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The College Classroom Week 1: Introduction

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The College Classroom …

The College Classroom
collegeclassroom.ucsd.edu
Peter Newbury
Fall 2013

Published in: Education
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  • 1. collegeclassroom.ucsd.edu #tccucsd 1 The College Classroom Image: Greinke and Bob McClure by ChrisM70 on flickr CC What do you notice? What do you wonder?
  • 2. The College Classroom Tuesday, October1 Thursday, October 3 Fall 2013 Week 1: Introduction
  • 3. Who Am I – Peter Peter Newbury  PhD (Univ. of British Columbia, Vancouver, Canada) 1998 in applied math  Carl Wieman Science Education Initiative, 2008 – 2012  Associate Director, Center for Teaching Development since August, 2012 Teaching and learning interests:  how people learn astronomy, physics, math  how to motivate instructors to transform the way they teach  finding the most effective ways to implement peer instruction (clickers)  Establishing and maintaining an online personal learning network @polarisdotca peternewbury.org collegeclassroom.ucsd.edu #tccucsd 3
  • 4. Who Am I – Steph Steph Carmack  PhD candidate in Stephan Anagnostaras’ lab in the UCSD Division of Social Sciences  The College Classroom and Summer Graduate Teaching Scholar alum (2013) Research interests:  The relationship between memory and addiction  Pychostimulant mechanisms in ADHD  Moral attitudes toward academic doping Teaching experience :  2 accelerated summer classes for high school students (Summer 2012-3)  Neurobiology of Learning and Memory (Summer 2013) collegeclassroom.ucsd.edu #tccucsd 4
  • 5. Who are you? collegeclassroom.ucsd.edu #tccucsd 5 Why are you taking The College Classroom? A) I’m looking for a tenure-track academic position and knowing about teaching will help me get a job. B) I have little/no teaching experience and I want to get some. C) I’ve taught before and I want to become a better instructor. D) I’m interested in the theory and pedagogy of teaching and learning. E) other
  • 6. A quick survey: We have people with different backgrounds in our audience: Raise your hand if this is you: Who experienced undergraduate education in the US? Who has had a teaching experience before? Who has given a technical talk? Who has English as a second language? Who has been a student in a large (150+ students) class? collegeclassroom.ucsd.edu #tccucsd 6
  • 7. Introduction to teaching and learning in higher education
  • 8. Survey collegeclassroom.ucsd.edu #tccucsd 8 Which of these do you associate with a typical university lecture? A) listening B) absorbing C) note-taking D) learning E) other
  • 9. The traditional lecture is based on the transmissionist learning model collegeclassroom.ucsd.edu #tccucsd 9 (Image by um.dentistry on flickr CC)
  • 10. Let’s have a learning experience… collegeclassroom.ucsd.edu #tccucsd 10
  • 11. Here is an important new number system. Please learn it. collegeclassroom.ucsd.edu #tccucsd 11 1 = 4 = 7 = 2 = 5 = 8 = 3 = 6 = 9 =
  • 12. Test collegeclassroom.ucsd.edu #tccucsd 12 What is this number?
  • 13. Scientifically Outdated, a Known Failure collegeclassroom.ucsd.edu #tccucsd 13 We must abandon the tabula rasa “blank slate” and “students as empty vessels” models of teaching and learning.
  • 14. New Number System collegeclassroom.ucsd.edu #tccucsd 14 Here’s the structure of the “tic-tac-toe” code: 1 2 3 4 5 6 7 8 9
  • 15. Test collegeclassroom.ucsd.edu #tccucsd 15 What is this number?
  • 16. New learning is based on knowledge that you already hold. You store things in long term memory through a set of connections that are made with your existing memories. Constructivist Theory of Learning collegeclassroom.ucsd.edu #tccucsd 16 (Images by Rebecca-Lee on flickr CC) Creating memories (aka learning) involves having neurons fire and neurons link up in networks or patterns. fMRI is allowing us to observe learning as it happens. learning is done by individuals
  • 17. How People Learn [1] collegeclassroom.ucsd.edu #tccucsd 17 Learning is not about what professors do. It’s about what THE LEARNER does! Corollary: Students do not LEARN just by listening to the professor explain
  • 18. What the best college teachers do [2] collegeclassroom.ucsd.edu #tccucsd 18 The best college teachers create environments where “students encounter safe yet challenging conditions in which they can try, fail, receive feedback, and try again without facing summative evaluation” a test that counts for marks
  • 19. Course Information
  • 20. What are the goals of TCC? collegeclassroom.ucsd.edu #tccucsd 20
  • 21. Topic-level LO Topic-level LO Topic- level LO Course-level LO #4 collegeclassroom.ucsd.edu #tccucsd 21 Course-level LO #2 Course-level LO #3Course-level learning outcome (LO) #1 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LOTopic-level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic-level LO Topic-level learning outcome
  • 22. What are the goals of TCC? collegeclassroom.ucsd.edu #tccucsd 22 Course-level learning outcomes (that support, and are supported by, the topic-level outcomes)  you’ll be reflective and scholarly about your teaching  you’ll be able to explain why certain instructional activities are successful and why others are not  you’ll be able to identify and support student-centered learning environments  you’ll know how to succeed as a professional educator in higher education  you’ll be able to recognize and build upon the diversity of your students
