This document summarizes a lecture on improving teaching methods through active engagement and classroom technology. The lecture discusses challenges with traditional teaching approaches and promotes techniques like classroom response systems and peer instruction. Research evidence suggests these methods improve student concentration, learning, and exam scores by encouraging participation and feedback. While technology alone does not guarantee better outcomes, integrating tools to support active learning has been shown to address areas often neglected in large lectures.
Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...DreamBox Learning
In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
Third day in a 3 part series, K-3, focusing on quality teaching K-12, using the frameworks of UDL and BD. Sequences from physics, gr 4/5 math and language arts, gr 1 writing, gr 10 English, images into reading.
Teacher training course quit keeping-usjackson9007
Find out about attaining qualified teacher status and how teacher training http://teachertrainer.com/ can help you develop the skills you need to become an effective teacher, and to achieve qualified teacher status you need to complete an teacher training course.
Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...DreamBox Learning
In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
Third day in a 3 part series, K-3, focusing on quality teaching K-12, using the frameworks of UDL and BD. Sequences from physics, gr 4/5 math and language arts, gr 1 writing, gr 10 English, images into reading.
Teacher training course quit keeping-usjackson9007
Find out about attaining qualified teacher status and how teacher training http://teachertrainer.com/ can help you develop the skills you need to become an effective teacher, and to achieve qualified teacher status you need to complete an teacher training course.
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
Learners and Learning: Section Two: Learning to know what we don’t knowSaide OER Africa
Section Two begins to focus on how we learn in greater detail. In particular, it explores the following question: "How is it possible for those who do not know something to come to know it?" How do we, as teachers, enable learners to learn by moving them from the known to the unknown.
We tackle this question by exploring the ways in which human minds:
• construct connections between ideas;
• use what is known to understand new and unknown things;
• are challenged to change old misunderstandings by new and contradictory understandings.
A half day session for the BC Special Education Association at Crosscurrants - three pillars of collaboration: class reviews, non-categorical support model, performance-based reading assessment.
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Quality Teaching in Inclusive Classrooms and Schools: A community of professionals. First of a 3 day series, K-12, with breakout sessions by Coquitlam and Burnaby educators.
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
Learners and Learning: Section Two: Learning to know what we don’t knowSaide OER Africa
Section Two begins to focus on how we learn in greater detail. In particular, it explores the following question: "How is it possible for those who do not know something to come to know it?" How do we, as teachers, enable learners to learn by moving them from the known to the unknown.
We tackle this question by exploring the ways in which human minds:
• construct connections between ideas;
• use what is known to understand new and unknown things;
• are challenged to change old misunderstandings by new and contradictory understandings.
A half day session for the BC Special Education Association at Crosscurrants - three pillars of collaboration: class reviews, non-categorical support model, performance-based reading assessment.
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Quality Teaching in Inclusive Classrooms and Schools: A community of professionals. First of a 3 day series, K-12, with breakout sessions by Coquitlam and Burnaby educators.
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..
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.
EPSS for Faculty Development (In-Progress Project)Saul Carliner
In this project, a team comprised of members from university and a Cegep are developing an alternate approach to professional development: an electronic performance support system (EpSS) that provides teaching support online and consists of (a) generalized and discipline-specific research-based guidance for their most significant challenges as identified by a needs assessment; (b) teaching cases that illustrate practical applications in the classroom and (c) other approaches to engage faculty with this system. This session, by the research team describes the system and summarizes the first topics covered.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
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!
LEARNING ANALYTICS IN SCHOOLS
https://latte-analytics.sydney.edu.au/school/ for updates.
Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
The data and analytics revolutions are disrupting and already transforming many sectors in society: finance, health, shopping, politics. Data is not new to education, but for many, it is still challenging to articulate the connection between the potential of using data to support decision making, and the every day-to-day operations occurring in learning environments.
School leaders, teachers, data analysts, academics, policy makers and all other interested parties are invited to join a professional learning and development day focused on the practical applications of Learning Analytics in school (K-12) education.
Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding.
You will leave with a deeper understanding of:
The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.
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
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
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
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?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. WARM-UP: BORN VS. MADE
"I've had great teachers and awful teachers... the
whole spectrum.The ones that are great seem
to have a natural knack for it while others seem
to have been born clueless about how to teach.
I'm not sure there will ever be teaching methods
that will make a bad teacher into a good one."
