• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
The College Classroom (Wi14) Week 3: Developing Expertise through Deliberate Practice
 

The College Classroom (Wi14) Week 3: Developing Expertise through Deliberate Practice

on

  • 9,176 views

Peter Newbury and Beth Simon

Peter Newbury and Beth Simon
Center for Teaching Development
University of California, San Diego
23 January 2014

collegeclassroom.ucsd.edu

Statistics

Views

Total Views
9,176
Views on SlideShare
8,878
Embed Views
298

Actions

Likes
0
Downloads
9
Comments
0

6 Embeds 298

http://collegeclassroom.ucsd.edu 237
http://www-ctd.ucsd.edu 44
https://www.google.com 14
http://feedly.com 1
http://www.ctd.ucsd.edu 1
http://132.239.172.168 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

CC Attribution-NonCommercial LicenseCC Attribution-NonCommercial License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    The College Classroom (Wi14) Week 3: Developing Expertise through Deliberate Practice The College Classroom (Wi14) Week 3: Developing Expertise through Deliberate Practice Presentation Transcript

    • Week 3: Developing Expertise The College Classroom January 21 and 23, 2014 Unless otherwise noted, this work is licensed under a Creative Commons AttributionNonCommercial 3.0 Unported License.
    • Deliberate practice [1] 2  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 collegeclassroom.ucsd.edu #tccucsd
    • 10,000 hours collegeclassroom.ucsd.edu #tccucsd Wayne Gretzy (Image: Wikimedia Commons CC) Serena Williams (Image by Carine06 on flickr CC) Tiger Woods (Image: Wikimedia Commons) Expertise Development 3 4 hours/day deliberate practice
    • There’s something about this that bothers me: a 5-foot NBA star? Huh? 1. If it’s bothering me, then it’s probably bothering some of my students. 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 would raise their hands if I asked? 4 collegeclassroom.ucsd.edu #tccucsd
    • Clicker question 5 With 10,000 hours of deliberate practice, a 5-ft tall man can be a basketball star in the NBA. A) true B) false collegeclassroom.ucsd.edu #tccucsd
    • Clicker question 6 With 10,000 hours of deliberate practice, a 5-ft tall man can be a basketball star in the NBA. A) totally true – I’m so sure about this, I could stand up in class and convince everyone B) maybe true – I think it’s true but I’m not exactly sure why C) maybe false – I think it’s false but I’m not exactly sure why D) absolutely false – I’m so sure about this, I could stand up in class and convince everyone collegeclassroom.ucsd.edu #tccucsd
    • 7 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 [1] collegeclassroom.ucsd.edu #tccucsd
    • Tip Sheet: Perfect Practice [1] 8 1 3 5 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 2 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 – 4 your industry, your company, your career. Enlarge the models to encompass more factors. Do these steps regularly, not sporadically. Occasional practice does not work. collegeclassroom.ucsd.edu #tccucsd
    • In a moment but not yet, each table will discuss how one tip is revealed in your fields of expertise. Use the whiteboard to capture ideas. One person on the table will present the ideas to the class. 9 1 3 5 Approach each critical task with an explicit Prompts students to goal of getting much better at it. listen to entire set of As you do the task, focus on what’s happening and 2 instructions way you why you’re doing it thebefore are. After the task, getbeginning. your performance from feedback on [2] multiple sources. Make changes in your behavior as necessary. Continually build mental models of your situation – Students company, your career. Enlarge the put their finished ideas on 4 your industry, your models to poster paper. Whiteboards can encompass more factors. (should!) be used Occasional Do these steps regularly, not sporadically. to capture practice does not work thinking along the way. collegeclassroom.ucsd.edu #tccucsd
    • Intelligence is grown 10 Dr. Carol Dweck – Stanford Shown that convincing people to adopt a “growth mindset” (not “fixed mindset”) leads to higher GPAs, higher graduation rates. [Week 5: Fixed/Growth] Dr. Anders Ericcson – Florida State Univ. Studies development of expertise (sports figures, pianists, chess players). Expertise is not an innate trait, it is developed through  Long (10,000 hours)  Daily (4 hours a day)  Deliberate Practice collegeclassroom.ucsd.edu #tccucsd
    • Part 2: Teaching the development of expertise
    • Development of Mastery [3] 12 Behavior conscious unconscious Wait! When introducing a graph for the first time, explain the “architecture” of the graph before addressing the data and message the graph contains. incompetent competent Level of Expertise collegeclassroom.ucsd.edu #tccucsd
    • Development of Mastery [3] 13 incompetent competent Level of Expertise collegeclassroom.ucsd.edu #tccucsd
    • Development of Mastery 14 Behavior conscious unconscious adikko.deviantart.com collegeclassroom.ucsd.edu #tccucsd [3]
    • Development of Mastery [3] 15 Behavior conscious unconscious incompetent competent Level of Expertise collegeclassroom.ucsd.edu #tccucsd
    • Development of Mastery [3] 16 Behavior conscious 1 unconscious incompetent competent Level of Expertise collegeclassroom.ucsd.edu #tccucsd