  • 23. What are the goals of TCC? collegeclassroom.ucsd.edu #tccucsd 23 Many topic-level learning outcomes in 1. modern theory of Constructivist learning  by the end of the course, you’ll be able to have an elevator conversation describing the importance of metacognition in learning.  and more…
  • 24. What are the goals of TCC? collegeclassroom.ucsd.edu #tccucsd 24 Many topic-level learning outcomes in 2. best practices for the college classroom  by the end of the course, you’ll be able to write a peer instruction (clicker) question and explain to a colleague the rationale behind the question and choices and describe how it can be incorporated into the lesson.  and more… Throughout the classes, I’ll be trying to model best practices so try to watch how I teach as well as what I teach.
  • 25. What are the goals of TCC? collegeclassroom.ucsd.edu #tccucsd 25 Many topic-level learning outcomes in 3. how to be a successful, professional educator  by the end of the course, you’ll be able to begin to build a personal learning network (PLN) by, for example, posting to a Wordpress blog, collaborating with others using Google docs and interacting through social media.  and more…
  • 26. Traditional classroom collegeclassroom.ucsd.edu #tccucsd 26  first exposure to material is in class, content is transmitted from instructor to student  learning occurs later when student struggles alone to complete homework, essay, project learn easy stuff together learn hard stuff alone transfer assimilate
  • 27. Flipped classroom collegeclassroom.ucsd.edu #tccucsd 27  student learns easy content at home: definitions, basis skills, simple examples. Frees up class time for...  students come to class prepared to tackle challenging concepts in class, with immediate feedback from peers, instructor learn hard stuff together learn easy stuff alone transfer assimilate
  • 28. What is going to happen in this class Weekly on Tuesdays at 11:00a -12:30p and repeated on Thursdays at 12:30 – 1:50p in Center Hall, Room 316:  1hr 20 min “lecture” – mixture of theory and practice  interact in small groups (e.g. Peer Instruction)  If you need to attend a conference, job interview or something of that nature, attend the other weekly session and let us know. To Prepare:  read research paper(s)  do an activity (post on the class blog, leave comments on others’ posts, observe a class, etc.) Professional career preparation:  write Teaching Statement,  create microteaching experience (details later in quarter) collegeclassroom.ucsd.edu #tccucsd 28
  • 29. collegeclassroom.ucsd.edu collegeclassroom.ucsd.edu #tccucsd 29 All course information, presentations, links to readings, discussions, etc. will be on the class blog. Each of you will have a username and password so you can post to the blog. (You don’t need to login to access the course materials or leave comments, though.) (Image by kitsu on flickr CC)
  • 30. Clicker question collegeclassroom.ucsd.edu #tccucsd 30 Which best describes your experience with blogs? A) I don’t have any experience with blogs. B) I read blog occasionally C) I read blogs often and leave comments D) I’ve written posts on someone else’s blog E) I have my own blog
  • 31. Course blog is public so collegeclassroom.ucsd.edu #tccucsd 31  I can only provide links to copyrighted articles, not the articles (PDF) themselves  you may need to be on-campus so you can use UCSD credentials to access subscriptions  you may be able to connect from home with the UCSD web proxy server (search Blink for “web proxy”)  Your posts and comments will be visible to the public: learn to be careful about what and how you write. Your posts become part of your digital footprint.  If you include pictures in your posts, they must not be protected by copyright (use Creative Commons pix?)
  • 32. How you will be assessed The College Classroom is not an official UCSD course. You will not receive an grade on your transcript. To receive a completion certificate (and for SGTSs, to be qualified to teach in the summer), you must  attend all sessions  thoughtfully complete all assigned work.  contribute during class in a professional, collegial manner. collegeclassroom.ucsd.edu #tccucsd 32
  • 33. Syllabus Week collegeclassroom.ucsd.edu #tccucsd 33 2) How people learn 3) Development of expertise 4) Learning outcomes 5) Assessment 6) Digital identities and personal learning networks 7) Growth and fixed mindsets 8) Diversity of learners 9) Alternatives to lecture, cooperative learning strategies 10) Teaching as research, succeeding in academia, 11) and 12) (topics and/or order may change as the course progresses) Microteaching presentations preparation Teaching Statements background first draft peer review second draft Microteaching presentations
  • 34. Homework for Week 2: Visit the course blog. Contact info for Peter and Stephanie is on the About page. Find the homework for Week 2 (to be completed before the Week 2 sessions on Oct 8 and 10.) You will need the password to access certain items. The password is ________________. collegeclassroom.ucsd.edu #tccucsd 34
  • 35. References collegeclassroom.ucsd.edu #tccucsd 35 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. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.

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