Getting Started
Before We
Get Started
What can this session
do for my classroom?

• Engage students
• Maximize learning efficiency
• Find time for both breadth ...
In this session, we’ll:

Discuss best activities and tools
for pre-, peri- and post-class
Flip a class lecture
Explore ...
Getting to know who you are…
I teach:
Before class, students ______.
What % of your class is lecture?
Is active or passive better?
All active learning is
not created equal.
“Does Active Learning Work? A Review of the Research”
by Michael Prince
“Good activities develop
deep understanding” of
essential content.
Why Lecture?
Lecturing is the single most
efficient way to dump knowledge.
--Keith Whittington
Breadth

Depth
Two most valuable
classroom resources?
The Boardwalk of Learning
Today’s Task:
Leverage classroom MVPs
– teacher and peer feedback –
to maximize learning.
Pluming Blooming Taxonomy
Basics

Complex

Remember

Apply

Understand

Analyze

Evaluate

Create
PreClass

InClass

PostClass
PreClass

InClass

PostClass
PreClass

InClass

PostClass
PreClass

InClass

PostClass
Grate

• Pre-Class
Prep

Grill

• In-Class
Work

Garnish

• Post-Class
Assignments
Student Time Allocation
Grate
10%

Garnish
60%

Grill
30%
Grate

• Pre-Class Prep
Concise Mini-Lesson Videos
Grate: Watch Videos
TEDEd for Interactive Videos
TEDEd Student Analytics
Video

Podcast or
Audio

Reading

Quizzing

Tools for Grating

Discussions
How will you grate?
Pre-class activities:
Grill

• In-Class Work
Individual
Think
Instructor
Commentary

Share

Share

Pair/Group
Think
Peer
Instruction

Activities

Classroom
Response
Systems

Tools for Grilling

Online HW
Systems
How will you grill?
In-class activities:
Garnish

• Post-Class
Assignments
Comprehensive Statistical
Research Project
Projects

Probing, Refle
ctive
Questions

StudentCreated Video

Tools for Garnishing
How will you garnish?
Post-class activities:
Grate

• Pre-Class
Prep

Grill

• In-Class
Work

Garnish

• Post-Class
Assignments
Direct

• Pre-Class
Prep: Tell

Discuss

• In-Class
Work:
Interact

Delegate

• Post-Class
Assignments:
Empower
Remember
&
Understand

• Pre-Class
Prep:
Direct

Apply &
Analyze

• In-Class
Work:
Discuss

Evaluate &
Create

• Post-Clas...
Confessions of a Converted Lecturer
My Flipped Experiment
Flipped Mean: up 5 points
Flipped Std Dev: almost half
Flipped Mean: up 5 points
Flipped Mean: up 11 points
Flipped Std Dev: almost half
Flipped Gain was Double
the Traditional Gain
How will you flip?
Marinating Minds Paper

bit.ly/1c2B0Mf
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
Marinating Minds:  Getting Started Before We Get Started
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Marinating Minds: Getting Started Before We Get Started

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Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning.

Accompanying Paper: bit.ly/1c2B0Mf

Accompanying Handout: http://bit.ly/MeSuOD

During this session, participants will:
1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class.
2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience.
3. Identify learning tools for implementing these pre-, peri-, and post-class activities.

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  • An ounce of preparation is worth a pound of learning!


  • Hi! I am:

    http://www.polleverywhere.com/multiple_choice_polls/wurkr4haRHQQFgW


  • I teach:

    http://www.polleverywhere.com/multiple_choice_polls/jRRkKWYf3M8ityR


  • Before a class begins, my students typically _____________.

    http://www.polleverywhere.com/multiple_choice_polls/zHcvXwsIPkx8cUM
  • I lecture between _______% of class time.http://www.polleverywhere.com/multiple_choice_polls/KM8YPjXGOboeLnn


  • My students learn better through __________________.

    http://www.polleverywhere.com/multiple_choice_polls/JaLmd8UW7QDwQ9D
  • Activities designed around critical learning outcomes and that require each student to fully engage in complex thinking
  • Laws’ results show studentsquadrupling the number of studentswhounderstand force concepts, triplingthoseunderstandingacceleration, and nearlydoublingthoseunderstandingvelocity. Similarly,in a studywith over 6000 physicsstudents, conceptual test scores doubled in Hake’s courses, givingtwo standard deviations of improvement. Studies by Laws, Hake, and Redishprovidesignificantevidence in favor of activelyengagingstudents, whichthey show to beparticularly effective in correctingfundamentalmisconceptions.
  • Johnson, Johnson, and Smith conducted four studies, and Springer et al. conducted one study on cooperative learning with the effect sizes shown above. An effect size of 0.3 is considered medium and 0.5 is considered strong. Even the least effective study had students moving from the 50th to the 70th percentile! Results from technical programs using collaborative learning showed a 22% reduction in attrition, which is great for retention rates.
  • PBL for cooperative and for instruction to improve problem solving skills are huge – not so much in non-expert tutors


  • How do we benefit from lecture?

    http://www.polleverywhere.com/free_text_polls/6acaOnxCdeVCcNq


  • Two most valuable classroom resources?

    http://www.polleverywhere.com/free_text_polls/hTn8pQVQnznYCJj
  • Bloom’s Taxonomy – Blooming Pluming Peacock
  • Bloom’s Taxonomy


