A discussion of Scholarly Teaching, with a focus on three areas:
- Active engagement during class time
- Effective preparation (students & instructors)
- Feedback loops and iterative learning
2. WARM-UP: DISCIPLINE ABUSE
Can you think of a time when you were frustrated
by misconceptions or misunderstandings of your
field of expertise in the world at large?
3. DISCIPLINE VS. CAREER
3
Dunning-Kreuger effect:
⢠Expertise in a discipline probably makes us
underestimate our knowledge/skill.
⢠A lack of expertise in teaching probably makes us
overestimate our knowledge/skill.
Teaching is a fundamentally social activity,
regardless of topic or academic discipline.
5. STEALING FOR SUCCESS
5
A sheepish statement from a colleague:
âIâve borrowed ideas and techniques from my
own teachers and from colleagues. Of course, I
always change them a bit to make them my
own.â
Have you âstolenâ teaching ideas from
colleagues?
6. PLEASE STEAL THIS IDEA!
6
Are there fields in which âstealingâ ideas is
acceptable? Encouraged? Required?
Practical skills: Electrician, âHow Toâ videos
Safety concerns: Where do you store poisons?
Medicine: Ask your doctor, âWhere do your
methods and ideas about treating my condition
come from?â
I want a scholarly doctor:
Aware of the best, most up-to-date research on
how to treat my condition .
7. SCHOLARLY TEACHING
Goal 1:
Apply the rigor and scholarship of our
academic disciplines to the discipline of
teaching.
Goal 2:
Choose teaching methods that are
strongly informed by the best empirical
evidence available.
7
9. Consider a typical day in a typical (college) class.
What fraction of class time is spent on lecture-
based delivery of content?
Previous anonymous poll results (compiled):
N = 267
13%
18% 22% 29% 19%
0%
10%
20%
30%
40%
50%
60%
0-20% 20-40% 40-60% 60-80% 80-100%
10. CHANGING THE CLASSROOM
10
Are you best lecturer in the world on the topics
you teach?
Does the best lecturer in the world have a
YouTube channel?
In the 21st-century, how should students spend
their 15 hours per credit with you?
11. Consider a typical day in a typical (college) class.
What fraction of students did their preparatory
work before coming to class?
Previous anonymous poll results (compiled):
N = 398
33% 34%
18%
12%
4%0%
10%
20%
30%
40%
50%
60%
0-20% 20-40% 40-60% 60-80% 80-100%
12. CHANGING OUR PREPARATION
12
How do we âmake roomâ for an active-
engagement classroom?
Shift appropriate parts of teaching & learning
outside of the classroom:
⢠Student preparation is a âlow hanging fruitâ
that enhances everything else.
⢠Instructors prepare by learning what our
students already think about the subject.
13. PRE-CLASS WORK
13
Evidence:
Sappington (1998):
Students who did well on a surprise reading
assessment âscored significantly better than the
Zero or Fail groups.â Effect size was 0.25.
Marrs (2003):
Students showed an average normalized gain of
âź52% on test questions reinforced by either
Warm Up questions or Cooperative Learning
(~60% if reinforced by both!).
14. HOW DO PEOPLE LIKE TO LEARN
14
Do we ever enjoy learning?
Possible candidates:
15. COMMON ELEMENTS?
15
Feedback is (nearly) instantaneous
Failure is expected (desired?)
The cost of failure is very low
Mastery requires iterative learning
Contrast this with a typical feedback loop in the
classroomâŚ
16. âMANY CHANCES TO FAILâ
16
A line adopted from business:
âFail early, fail often, fail wellâŚâ
Grounded in constructivist learning theory:
⢠Constructing new ideas often requires facing the
failure of previous ideas.
⢠Confusion and conflict make clear the need to
build functional ideas in place of those that failed.
17. ITERATIVE LEARNING LOOPS
17
On a given topicâŚ
Before class: Engage with Just-in-Time Teaching
âwarm-upâ questions that enforce
reading & require thought
During class: Respond (digitally) to difficult
questions, peer discussions
After class: Online homework with immediate
feedback and low(ish) stakes.
Perhaps 10-20 chances to test their understanding
before they encounter a high-stakes exam.
18. Students have developed a robot dog
and a robot cat, both of which can
run at 8 mph and walk at 4 mph.
A the end of the term, there is a race!
The robot cat must run for half of its
racing time, then walk.
