1 2
3 5 4
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The next time you teach a course, what will
you do to help your students do these things?
Approach each critical task with an explicit goal of getting much
better at it.
As you do the task, focus on what’s happening and
why you’re doing it the way your are.
After the task, get feedback on your performance from multiple
sources. Make changes in your behavior as necessary.
Continually build mental models of your situation –
your industry, your company, your career. Enlarge the
models to encompass more factors.
Do these steps regularly, not sporadically. Occasional practice
does not work.
28
1
2
3
4
5
Developing Expertise - collegeclassroom.ucsd.edu
discipline area of research
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Deliberate Practice: for you
Developing Expertise - collegeclassroom.ucsd.edu 29
Reach for objectives JUST beyond where you are:
work on incrementally harder problems
try variations on ones from work, class, homework, quizzes
Practice consistently (every day)
Get FEEDBACK on your practice
Or at least self-analyze “continuously observing results,
making appropriate adjustments”
Choose carefully what you practice
what skills do experts in your field have?
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Deliberate Practice: for you
Developing Expertise - collegeclassroom.ucsd.edu 30
Reach for objectives JUST beyond where you are:
work on incrementally harder problems
try variations on ones from work, class, homework, quizzes
Practice consistently (every day)
Get FEEDBACK on your practice
Or at least self-analyze “continuously observing results,
making appropriate adjustments”
Choose carefully what you practice
what skills do experts in your field have?
your students
Set
Provide
Give
Help them
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Learning requires interaction [7]
How People Learn - collegeclassroom.ucsd.edu 31
1 2
3 4
deliberate
practice?
practice?
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Big Question
Developing Expertise - collegeclassroom.ucsd.edu 32
Where does the motivation to
engage in deliberate practice
come from?
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Thoughts about motivation…
Developing Expertise - collegeclassroom.ucsd.edu 33
Colvin: “People hate abandoning the notion that they could
coast to fame and riches if only they found their talent.” [2]
Gladwell: “Why are we so hostile to the notion that what
separates the genius from the rest of us is that the genius
loves that he or she does more than we do?” [8]
Gladwell: “Love is not the complete explanation: love is the
way in.” [8]
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Developing Expertise - collegeclassroom.ucsd.edu 34
The discovery that students don't love the new teacher's content
area is one of those school of hard knock lessons. Graduate
education reinforces the centrality of discipline-based content
knowledge. Having immersed themselves in its study for years and
having been surrounded with colleagues equally enamored with the
area, new faculty arrive at those first teaching jobs no longer
objective about how the rest of the world views their content
domain.
Maryellen Weimer [9]
Thoughts about motivation…
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Next week: Learning Outcomes
Watch the blog for next week’s
readings and assignments
Developing Expertise - collegeclassroom.ucsd.edu 35
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References
Developing Expertise - collegeclassroom.ucsd.edu 36
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. Colvin, G. (2006, October 19). What it takes to be great. Fortune, 88- 96. Available at money.cnn.com/magazines/fortune/fortune_archive/2006/10/30/8391794/index.htm
3. Ericsson, K.A., Krampe, R. Th., & Tesch-Romer, C. (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review 100, 3, 363-406.
4. Mcnamara, B.N., Hambrick, D.Z., & Oswald, F.L. (2014). Deliberate Practice and Performance in Music, Games, Sports, Education, and Professions: A Meta-Analysis. Psychological Science 25, 8, 1608-1618.
5. Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX: Harcourt College Publishers.
6. DiPeitro, M. (2014). 2.4.3 Classroom Climate [video file] Retrieved from https://www.coursera.org/course/stemteaching
7. 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. 77, 4, 320-330.
8. Malcolm Gladwell, in “Radiolab: Secrets of Success”, aired 26 July 2010. www.radiolab.org/blogs/radiolab-blog/2010/jul/26/secrets-of-success/
9. Weimer, M. (2010). New Faculty: Beliefs That Prevent and Promote Growth, in the book Inspired College Teaching: A Career-Long Research for Professional Growth. San Francisco, Jossey-Bass. (Reprinted in Tomorrow’s Professor email Newsletter October 15, 2013) Available at http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=1279