  • For pre-class activities, we will primarily tackle

    http://www.polleverywhere.com/multiple_choice_polls/0Sg75EtIDqiVgGI


  • For in-class activities, we will primarily tackle

    http://www.polleverywhere.com/multiple_choice_polls/uWRSCSqZtRI1fn0


  • For post-class activities, we will primarily tackle

    http://www.polleverywhere.com/multiple_choice_polls/NULARlndmbLXRFn
  • Bloom’s Taxonomy
  • Remember & UnderstandApply & AnalyzeEvaluate & Create
  • Remember & UnderstandApply & AnalyzeEvaluate & Create


  • For pre-class activities, I plan to use

    http://www.polleverywhere.com/multiple_choice_polls/GhGDrKEtT94PjaG
  • Remember & UnderstandApply & AnalyzeEvaluate & Create


  • For in-class activities, I plan to use

    http://www.polleverywhere.com/multiple_choice_polls/EH8vdTFAckKFQB6
  • Remember & UnderstandApply & AnalyzeEvaluate & Create


  • For post-class activities, I plan to use

    http://www.polleverywhere.com/multiple_choice_polls/pFnpjKWlOqW6YWS
  • Remember & UnderstandApply & AnalyzeEvaluate & Create
  • Faculty Focus article from this past week by Paul B. Thornton1. Direct: start with big picture, be clear & concise, provide detail, don’t sugar-coat2. Discuss: prepare questions in advance, ensure equal time for all students, have students create questions, and use clickers3. Delegate: assign research projects, team projects, or a capstone project.The best teachers do all three!
  • Faculty Focus article from this past week by Paul B. Thornton1. Direct: start with big picture, be clear & concise, provide detail, don’t sugar-coat2. Discuss: prepare questions in advance, ensure equal time for all students, have students create questions, and use clickers3. Delegate: assign research projects, team projects, or a capstone project.The best teachers do all three!
  • Marinating Minds: Getting Started Before We Get Started

    1. 1. Getting Started Before We Get Started
    2. 2. What can this session do for my classroom? • Engage students • Maximize learning efficiency • Find time for both breadth and depth
    3. 3. In this session, we’ll: Discuss best activities and tools for pre-, peri- and post-class Flip a class lecture Explore results from pre-class activities
    4. 4. Getting to know who you are…
    5. 5. I teach:
    6. 6. Before class, students ______.
    7. 7. What % of your class is lecture?
    8. 8. Is active or passive better?
    9. 9. All active learning is not created equal. “Does Active Learning Work? A Review of the Research” by Michael Prince
    10. 10. “Good activities develop deep understanding” of essential content.
    11. 11. Why Lecture?
    12. 12. Lecturing is the single most efficient way to dump knowledge. --Keith Whittington
    13. 13. Breadth Depth
    14. 14. Two most valuable classroom resources?
    15. 15. The Boardwalk of Learning
    16. 16. Today’s Task: Leverage classroom MVPs – teacher and peer feedback – to maximize learning.
    17. 17. Pluming Blooming Taxonomy
    18. 18. Basics Complex Remember Apply Understand Analyze Evaluate Create
    19. 19. PreClass InClass PostClass
    20. 20. PreClass InClass PostClass
    21. 21. PreClass InClass PostClass
    22. 22. PreClass InClass PostClass
    23. 23. Grate • Pre-Class Prep Grill • In-Class Work Garnish • Post-Class Assignments
    24. 24. Student Time Allocation Grate 10% Garnish 60% Grill 30%
    25. 25. Grate • Pre-Class Prep
    26. 26. Concise Mini-Lesson Videos
    27. 27. Grate: Watch Videos
    28. 28. TEDEd for Interactive Videos
    29. 29. TEDEd Student Analytics
    30. 30. Video Podcast or Audio Reading Quizzing Tools for Grating Discussions
    31. 31. How will you grate? Pre-class activities:
    32. 32. Grill • In-Class Work
    33. 33. Individual Think Instructor Commentary Share Share Pair/Group Think
    34. 34. Peer Instruction Activities Classroom Response Systems Tools for Grilling Online HW Systems
    35. 35. How will you grill? In-class activities:
    36. 36. Garnish • Post-Class Assignments
    37. 37. Comprehensive Statistical Research Project
    38. 38. Projects Probing, Refle ctive Questions StudentCreated Video Tools for Garnishing
    39. 39. How will you garnish? Post-class activities:
    40. 40. Grate • Pre-Class Prep Grill • In-Class Work Garnish • Post-Class Assignments
    41. 41. Direct • Pre-Class Prep: Tell Discuss • In-Class Work: Interact Delegate • Post-Class Assignments: Empower
    42. 42. Remember & Understand • Pre-Class Prep: Direct Apply & Analyze • In-Class Work: Discuss Evaluate & Create • Post-Class Assignments: Delegate
    43. 43. Confessions of a Converted Lecturer
    44. 44. My Flipped Experiment
    45. 45. Flipped Mean: up 5 points Flipped Std Dev: almost half
    46. 46. Flipped Mean: up 5 points Flipped Mean: up 11 points Flipped Std Dev: almost half
    47. 47. Flipped Gain was Double the Traditional Gain
    48. 48. How will you flip?
    49. 49. Marinating Minds Paper bit.ly/1c2B0Mf

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