What is your response?
4. WARM-UP: BORN VS. MADE
~22% → Agree that teaching quality is
essentially innate
~44% → Improvement is a matter of desire,
effort and time spent.
~22% → Mismatch of learning styles
5. ASIDE: LEARNING STYLES
“Not every student's learning style is going to match
every teacher's teaching style. It is possible that the
teachers you thought were bad just had a different
teaching style that didn't work for you.You should talk
to teachers that you think are bad and see if they can
try to incorporate your learning style into their class.”
References:
• “The Myth of Learning Styles”
by Cedar Riener and Daniel Willingham
• YouTube: Learning Styles Don’t Exist
• Scholarly review: “Learning styles: Concepts and
evidence”, Pashler et al, 2008
6. WARM-UP: BORN VS. MADE
“Some teachers are naturally better at interacting or
captivating a group of people but I believe that
teaching skills can be learned by anyone who is willing
to put in the effort. A teacher must be self aware and
willing to take feedback to improve. Classically "bad"
teachers are a product of a problem, perhaps they did
not receive teaching specific education but more
subject education.”
“I would agree. Some teachers are better than other.
However, the best way to learn is from each other.”
11. 11
Can you think of areas in your own life where you
have a fixed or growth mindset?
A) I can’t think of an example of either
B) I can think of a fixed mindset example
C) I can think of a growth mindset example
D) I can think of an example of each
12. WARM-UP: LECTURE TIME
Out of an average 60 minutes of class time,
roughly how many minutes of class time are
spent on lecture-based delivery of content?
13. WARM-UP:TEACHING HERITAGE
“[…] Now that I am taking program specific
classes the style of teaching varies quite a bit. I
think their methods and attitudes come from
their experience in the field. I think they teach
this way because they are preparing us to be
practitioners.”
“I believe that traditional ways of teaching
continues, even though it may not be the most
effective, because educators fear that new
forms of teaching may be difficult to do and
might result in student failure.”
14. WARM-UP:TEACHING HERITAGE
“They do not all use an interactive approach, but
most have, which is quite nice. I would have to
think that they teach the way they do because
they know it works.Those who just lecture the
whole time might not be totally into it, despite
being professionals of their field, and that is why
they teach the way they do. A lot of people are
just dry.”
15. WARM-UP: BIGGEST “TAKE AWAY”
What was the biggest "take away" idea that you
got from the article?
~66% → Engagement is key and
Lecture performs poorly
~11% → Training can trump experience
~11% → Change is needed
~11% → No single technique is the “trick”
~11% → Creative classes already do this
~11% → Not all classes can use this
16. WARM-UP: BIGGEST “TAKE AWAY”
“Active leaning is nothing new; however, the
research in the article failed to test creative or
art classes.”
“The biggest idea that I got from this article is
that engaging students is not only important but
can be done by teachers without expertise in the
field. […]”
“Not one teaching style alone did the trick,
better outcomes occurred when "deliberate
practice" was utilized.”
17. WARM-UP: BIGGEST “TAKE AWAY”
“I feel that it is only a matter of time before we
drasticly change our teaching methods.We
know longer need to train young people to
complete tasks for factory work so we should
revamp our teaching styles. ”
“Of course I do not see how a more interactive
approach could work in all classes. A history
class might not have that option.”
18. 18
What kind of experience do you have with
clickers or another classroom response system in
an educational setting?
A) I’ve never used them in any way
B) I’ve used them as a learner
C) I’ve used them as a teaching tool
D) I’ve used as both a learner and a teacher
19. GUIDING PRINCIPLES
20
Technology is not an educational panacea
Seek tools that offer new approaches
As always, let evidence guide our attention
24. MAZUR’S PERSONAL REVOLUTION
26
(added) Pre-class reading, enforced
(removed) Nearly all “watch me do this”
portions of class: sample problems,
derivations, etc.
(modified) Lecture broken up into small bites
(added) Depth over coverage
(added) ConceptTests with Peer Instruction
25. PEER INSTRUCTION
27
Multiple choice questions
–Conceptual
–Hard
1. Students answer Individually
2. Discussion with peers
3. Students answer post-discussion
4. Class-wide discussion
26. 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
racing distance, then walk.
Which one wins the race?
