Dr. Jeff Loats presented on blended learning initiatives and evidence-based teaching techniques involving technology. He discussed the blended learning initiative at MSU Denver which focuses on introductory courses and provides sustained support for instructors. Three key techniques were covered: Just-in-Time Teaching using pre-class assignments, classroom response systems like clickers, and flipped teaching with videos assigned as homework. The presentation emphasized combining techniques and adopting practices supported by research evidence to improve student learning over traditional lecture-based methods.
An introduction to team based learning.
Prepared for Human Performance Technology course.
Presented at Multimedia University, Malaysia by Ali Mohammad Hossein Zadeh, 2012.
Flipped Learning - Where's the Evidence? - Pete Mella, Kirsten Bartlett, Gare...telshef
Flipped learning, the teaching method of giving students pre-session materials to consume and using lecture time for active learning, is a well-known educational concept, but where is the evidence of its effectiveness? In this session Pete Mella (CiCS TEL Team) will give an overview of how a flipped classroom method is being used at the University, and we will hear from academics Gareth Bramley (Law), Kirsten Bartlett (Psychology) and Sam Marsh (Maths & Statistics) on their own research, looking at topics including student feedback, attainment and the psychology of flipped learning, as well as advice on how flipped methods can be evaluated in your own practice.
The Four Pillars of Flipped Learning F-L-I-PKelly Walsh
Slide deck based on the formal definition of Flipped Learning, and associated publicatins, from the Flipped Learning Network: http://flippedlearning.org.
An introduction to team based learning.
Prepared for Human Performance Technology course.
Presented at Multimedia University, Malaysia by Ali Mohammad Hossein Zadeh, 2012.
Flipped Learning - Where's the Evidence? - Pete Mella, Kirsten Bartlett, Gare...telshef
Flipped learning, the teaching method of giving students pre-session materials to consume and using lecture time for active learning, is a well-known educational concept, but where is the evidence of its effectiveness? In this session Pete Mella (CiCS TEL Team) will give an overview of how a flipped classroom method is being used at the University, and we will hear from academics Gareth Bramley (Law), Kirsten Bartlett (Psychology) and Sam Marsh (Maths & Statistics) on their own research, looking at topics including student feedback, attainment and the psychology of flipped learning, as well as advice on how flipped methods can be evaluated in your own practice.
The Four Pillars of Flipped Learning F-L-I-PKelly Walsh
Slide deck based on the formal definition of Flipped Learning, and associated publicatins, from the Flipped Learning Network: http://flippedlearning.org.
Peer observation in teacher developmentPeter Beech
This presentation begins with a consideration of the elements that teaching practice on an initial teacher training course is designed to promote, and proposes a series of observation tasks for peers on the training course. We study in detail two examples of peer observation notes, and compare the style of feedback to students by the trainee teacher with the peer feedback to the trainee. It is shown that feedback is often based upon preconceptions about the processes of teaching and learning that can usefully be challenged, and the identification of such preconceptions is linked to various styles of feedback to trainee teachers.
Having explored the distinction between initial training and further development, we posit a parallel distinction in the objectives of teaching practice in these two contexts. We examine the various roles of observation, and suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. Finally, we consider the value of peer observation as an element sustaining development in the wider context of classroom research.
Using Blackboard to support team-based learning: delivery and rolloutBlackboardEMEA
Team-based learning (TBL) is a teaching and learning technique that is being used increasingly in professional and higher education. The approach is structured, involving pre-study by students, quizzing to assess understanding, and peer-to-peer learning via team and class discussion. It is also scalable; a single member of teaching staff can run a highly interactive learning session for a large class and usually forms part of the summative assessment for the
course.
This session will provide a brief introduction to the TBL process and describe how delivery of TBL can be supported by the use of learning technology, in particular Blackboard Learn tools. In fact, the presentation could be subtitled ‘How many Blackboard tools can be used in a single learning activity?’
Finally, I will describe how a generic course package can be prepared, including all elements of the learning design of a TBL session, for easy redeployment in other Blackboard courses. The course package not only captures the technical elements of the session, but also elements of pedagogy and best practice.
Learn about SBAC's definition for formative assessment and tech tools that can be used to gather student data, give feedback, and capture student thinking.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
This presentation is about using reflective reading journals as a component of a flipped classroom approach to teaching. It was presented to physicists but uses music as the example of what is being taught. The handouts which were used during the presentation can be found at http://atlanticphysics.wix.com/physicsday2013#!presentations/czdz
Peer observation in teacher developmentPeter Beech
This presentation begins with a consideration of the elements that teaching practice on an initial teacher training course is designed to promote, and proposes a series of observation tasks for peers on the training course. We study in detail two examples of peer observation notes, and compare the style of feedback to students by the trainee teacher with the peer feedback to the trainee. It is shown that feedback is often based upon preconceptions about the processes of teaching and learning that can usefully be challenged, and the identification of such preconceptions is linked to various styles of feedback to trainee teachers.
Having explored the distinction between initial training and further development, we posit a parallel distinction in the objectives of teaching practice in these two contexts. We examine the various roles of observation, and suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. Finally, we consider the value of peer observation as an element sustaining development in the wider context of classroom research.
