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College Classroom - Week 1

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The College Classroom
Week 1 - Introduction

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College Classroom - Week 1

  1. 1. Week 1: Introduction The College Classroom January 9, 2013
  2. 2. Who Am I – Peter 2 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 convince instructors to transform the way they teach  finding the most effective ways to implement peer instruction (clickers)  Establishing and maintaining an online personal learning networkcollegeclassroom.ucsd.edu #tccucsd
  3. 3. Who Am I – Liz 3 Liz Specht  PhD candidate in Stephen Mayfield’s lab in the UCSD Division of Biological Sciences  The College Classroom alumnus (Fall 2012)  @lizspecht In addition to her research on algae, she is interested in science education at all levels, and has been actively involved in several teaching endeavors beyond the TA requirements for the department. She has taught a lab course for post-graduate adults, a summer course for high school students, and she volunteers regularly at local middle schools through the Salk Mobile outreach program.collegeclassroom.ucsd.edu #tccucsd
  4. 4. Who are you?4 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) othercollegeclassroom.ucsd.edu #tccucsd
  5. 5. Turn to your neighbor: 1. Introduce yourself Who are you? 2. Explain why you made the5 choice you did 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) othercollegeclassroom.ucsd.edu #tccucsd
  6. 6. A quick survey: 6 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
  7. 7. Introduction to teaching and learningin higher education
  8. 8. Clicker question 8 Which of these do you associate with a typical university lecture? A) listening B) absorbing C) note-taking D) learningcollegeclassroom.ucsd.edu #tccucsd
  9. 9. The traditional lecture is based on 9 the transmissionist learning modelcollegeclassroom.ucsd.edu #tccucsd (Image by um.dentistry on flickr
  10. 10. Scientifically Outdated, 10 Culturally (in US) a Known Failurecollegeclassroom.ucsd.edu #tccucsd
  11. 11. How People Learn [1] 11 People actively construct their own knowledge  Individual  Based in pre-existing understanding Biologically, learning changes the brain  Proteins form, Neurons fire  Technology allowing us to observe learning as it happens (fMRI) [1] How People Learn: Brain, Mind, Experience and School Expanded Edition. Ed. Bransfordcollegeclassroom.ucsd.edu #tccucsd
  12. 12. How People Learn [1] 12 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 [1] How People Learn: Brain, Mind, Experience and School Expanded Edition. Ed. Bransfordcollegeclassroom.ucsd.edu #tccucsd
  13. 13. Let’s have a learning 13 experience…collegeclassroom.ucsd.edu #tccucsd
  14. 14. Here is an important new number 14 system. Please learn it. 1= 4= 7= 2= 5= 8= 3= 6= 9=collegeclassroom.ucsd.edu #tccucsd
  15. 15. Test 15 What is this number?collegeclassroom.ucsd.edu #tccucsd
  16. 16. New Number System 16 Here’s the structure of the code: 1 2 3 4 5 6 7 8 9collegeclassroom.ucsd.edu #tccucsd
  17. 17. Test 17 What is this number?collegeclassroom.ucsd.edu #tccucsd
  18. 18. Constructivist Theory of 18 Learning New learning is based in pre-existing knowledge that you hold. You store things in long term memory through a set of connections that are made with previous existing memories. Creating memories (aka learning) involves having neurons fire and neurons link up in networks or patterns. (Images by Rebecca-Lee oncollegeclassroom.ucsd.edu #tccucsd
  19. 19. Course Information
  20. 20. What are the goals of TCC? 20 Course-level learning outcomes (that support, and are supported by, the topic-level outcomes)  you’ll be reflective 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 studentscollegeclassroom.ucsd.edu #tccucsd
  21. 21. What are the goals of TCC? 21 Many topic-level learning outcomes in 1. modern theory of Constructivist learning For example, by the end of the course, you’ll be able to have an elevator conversation describing the importance of metacognition in learning.collegeclassroom.ucsd.edu #tccucsd