A) Robot cat B) Robot dog C) They tie
28
32. THE EVIDENCE STANDARD
34
Research results:
Quick/easy attendance in large class sizes.
Provides anonymity (Banks, 2006).
Every student participates (Banks, 2006).
Encourages active learning (Martyn, 2007).
33. THE EVIDENCE STANDARD
35
Research results:
Improved concentration (Hinde & Hunt, 2006)
Improved learning and retention
(Moreau, 2010).
Improved exam scores (Poirier & Feldman, 2007)
Efficient use of class time
(Anderson, et al. 2011).
34. STUDENT FEEDBACK ON CLICKERS
315 students in 7 classes over 4 terms (roughly ±6%)
Rated on 5 point scale (strongly disagree to agree)
The use of iClickers, and activities
that used them have…
Agreed or
Strongly Agreed
…helped me to stay more engaged
in class than I would otherwise be.
93%
…helped me to learn the material
better than I otherwise would
83%
…been worth the cost to buy them 78%
35. MY SUMMARY
37
Classroom response systems can be integrated
into most teaching styles and disciplines to good
effect.
From an evidence-based perspective, classroom
response systems addresses often-neglected
areas.
As with all reforms, be prepared to find that
students know less than we might hope.
36. YOUR SUMMARY
38
For yourself… or to share next week
What was the biggest shift in your thinking
during this discussion?
What is the biggest question you feel needs
more attention from the discussion?
Contact Dr. Loats: Jeff.Loats@gmail.com
Today’s slides: www.slideshare.net/JeffLoats
37. CLICKER REFERENCES & RESOURCES
39
Banks, D.A. (Ed.). (2006). Audience response systems in higher
education:Applications and cases. Hershey, PA: Information
Science Publishing.
Hinde, K., & Hunt,A. (2006). Using the personal response
system to enhance student learning: Some evidence from
teaching economics. In Banks, D.A. (Ed.),Audience Response
Systems in Higher Education:Applications and Cases. Hershey,
PA: Information Science Publishing.
Martyn, M. (2007). Clickers in the classroom: An active learning
approach. EDUCAUSE Quarterly, 30(2), 71-74.
(http://www.educause.edu/ir/library/pdf/EQM0729.pdf)
Moreau, N.A. (2010). Do clickers open minds? Use of a
questioning strategy in developmental mathematics,CAPELLA
UNIVERSITY, 2010, 157 pages; 3389211
Poirier,C. R., & Feldman, R. S. (2007). Promoting active learning
using individual response technology in large introductory
psychology classes.Teaching of Psychology, 34(3), 194-196.
Mazur, E. 2004 ”Introduction to Peer Instruction” talk presented
at New Physics & Astronomy FacultyWorkshop, 2004, UMD.
Hake, R.R. 1998a. “Interactive-engagement vs traditional
methods:A six thousand-student survey of mechanics test data
for introductory physics courses,” Am. J. Phys. 66(1): 64-74;
(www.physics.indiana.edu/~sdi/ajpv3i.pdf)
Anderson, L., Healy,A., Kole, J., & Bourne, L. (2011). Conserving
time in the classroom: the clicker technique.The Quarterly
Journal of Experimental Psychology, 64(8): 1457-1462.
ThoughtQuestions: A NewApproach to Using Clickers
CU Science Education Initiative & UBC Science Education
Initiative
(http://www.cwsei.ubc.ca/resources/files/CU-
SEI_Thought_Questions.pdf)
Clicker Resource Guide from the CU Science Education Initiative
& UBC Science Education Initiative
(http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI
_CU-SEI_04-08.pdf)
Duncan, D. (2009).Tips for Successful “Clicker” Use. Retrieved
January 31, 2009.
(http://www.cwsei.ubc.ca/resources/files/Tips_for_Successful_C
licker_Use_Duncan.pdf)
WhyAre Clicker Questions HardToCreate?
Blog post by Ian Beatty, Science Education Researcher and
Professor of Physics at the University of NorthCarolina at
Greensboro
(http://ianbeatty.com/blog/archives/100)
Good resource list at Carleton College’s website:
http://serc.carleton.edu/sp/library/classresponse/index.html
Editor's Notes
From video:~90% of students believe itIt is close to something that IS right Confirmation bias!
