u of sydney - if you don't lecture
DESCRIPTION
Ed Tech talk given at the University of Sydney Oct 2014 - http://www.itl.usyd.edu.au/news/bulletin.cfmTRANSCRIPT
active learning in the classroom
“If you don’t lecture…. what do you do?”
Simon Bates [email protected]
@simonpbates bit.ly/batestalks
Overview
Overview
Overview
Examples
Overview
Examples
Overview
Examples
Evidence
Overview
Examples
Evidence of effectiveness
Overview
Examples
Evidence of effectiveness
Overview
Examples
Evidence of effectiveness
Challenges
Overview
Examples
Evidence of effectiveness
Challenges & considerations
Overview
Examples
Evidence of effectiveness
Challenges & considerations
Overview
Examples
Evidence of effectiveness
Challenges & considerations
Resources
Overview
Examples
Evidence of effectiveness
Challenges & considerations
Resources
Overview !
Examples !
Evidence of effectiveness
!
Challenges & considerations
!
Resources
Acquisition !
!
Assimilation
Acquisition !
!
Assimilation
Context - flipped classrooms
Context - flipped classrooms
Context - flipped classrooms
Context - flipped classrooms
https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html
Context - flipped classrooms
https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html
Context - flipped classrooms
https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html
Context - flipped classrooms
CC BY-NC 2.0 https://flic.kr/p/f3ynHx
https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html
Context - flipped classrooms
CC BY-NC 2.0 https://flic.kr/p/f3ynHx
https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html
Context - flipped classrooms
CC BY-NC 2.0 https://flic.kr/p/f3ynHx
Derek Bruff: Class time reconsidered http://prezi.com/donq036eunko/class-time-reconsidered/
https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html
Weekly rhythm for our 1A class
Poh, M.Z., Swenson, N.C., Picard, R.W., "A Wearable Sensor for Unobtrusive, Long-‐term Assessment of Electrodermal AcEvity," IEEE TransacEons on Biomedical Engineering, vol.57, no.5, pp.1243-‐1252, May 2010. doi: 10.1109/TBME.2009.2038487
Weekly rhythm for our 1A class
Overview !
Examples !
Evidence of effectiveness
!
Challenges & considerations
!
Resources
Learning gains on PI
1. Pre class material
© Jorge Royan / http://www.royan.com.ar / CC-BY-SA-3.0, via Wikimedia Commons
Learning gains on PI
1
2
3
A ball initially at rest is thrown upwards, comes back down & is caught !
Which of the following is a plausible graph of the acceleration of the ball with time?
Reproduced from Eric Mazur (search “Confessions of a converted lecturer” on YouTube)
• Where does most of the wood of a fully grown tree come from?
1) Rain 2) Soil
3) Air 4) Sun light
Example P.I. question
http://www.pedagogyunbound.com/tips-index/2014/3/12/prepare-for-class-with-an-annotated-set-list
Overview !
Examples !
Evidence of effectiveness
!
Challenges & considerations
!
Resources
R R Hake American Journal of Physics: Volume 66, Issue 1, Pages 64-74 http://dx.doi.org/10.1119/1.18809
Freeman et al PNAS www.pnas.org/cgi/doi/10.1073/pnas.1319030111
Wieman commentary PNAS http://www.pnas.org/cgi/doi/10.1073/pnas.1407304111
“This meta-analysis makes a powerful case that any college or university that is teaching its STEM courses by traditional lectures is providing an inferior education to its students”
Overview !
Examples !
Evidence of effectiveness
!
Challenges & considerations
!
Resources
1. Real (and perceived) workloads
1. Real (and perceived) workloads
2. Dealing with resistance
1. Real (and perceived) workloads
2. Dealing with resistance
3. Suitability of teaching spaces
1. Real (and perceived) workloads
2. Dealing with resistance
3. Suitability of teaching spaces
4. About ‘covering content’
1. Real (and perceived) workloads
2. Dealing with resistance
3. Suitability of teaching spaces
4. About ‘covering content’
5. Loss of (total) control
1. Real (and perceived) workloads
2. Dealing with resistance
3. Suitability of teaching spaces
4. About ‘covering content’
5. Loss of (total) control
1. Real (and perceived) workloads
2. Dealing with resistance
3. Suitability of teaching spaces
4. About ‘covering content’
5. Loss of (total) control
… and the upsides too.
Overview !
Examples !
Evidence of effectiveness
!
Challenges & considerations
!
Resources
“At first, it was very difficult to adjust to Dr. Bates’ teaching style after having a <<>> prof that taught through taking notes together.
“At first, it was very difficult to adjust to Dr. Bates’ teaching style after having a <<>> prof that taught through taking notes together.
“At first, it was very difficult to adjust to Dr. Bates’ teaching style after having a <<>> prof that taught through taking notes together.
After a few weeks, however, I came to understood that this approach was extremely effective. In contrast to my other conventional stern and dull lectures, physics class was a very lively, interactive and inspiring environment; a class that I looked most forward to.
“At first, it was very difficult to adjust to Dr. Bates’ teaching style after having a <<>> prof that taught through taking notes together.
After a few weeks, however, I came to understood that this approach was extremely effective. In contrast to my other conventional stern and dull lectures, physics class was a very lively, interactive and inspiring environment; a class that I looked most forward to.
“At first, it was very difficult to adjust to Dr. Bates’ teaching style after having a <<>> prof that taught through taking notes together.
After a few weeks, however, I came to understood that this approach was extremely effective. In contrast to my other conventional stern and dull lectures, physics class was a very lively, interactive and inspiring environment; a class that I looked most forward to.
Dr. Bates lead an interactive environment in which students were stimulated to think amongst themselves and learn from each other.”
“An experienced academic in my department at our institution who recently switched his lecture delivery from traditional didactic … made an interesting comment about the experience.
“An experienced academic in my department at our institution who recently switched his lecture delivery from traditional didactic … made an interesting comment about the experience.
“An experienced academic in my department at our institution who recently switched his lecture delivery from traditional didactic … made an interesting comment about the experience.
What he said to me was that he was really enjoying this phase of his career because he was talking again to the other academics around him about his teaching. He and they were swapping notes and tips on teaching which had not been the case for many years of didactic delivery.
“An experienced academic in my department at our institution who recently switched his lecture delivery from traditional didactic … made an interesting comment about the experience.
What he said to me was that he was really enjoying this phase of his career because he was talking again to the other academics around him about his teaching. He and they were swapping notes and tips on teaching which had not been the case for many years of didactic delivery.
“An experienced academic in my department at our institution who recently switched his lecture delivery from traditional didactic … made an interesting comment about the experience.
What he said to me was that he was really enjoying this phase of his career because he was talking again to the other academics around him about his teaching. He and they were swapping notes and tips on teaching which had not been the case for many years of didactic delivery.
This is something to note, as sharing is an important way to refine what it is we do in HE when we try to effect learning through improved teaching methods. Didactic delivery, on the other hand, seems to attenuate this process of reflection/sharing of practice.”
“An experienced academic in my department at our institution who recently switched his lecture delivery from traditional didactic … made an interesting comment about the experience.
What he said to me was that he was really enjoying this phase of his career because he was talking again to the other academics around him about his teaching. He and they were swapping notes and tips on teaching which had not been the case for many years of didactic delivery.
This is something to note, as sharing is an important way to refine what it is we do in HE when we try to effect learning through improved teaching methods. Didactic delivery, on the other hand, seems to attenuate this process of reflection/sharing of practice.””
[email protected] @simonpbates bit.ly/batestalks