Using Blackboard to support team-based learning: delivery and rolloutBlackboardEMEA
Team-based learning (TBL) is a teaching and learning technique that is being used increasingly in professional and higher education. The approach is structured, involving pre-study by students, quizzing to assess understanding, and peer-to-peer learning via team and class discussion. It is also scalable; a single member of teaching staff can run a highly interactive learning session for a large class and usually forms part of the summative assessment for the
course.
This session will provide a brief introduction to the TBL process and describe how delivery of TBL can be supported by the use of learning technology, in particular Blackboard Learn tools. In fact, the presentation could be subtitled ‘How many Blackboard tools can be used in a single learning activity?’
Finally, I will describe how a generic course package can be prepared, including all elements of the learning design of a TBL session, for easy redeployment in other Blackboard courses. The course package not only captures the technical elements of the session, but also elements of pedagogy and best practice.
Learn about SBAC's definition for formative assessment and tech tools that can be used to gather student data, give feedback, and capture student thinking.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
This presentation is about using reflective reading journals as a component of a flipped classroom approach to teaching. It was presented to physicists but uses music as the example of what is being taught. The handouts which were used during the presentation can be found at http://atlanticphysics.wix.com/physicsday2013#!presentations/czdz
Real-time Assessment: A Guide for Emergency Remote TeachingFitri Mohamad
This is a set of materials from a webinar held for Universiti Malaysia Sarawak's lecturers (UNIMAS), to guide the transition from f2f teaching to emergency remote teaching - specifically on conducting Real-time Assessments.
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
Scholarly Teaching - Aims CC Keynote - Sept 2016Jeff Loats
Much like doctors should be knowledgeable about the most up-to-date methods of treating patients. Teachers should know the empirical evidence on the best teaching methods. They need to be social scientists!
JiTT - Tilting Classes Across the Academy - COLTT 2016Jeff Loats
Myself and two colleagues present on the basics of Just-in-Time Teaching as well as the preliminary results of our research on the effectiveness of JiTT in different disciplines and for different types of students (as measured by the BIg Five personality traits).
TLTS 2015 - JiTT - A Strategy For Success - Oct 2015Jeff Loats
Slides from a 40-minutes panel presentation discussing the effectiveness of Just-in-Time Teaching across many disciplines, levels of courses and course-types.
Presenters:
Arlene Sgoutas
Jeff Loats
Randi Smith
Courtney Rocheleau
JiTT - Blended Learning Across the Academy - Teaching Prof. Tech - Oct 2015Jeff Loats
A four-person panel discusses the implementation of Just-in-Time Teaching in 18 courses across 5 disciplines. Participation rates and correlations with other outcomes are discussed.
90 minute presentation on Just-in-Time Teaching, including motivation for change, evidence for effectiveness, the best tools to use, writing good questions and getting student buy-in.
COLTT 2015 - Just-in-Time Teaching - Part 2 - Making It Shine - Aug 2015Jeff Loats
A second session, focusing on how to make the technique really work in the classroom. Topics: JiTT recap, participant questions, what tool to use, getting student buy-in and writing good questions.
This presentation focuses less on what JiTT is and the evidence for its effectiveness..
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Chapter 3 - Islamic Banking Products and Services.pptx
CHECO Retreat - Changing landscape of teaching
1. …
THE CHANGING LANDSCAPE OF TEACHING
DR. JEFF LOATS
DEPARTMENT OF PHYSICS
MSU DENVER
CHECO RETREAT, APRIL 2013
2. OUTLINE
Blended Learning Initiative at MSU Denver
• Goals & important features
Three 21st century teaching techniques:
• Just inTimeTeaching
• Classroom response systems
• The FlippedClassroom
3. Which of these bests reflects the efforts at your
institution to help faculty adopt evidence-based
teaching techniques involving technology?
A) Yes, with long-term personal support
B) Yes, via regular workshops & presentations
C) Yes, but rarely (occasional workshops)
D) No, those that exist do not involve tech.
E) No, there are virtually no efforts, involving
technology or otherwise
4. BLENDED? HYBRID? MIXED-MODE?
Start from research-based strategies
For us, the difference is trading class time or not:
• Blended courses incorporate evidence-based
pedagogies that take advantage of
technology without any reduction in face-to-
face class time.
• Hybrid courses move some learning activities
to online formats and face-to-face class time
is somewhat reduced. Incorporate evidence-
based pedagogies throughout.
5. BLENDED LEARNING INITIATIVE
Common:
Target intro courses with large enrollments
(instructors teaching FirstYear Success courses)
Offer small incentive/acknowledgement (laptop)
Perhaps uncommon:
Invite potential participants (vs. them applying)
Offer a small “menu” of teaching techniques
Sustained support - 6-8 “meetings”
1-on-1, small-group meetings, workshops.
6. WARMUP: ED.TECH FOCUS
How much of the educational technology efforts
at your institution have been focused on
replicating the traditional classroom vs. creating
teaching and learning opportunities that simply
weren't possible before?