From: http://www.danpink.com/2010/11/the-3-rules-of-mindsets/Dweck’s broad argument is that what people believe shapes what they achieve — mostly irrespective of their innate talent. Some people, she says, have a fixed view of intelligence: They believe that intelligence is an entity, that we’re each endowed with a particular finite supply. Others have a growth view of intelligence: They believe that intelligence can expand through practice and effort.Your starting assumption about intelligence — your mindset, as she calls it in a popular book — heavily determines what you’re able to accomplish. And people with growth mindsets generally accomplish more and learn more deeply.In the lecture, Dweck set out three rules that nicely summarize the differences between the two mindsets along with quotations from students that demonstrate the rules.RULE #1Fixed mindset: Look clever at all costs. (“The main thing I want when I do my school work is to show how good I am at it.”)Growth mindset: Learn, learn, learn. (“It is much more important for me to learn things in my classes than it is to get the best grades.”)RULE #2Fixed mindset: It should come naturally. (“To tell you the truth, when I work hard at my school work it makes me fee like I’m not very smart.”)Growth mindset: Work hard, effort is key. (“The harder you work at something, the better you’ll be at it.”)RULE #3Fixed mindset: Hide your mistakes and conceal your deficiencies. (After a disappointing exam score, “I’d spend less time on this subject from now on. I’d try not to take this subject ever again, and I would try to cheat on the next test.”)Growth mindset: Capitalize on your mistakes and confront your deficiencies. (After a disappointing exam score, “I’d work harder in this class and spend more time studying for the tests.”)
Asking
Asking
“Learning technologies should be designed to increase, and not to reduce, the amount of personal contact between students and faculty on intellectual issues.”(Study Group on the Conditions of Excellencein American Higher Education, 1984)
About ~20 years ago, physics teachers began treating education as a research topic!Their findings were pretty grim"But the students do fine on my exams!“It appeared that students had been engaging in “surface learning” allowing them to solve problems algorithmically without actually understanding the concepts.
Was this just at Harvard (silly question)!Data from H.S., 2-year, 4-year, universities, etc.0.23 Hake gain on the FCI means that of the newtonian physics they could have learned in physics class, they learned 23% of it.Conclusion: Traditional physics lectures are all similarly (in)effective in improving conceptual understanding.
Enter Physics Education Research:An effort to find empirically tested ways to improve the situation.
Students had fragile knowledge from engaging in surface learningObviously this isn't what he thought he was teaching.Very “learner centered” moveClass time is now almost entirely focused on tackling tough conceptual questionsLater shifted to JiTT instead of reading quizzes
Carefully chosen questionsIdeally: 30-70% correct on first try)In 95% of cases, students “migrate” towards correct answer, often dramatically.Explanation and discussion by instructor follows the second “vote”, as necessary.In my class, participation is required (5% of final grade) but correctness is not required.
Is this just about new energy being put into an old class?(This is a difficult confounding factor in assessing new teaching techniques.)
Is this just about new energy being put into an old class?
Major caveat: Using classroom response system does not automatically bring these benefits. The method matters much more than the means.Hinde & Hunt: We survey 219 first-year business studies students tackling introductory economics, and find that the technology enhances learning in lectures because, among other things, it improves concentration, provides instantaneous and more effective student feedback, and allows students to make comparisons on how well they fare relative to their peers. Moreau, 2010: Overall, the experimental group scored higher on the posttest than the control group, and weak students in the experimental group made more improvement as measured by the posttest than similar ability students in the control groupPoirier & Feldman, 2007: There are reports of modest increases in exam grades when instructors use clickers to test concepts and probe opinions in large sections of introductory psychology .Anderson, et al. 2011: Compression (dropping topics that are well understood) based on group, or individual-level performance caused no decrease in learning compared to no compression.
Hinde & Hunt: We survey 219 first-year business studies students tackling introductory economics, and find that the technology enhances learning in lectures because, among other things, it improves concentration, provides instantaneous and more effective student feedback, and allows students to make comparisons on how well they fare relative to their peers. Moreau, 2010: Overall, the experimental group scored higher on the posttest than the control group, and weak students in the experimental group made more improvement as measured by the posttest than similar ability students in the control groupPoirier & Feldman, 2007: There are reports of modest increases in exam grades when instructors use clickers to test concepts and probe opinions in large sections of introductory psychology .Anderson, et al. 2011: Compression (dropping topics that are well understood) based on group, or individual-level performance caused no decrease in learning compared to no compression.