  22. 22. What are the goals of TCC? 22 Many topic-level learning outcomes in 2. best practices for the college classroom For example, 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.collegeclassroom.ucsd.edu #tccucsd
  23. 23. What are the goals of TCC? 23 Many topic-level learning outcomes in 3. how to be a successful, professional educator For example, 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, interacting on Twitter and collaborating with others using google docs.collegeclassroom.ucsd.edu #tccucsd
  24. 24. TCC goals: Executive Summary 24  Not (all) nuts and bolts, not:  how to use a whiteboard  Using Blackboard  Significant feedback on teaching (will be some)  Will be:  Learn about evidence-based (research-based) practices (for application in the classroom)  Learning theory, as it underlies or informs effective classroom practices  Anything we say, unless otherwise stated, will be  evidence based  based on years of experience by us or colleagues  will not be simply our opinioncollegeclassroom.ucsd.edu #tccucsd
  25. 25. What is going to happen in this25 class Weekly 11:00a -12:30p in Center Hall, Room 218:  1hr 20 min “lecture” – mixture of theory and practice  Interact in small groups (e.g. Peer Instruction) To Prepare:  Read research paper(s)  Do an activity:  Post on the class blog, leave comments on others’ posts  Practice a technique  Observe a class Professional career preparation:  write Teaching Statement,  create Microteaching experience (details later in quarter)collegeclassroom.ucsd.edu #tccucsd
  26. 26. A Traditional Class 26 Lecture Textbook Homework Exam First Read Hard Stuff See if You Show Knowledge Exposure Know Hard Stuff Mastery The first time you see a concept is during class. If you don’t grasp a concept, there is very little opportunity for feedback from experts or peers (before it’s too late.)collegeclassroom.ucsd.edu #tccucsd
  27. 27. The College Classroom 27 Homework Lecture Lab/Homework Exam Q U I Z First Exposure: Learn Hard Stuff: Practice Show Knowledge With resources and With teacher and Knowledge Mastery Feedback discussion Mastery You learn the basics before class so when you get there, your instructor can work on the hard stuff. You’re prepared to engage and learn. You can give expert feedback to your peers. “flipped classroom”collegeclassroom.ucsd.edu #tccucsd
  28. 28. collegeclassroom.ucsd.edu 28 All course information, presentations, links to readings, discussions, etc will be on the class blog. (Image by kitsu on flickr CC) 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.)collegeclassroom.ucsd.edu #tccucsd
  29. 29. Clicker question 29 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 blogcollegeclassroom.ucsd.edu #tccucsd
  30. 30. Course blog is public so 30  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.  If you include pictures in your posts, they mustcollegeclassroom.ucsd.edu #tccucsd
  31. 31. Course blog is public so31 Your posts will be part of your online identity. Privacy options: 1. You can use your real name and UCSD username. 2. You can use a pseudonym and username to protect your identity. (Only Liz and I will know your identity, though you may wish to share it with your classmates.) 3. You may already have an online identity because you already blog, use Google+, Twitter, Pinterest, Linkedin, facebook. You’recollegeclassroom.ucsd.edu #tccucsd
  32. 32. How you will be assessed 32 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. If you need to attend a conference, job interview orcollegeclassroom.ucsd.edu #tccucsd
  33. 33. Syllabus 33 Throughout the Week2) How people learn classes, I’ll be 3) Development of expertise trying to model best so try to 4) Learning outcomes watch how I teach 5) Assessment as well as what I 6) Growth and fixed mindsets teach. 7) Cooperative learning strategies 8) Diversity of learners 9) Alternatives to lecture 10) Succeeding in academia (topics and/or order may change as the course progresses)collegeclassroom.ucsd.edu #tccucsd
  34. 34. Homework for Week 2: 34 Visit the course blog. Contact info for Peter and Liz is on the About page. Find the homework for Week 2 (to be completed before the Week 2 session on Jan 16.) You will need the password to access certain items. The password is ________________.collegeclassroom.ucsd.edu #tccucsd

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