    • Development of Mastery [3] 17 conscious Behavior 2 1 unconscious incompetent competent Level of Expertise collegeclassroom.ucsd.edu #tccucsd
    • Development of Mastery [3] 18 conscious Behavior 2 3 1 unconscious incompetent competent Level of Expertise collegeclassroom.ucsd.edu #tccucsd
    • Development of Mastery [3] 19 conscious 3 1 4 incompetent competent Behavior 2 unconscious Level of Expertise collegeclassroom.ucsd.edu #tccucsd
    • Development of Mastery [3] 20 conscious 3 1 4 incompetent competent Behavior 2 unconscious Level of Expertise collegeclassroom.ucsd.edu #tccucsd
    • Why Students Don’t Understand Your Lectures 21 Expert brains differ from novice brains because novices:  lack rich, networked connections: they cannot make inferences, cannot reliably retrieve information  have preconceptions that distract, confuse, impede  lack automization, resulting in cognitive overload   “Comparing Students’ and Experts’ Understanding of the Content of a Lecture” [4] “Why should I use peer instruction in my class?” [5] collegeclassroom.ucsd.edu #tccucsd
    • Think about the house you grew up in 22 How many windows? As you counted the windows, did you see them from the outside or from the inside of the house? Did you magically teleport from room to room or did you imagine walking there? Constructivism says, “It’s hard for the professor to explain things so students can understand: the professor has different pre-existing knowledge.” collegeclassroom.ucsd.edu #tccucsd
    • The next time you teach a course, what will you do to help your students do these things? 23 1 3 5 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 2 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 – 4 your industry, your company, your career. Enlarge the models to encompass more factors. Do these steps regularly, not sporadically. Occasional practice does not work. collegeclassroom.ucsd.edu #tccucsd
    • Based on Biology and Expertise: How do we support learning? 24     Spaced engagement (time to rest between sessions) Repeated, effortful testing (not passive studying) Appropriate-level tasks Expert, detailed, frequent feedback collegeclassroom.ucsd.edu #tccucsd
    • Deliberate Practice Findings: for you 25  Reach for objectives JUST beyond where you are:   Work on incrementally harder problems. Try variations on ones from class, homework, quizzes.  Practice consistently (every day)  And practice a LOT  Get FEEDBACK on your practice  Or at least self-analyze “continuously observing results, making appropriate adjustments”  What to practice?  Maybe harder, but exam questions (if they are understandable) collegeclassroom.ucsd.edu #tccucsd
    • your Deliberate Practice Findings: for students you 26  Reach for objectives JUST beyond where you are: Set   Work on incrementally harder problems. Try variations on ones from class, homework, quizzes.  Practice consistently (every day)  And practice a LOT Give  Get FEEDBACK on your practice  Or them to helpat least self-analyze “continuously observing results, making appropriate adjustments”  What to practice?  Maybe harder, but exam questions (if they are understandable) collegeclassroom.ucsd.edu #tccucsd
    • Big Question 27 Where does the motivation to engage in deliberate practice come from? collegeclassroom.ucsd.edu #tccucsd
    • Instructor has different pre-existing knowledge. And motivation. 28 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 disciplinebased 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 [7] collegeclassroom.ucsd.edu #tccucsd
    • 29 Next week: Learning Outcomes Watch the blog for next week’s readings and assignments  short paper  math worksheet  read resources about teaching statements collegeclassroom.ucsd.edu #tccucsd
    • References 30 1. 2. 3. 4. 5. 6. 7. 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 Cummings, M. In a Moment, But Not Yet. Retrieved October 14, 2013 from http://store.training-wheels.com/inmobutnotye.html Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX: Harcourt College Publishers. Hrepic, Z., Zollman, D.A., & Rebello, N.S. (2007) Comparing Students’ and Experts’ Understanding of the Content of a Lecture. Journal of Science Education and Technology 16, 213-224. Available at http://ksuperg.blogspot.com/2009/06/hrepic-zollman-rebello-journalof.html Newbury, P. (2011, June 15) Why should I use peer instruction in my class? Available at www.peternewbury.org/2011/06/why-should-i-use-peer-instruction-in-my-class/ Malcolm Gladwell, in “Radiolab: Secrets of Success”, aired 26 July 2010. www.radiolab.org/blogs/radiolab-blog/2010/jul/26/secrets-of-success/ 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 collegeclassroom.ucsd.edu #tccucsd
    • Students in UCSD CSE course (Beth Simon, heavy use of peer instruction with clickers) 31 Couldn’t you PLEASE just tell it to me? I know how to learn from lecture! Can’t you just explain it? Well, clickers were fun, but the professor made me learn it myself! It would have been easier if she’d just lectured! collegeclassroom.ucsd.edu #tccucsd
    • 32 Colvin: “People hate abandoning the notion that they could coast to fame and riches if only they found their talent.” Why? 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?” [6] Gladwell: “Love is not the complete explanation: love is the way in.” [6] collegeclassroom.ucsd.edu #tccucsd