“There is much of use of software, computers
and AV. 50% guess.”
7. WARMUP: ED.TECH FOCUS
“We are currently exploring ways to bring more
content online. I don't really have a percentage
but there seems to be a larger push after we just
hired a Directory of eLearning.”
9. FEEDBACK THAT WORKS
“Improvement of performance is actually a
function of two perceptual processes.The
individual’s perception of the standards of
performance, and her/his perception of his/her
own performance.”
The Feedback Fallacy – Steve Falkenberg
(via Linda Nilson)
10. Think about a typical class at your institution. Is
there a method for holding students accountable
for preparing for class?
A) Stern threats and/or playful pleading.
B) A paper method (quiz, journal, others?)
C) A digital method (clickers, others?)
D) Just inTimeTeaching.
E) Some other method.
11. JUST IN TIME TEACHING
Online pre-class assignments
(“WarmUps”)
First half:
• Conceptual questions, answered in sentences
• Graded on thoughtful effort
Learner Teacher
12. JUST IN TIME TEACHING
Online pre-class assignments
(“WarmUps”)
First half:
• Conceptual questions, answered in sentences
• Graded on thoughtful effort
Second half:
• Responses are read “just in time”
• Instructor modifies the plan accordingly
• Aggregate and individual (anonymous)
responses are displayed in class.
Learner Teacher
13. JUST IN TIME TEACHING
A different student role:
• Actively prepare for class
(not just reading/watching)
• Actively engage in class
• Compare your progress & plan accordingly
A different instructor role:
• Actively prepare for class with you
(not just going over last year’s notes )
• Modify class accordingly
• Create interactive engagement opportunities
Learner Teacher
14. For an average class at your institution, estimate
the fraction of students who do their preparatory
work before class?
A) 0% - 20%
B) 20% - 40%
C) 40% - 60%
D) 60% - 80%
E) 80% - 100%
15. STUDENT FEEDBACK
315 students in 7 classes over 4 terms (roughly ±6%)
The WarmUps have…
Agreed or
Strongly Agreed
…helped me to be more prepared
for class than I would otherwise be.
70%
…helped me to be more engaged in
class than I would otherwise be.
80%
…helped me to learn the material
better than I otherwise would
64%
…been worth the time they
required to complete
57%
16. MORE JITT?
Much more information to be had:
• Theoretical basis for effectiveness
• Empirical evidence for effectiveness
• Writing good questions
• Using metacognitive questions
• Practical questions and pitfalls
17. Think about a typical class at your institution.
What fraction of class time is spent on lecture-
based delivery of content?
A) 0% - 20%
B) 20% - 40%
C) 40% - 60%
D) 60% - 80%
E) 80% - 100%
18. FLIPPED TEACHING
18
"the Flipped Classroom isn't a methodology. It's
an ideology.“ – Brian Bennet
“Lecture at home, homework in class”
Take the passive delivery portions of traditional
teaching and move them online.
Online videos are often “screencasts”, or may be
small snippets of recorded lectures.
Students held responsible, directly or indirectly
19. FLIPPED TEACHING VS. LECTURE CAPTURE
19
My take:
Capturing an entire lecture has limited benefits.
It somewhat extends a passive technique.
The goals of the flipped classroom video conflict
with the results of capturing traditional lecture.
20. FLIPPED TEACHING
20
Students held responsible for viewing:
• Directly: JiTT, preparation quiz, notes check…
• Indirectly: Prep. Material is not repeated,
value of prep work is made apparent.
Class time is dedicated to problem solving,
discussions, applying skills, etc.
21. CLICKERS:VERY WELL STUDIED
21
Quick/easy attendance in large class sizes.
Everyone participates and retains anonymity
Encourages active learning
Improved concentration
Improved learning and retention
Improved exam scores
Efficient use of class time
Engages students in metacognition.
22. WARMUP: FEEDBACK LOOPS
In a typical face-to-face college course, discuss
one example of a feedback loop that is present
and the time-scale of the feedback.
“My work is not close enough to academics for
me to comment appropriately.”
23. WARMUP: FEEDBACK LOOPS
“As a student writes a research paper for a class
the student may or may not get feedback until
after the paper is submitted.”
“Student use of "office hours" for clarification
and extra help.”
24. AVARIETY OF GOOD QUESTION TYPES
24
Factual recall
Peer Instruction (a.k.a. vote-share-vote)
Polling/survey
Poll-teach-poll
Thought questions
Teach-Test-Review orTeach-Test-Retest
25. 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
27. COMBINATIONS!
27
The most effective blend may be a combination:
• JiTT with Classroom response (my model)
• Flipped teaching videos with JiTT questions
• Flipped teachingClassroom response
• All three!
28. FINAL COMMENT
What to do?
• Scholarly teaching
• Evidence-based practices
• Imitate!
29. YOUR SUMMARY
For yourself… or to share?
What was the biggest shift in your thinking during
this discussion?
What is the biggest question you feel needs more
attention from the discussion?
Visit slideshare.net/jeffloats to see these slides
Editor's Notes
Jeff’s 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)