The robot dog must run for half the
race distance, then walk.
A) The cat wins B) The dog wins C) They tie
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19. COMBINED IMPACT â
DESLAURIERS
19
Deslauriers, et al. (2011): âImproved learning in
a large-enrollment physics class.â
Novice teachers with evidence-based teaching
techniques more than doubled student learning,
compared to an experienced and highly-rated
traditional instructor.
20. COMBINED IMPACT â
DESLAURIERS
20
Deslauriers, et al. (2011): âImproved learning in
a large-enrollment physics class.â
âThe standard deviation calculated for both
sections was about 13%, giving an effect size for
the difference between the two sections of 2.5
standard deviations. As reviewed in (4), other
science and engineering classroom studies report
effect sizes less than 1.0. An effect size of 2,
obtained with trained personal tutors, is claimed
to be the largest observed for any educational
intervention (16).â
21. COMBINED IMPACT â FREEMAN
Freeman, et al., 2014: âActive learning increases
student performance in science, engineering, and
mathematicsâ
Meta-analysis of studies on âactive learningâ vs
âtraditional lecture.â Included 225 studies that
reported on exam scores an failure rates in STEM
courses.
22. COMBINED IMPACT â FREEMAN
Freeman, et al., 2014: âActive learning increases
student performance in science, engineering, and
mathematicsâ
One finding: The odds ratio for failing under
traditional lecture was 1.95 (translates to a 50%
higher chance of failing).
In medical trials, âa recent analysis of 143
randomized controlled medical trials that were
stopped for benefit found that they had a median
relative risk of 0.52, with a range of 0.22 to 0.66
(15).â
23. SUMMARY AND CHALLENGE
Challenge yourself to be a scholarly-teacher
Follow the evidence!
Be moderate⌠(perhaps follow the â10% ruleâ)
Engage with peers! Share, steal, and combine.
24. Your Summary
24
For yourself⌠or to share?
What nugget(s) from this talk do you want to
keep in mind in a month or a year?
Email: jeff.loats@gmail.com
Twitter: @JeffLoats
Slides: www.slideshare.net/JeffLoats
25. References
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DunningâKruger effect:
http://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect
Louis Deslauriers, Ellen Schelew and Carl Wieman (2011). Improved Learning in
a Large-Enrollment Physics Class. Science, Vol. 332 no. 6031 pp. 862-864 DOI:
10.1126/science.1201783
Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.;
Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat; Active learning
increases student performance in science, engineering, and mathematics (opens as
pdf), 2014, Proc. Natl. Acad. Sci.
Sappington, J., Kinsey, K., & Munsayac, K. (2002). Two Studies of Reading
Compliance Among College Students. Teaching of Psychology , 29 (4), 272-274.
Marrs, K.A. (2003). Just in Time Teaching enhances cognitive gains in biology. J.
Coll. Sci. Teach.
26. Aside: Learning Styles
âI think that many teachers teach in a way that
makes sense to them, according to their learning
style [âŚ]â
Best current evidence: Learning styles donât exist
References:
⢠âThe Myth of Learning Stylesâ
by Cedar Riener and Daniel Willingham
⢠YouTube: Learning Styles Donât Exist
⢠Scholarly review: âLearning styles: Concepts
and evidenceâ, Pashler et al, 2008
Editor's Notes
Does the contractor who does work on your home cite her sources?
Huge parts of the internet are dedicated to sharing ideas about âHow Do IâŚâ or âThe Best Way toâŚâ
Is this bad? I donât know! But given what we know about the relative value of lecture it certainly worries me. Is how you spend your class time grounded in evidence?
Jeffâs results: Depending on the class 60-80% of my students do their WarmUps, self-reporting that they spend ~40 minutes reading/responding (very consistent average)
Total participants 342
Faculty 285
Administrators
Higher Ed IT 32
Students 25
TRANSITION!!!
TRANSITION: Iâm going to use my own classes as an example of how this can work⌠all from an evidence-based perspective
Quote from Deslauriers: âThe standard deviation calculated for both sections was about 13%, giving an effect size for the difference between the two sections of 2.5 standard deviations. As reviewed in (4), other science and engineering classroom studies report effect sizes less than 1.0. An effect size of 2, obtained with trained personal tutors, is claimed to be the largest observed for any educational intervention (16).â
From video:
~90% of students believe it
It is close to something that IS right
Confirmation bias!