0
Week 3: Developing Expertise
The College Classroom
January 21 and 23, 2014

Unless otherwise noted, this work is licensed
...
Deliberate practice

[1]

2

 activity that’s explicitly intended to improve
performance
 that reaches for objectives ju...
10,000 hours

collegeclassroom.ucsd.edu
#tccucsd

Wayne Gretzy (Image: Wikimedia Commons CC)

Serena Williams (Image by Ca...
There’s something about this that
bothers me: a 5-foot NBA star? Huh?
1. If it’s bothering me, then it’s probably
botherin...
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...
Clicker question
6

With 10,000 hours of deliberate practice, a 5-ft tall
man can be a basketball star in the NBA.
A) tota...
7

Certainly some important traits are partly inherited, such
as physical size and particular measures of intelligence,
bu...
Tip Sheet: Perfect Practice

[1]

8

1

3

5

Approach each critical task with an explicit goal of getting
much better at ...
In a moment but not yet, each table will discuss how one tip is revealed
in your fields of expertise. Use the whiteboard t...
Intelligence is grown
10

Dr. Carol Dweck – Stanford
Shown that convincing people to adopt a “growth
mindset” (not “fixed ...
Part 2:
Teaching the development of expertise
Development of Mastery

[3]

12

Behavior

conscious

unconscious

Wait! When introducing
a graph for the first time,
expl...
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
collegeclass...
Development of Mastery

[3]

16

Behavior

conscious

1

unconscious

incompetent

competent

Level of Expertise
collegecl...
Development of Mastery

[3]

17

conscious

Behavior

2
1

unconscious

incompetent

competent

Level of Expertise
college...
Development of Mastery

[3]

18

conscious

Behavior

2

3

1

unconscious

incompetent

competent

Level of Expertise
col...
Development of Mastery

[3]

19

conscious

3

1

4

incompetent

competent

Behavior

2

unconscious

Level of Expertise
...
Development of Mastery

[3]

20

conscious

3

1

4

incompetent

competent

Behavior

2

unconscious

Level of Expertise
...
Why Students Don’t Understand
Your Lectures
21

Expert brains differ from novice brains because novices:
 lack rich, netw...
Think about the house you grew up in
22

How many windows?
As you counted the windows, did you see them
from the outside o...
The next time you teach a course, what will you
do to help your students do these things?
23

1

3

5

Approach each criti...
Based on Biology and Expertise:
How do we support learning?
24






Spaced engagement (time to rest between sessions)...
Deliberate Practice Findings: for you
25

 Reach for objectives JUST beyond where you are:



Work on incrementally har...
your
Deliberate Practice Findings: for students
you
26

 Reach for objectives JUST beyond where you are:
Set



Work on...
Big Question
27

Where does the motivation
to engage in deliberate
practice come from?

collegeclassroom.ucsd.edu

#tccucs...
Instructor has different pre-existing
knowledge. And motivation.
28

The discovery that students don't love the new teache...
29

Next week: Learning Outcomes
Watch the blog for next week’s
readings and assignments
 short paper
 math worksheet
 ...
References
30

1.
2.
3.
4.

5.
6.

7.

Colvin, G. (2006, October 19). What it takes to be great. Fortune, 88- 96. Availabl...
Students in UCSD CSE course
(Beth Simon, heavy use of peer instruction with clickers)
31

Couldn’t you PLEASE just tell it...
32

Colvin: “People hate abandoning the notion that they
could coast to fame and riches if only they found their
talent.” ...
Upcoming SlideShare
Loading in...5
×

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

12,601

Published on

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

collegeclassroom.ucsd.edu

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
12,601
On Slideshare
0
From Embeds
0
Number of Embeds
6
Actions
Shares
0
Downloads
15
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

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

  1. 1. 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.
  2. 2. 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
  3. 3. 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
  4. 4. 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
  5. 5. 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
  6. 6. 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. 7. 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
  8. 8. 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
  9. 9. 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
  10. 10. 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
  11. 11. Part 2: Teaching the development of expertise
  12. 12. 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
  13. 13. Development of Mastery [3] 13 incompetent competent Level of Expertise collegeclassroom.ucsd.edu #tccucsd
  14. 14. Development of Mastery 14 Behavior conscious unconscious adikko.deviantart.com collegeclassroom.ucsd.edu #tccucsd [3]
  15. 15. Development of Mastery [3] 15 Behavior conscious unconscious incompetent competent Level of Expertise collegeclassroom.ucsd.edu #tccucsd
  16. 16. Development of Mastery [3] 16 Behavior conscious 1 unconscious incompetent competent Level of Expertise collegeclassroom.ucsd.edu #tccucsd
  17. 17. Development of Mastery [3] 17 conscious Behavior 2 1 unconscious incompetent competent Level of Expertise collegeclassroom.ucsd.edu #tccucsd
  18. 18. Development of Mastery [3] 18 conscious Behavior 2 3 1 unconscious incompetent competent Level of Expertise collegeclassroom.ucsd.edu #tccucsd
  19. 19. Development of Mastery [3] 19 conscious 3 1 4 incompetent competent Behavior 2 unconscious Level of Expertise collegeclassroom.ucsd.edu #tccucsd
  20. 20. Development of Mastery [3] 20 conscious 3 1 4 incompetent competent Behavior 2 unconscious Level of Expertise collegeclassroom.ucsd.edu #tccucsd
  21. 21. 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
  22. 22. 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
  23. 23. 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
  24. 24. 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
  25. 25. 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
  26. 26. 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
  27. 27. Big Question 27 Where does the motivation to engage in deliberate practice come from? collegeclassroom.ucsd.edu #tccucsd
  28. 28. 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. 29. 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
  30. 30. 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
  31. 31. 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. 32. 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
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×