CIRTL Spring 2016 The College Classroom Meeting 2 - Developing Expertise

CIRTL – The College Classroom
Meeting 2: Developing Expertise
February 4, 2016
Unless otherwise noted, content is licensed under
a Creative CommonsAttribution- 3.0 License.
Peter Newbury
Center for EngagedTeaching, UC San Diego
pnewbury@ucsd.edu
Tom Holme
Department of Chemistry, Iowa State University
taholme@iastate.edu
collegeclassroom.ucsd.edu

Key Finding 2
How People Learn - collegeclassroom.ucsd.edu2
To develop competence in an area, students must:
a) have a deep foundation of factual knowledge,
b) understand facts and ideas in the context of a
conceptual framework, and
c) organize knowledge in ways that facilitate
retrieval and application.
(How People Learn,p 16.)

knowledge
framework
retrieval

6
knowledge
framework
retrieval
How People Learn - collegeclassroom.ucsd.edu

Colvin: Deliberate practice [2]
Developing Expertise - collegeclassroom.ucsd.edu7
 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

How many of these do you think
are “deliberate practice”?
 writing 30 minutes per day
 running 5 miles a day, 5 days per week
 playing the guitar for an hour after school each day
 after moving to a new country, learning the
language by interacting with locals
A) 1 of them
B) 2
C) 3
D) all 4 of them

There’s something about this that bothers me:
A 5-foot-tall NBA star? Huh?
1. If it’s bothering me, 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 will raise
their hands?

What do you think?
With 10,000 hours of deliberate practice, a 5-ft tall man
can play basketball in the NBA.
A) true
B) false
10 Developing Expertise - collegeclassroom.ucsd.edu

Geoffrey Colvin [2]
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.

Availability of resources & opportunities?
 experts had / have access to resources and privilege not
available to novices
 the high school basketball coach should not deny the
5-foot-tall student access to the gym, practice,
feedback
 instructors must not make decisions about students
based on appearance. Every student needs opportunity
& support to succeed

Intelligence is grown
Dr.Anders Ericcson – Florida State Univ.
Studies development of expertise (sports figures, pianists,
chess players).[3] Expertise is not an innate trait, it is
developed through
 Long duration (10,000 hours)
 Daily (4 hours a day)
 Deliberate Practice
Dr. Carol Dweck – Stanford
Convincing people to adopt a “growth mindset” (not “fixed
mindset”) leads to higher GPAs, higher graduation rates.
[Meeting 4: Fixed/Growth Mindsets]

Development of Expertise [5]
14
conscious
unconscious
novice expert
Developing Expertise - collegeclassroom.ucsd.edu
Behavior
When introducing
a graph for the first time,
explain the “architecture” of the
graph before addressing the data
and message the graph contains.
Level of Expertise
14

15
novice expert
Level of Expertise
15
images by Peter Newbury CC-BY

16
conscious
unconscious
adikko.deviantart.com
Behavior
16

17
conscious
unconscious
Behavior
17

18
conscious
unconscious
novice expert
Behavior
Level of Expertise
18

19
conscious
unconscious
novice expert
1
Behavior
Level of Expertise
19

20
conscious
unconscious
novice expert
1
2
Behavior
Level of Expertise
20

21
conscious
unconscious
novice expert
1
2 3
Behavior
Level of Expertise
21

22
conscious
unconscious
novice expert
1
2 3
4
Behavior
Level of Expertise
22

23
conscious
unconscious
novice expert
1
2 3
4
Behavior
Level of Expertise
23
DualProcessTheory[6]
conscious
explicit
controlled
higheffort
slow
lowcapacity
analytic
executiveinhibitory
unconscious
implicit
automatic
loweffort
rapid
highcapacity
holistic
defaultprocess

24
conscious
unconscious
novice expert
1
2 3
4
Behavior
Level of Expertise
24

Development of Expertise [5,7]
25
conscious
unconscious
novice expert
1
2 3
4
Behavior
Level of Expertise
5
25

Think about the house you grew up in
How many windows?

How many windows?
As you counted the windows, did you see them
from the outside or from the inside of the house?

How many windows?
As you counted the windows, did you see them
from the outside or from the inside of the house?
If a Stage 4 Professor of Window Counting is an
“outsider”, he thoughtfully creates lessons and practice for
counting from the outside. Many students will be lost.
A Stage 5 instructor knows there are other ways to count
windows and creates lessons where each student can connect
the concept to their own knowledge and skills.
4
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
why you’re doing it that way.
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:
your discipline, your research community, your career.
Enlarge the models to encompass more factors.
Do these steps regularly, not sporadically. Occasional
practice does not work.
Tip Sheet: Perfect Practice [2]
29
1
2
3
4
5

Deliberate Practice Jigsaw
Step 1: Develop your expertise with others thinking and
learning about the same concept.
1 1
11
1
44
4 4
4
2 2
22
2
3 3
33
3
55
5 5
5

Deliberate Practice Jigsaw
Step 2: Share your expertise and learn from other experts.
1 2
35
4
45
1 3
2
45
1 3
2
1 2
35
4
1 2
35
4

What ways of thinking, behaviors, and skills do experts
in your field have? Go to your assigned Breakout Room and
share how you practice your Room’s “Perfect PracticeTip.”
Room 1 Room 3 Room 5 Room 7 Room 9
Room 2 Room 4 Room 6 Room 8 Room 10
1 2 3 4 5

Room1
Room 2
Room3
Room 4
Room5
Room 6
necessary.
Room7
Room 8
Room9
Room 10
What ways of thinking, behaviors, and
skills do experts in your field have?
33
1
2
3
4
5

Go to your assigned Breakout Room and take turns sharing your
“tips” with the others in the Room.
Room 1
Room 2
Room 3
Room 4
Room 5
1 2 3 4 5
1 2 3 4 5

necessary.
Tip Sheet: Perfect Practice [2]
35
1
2
3
4
5

necessary.
When you teach a course, what will you
do to help your students do these things?
36
1
2
3
4
5

Deliberate Practice: for you
 Reach for objectives JUST beyond where you are:
 work on incrementally harder problems
 try variations on ones from work, class, homework, quizzes
 Practice consistently (every day)
 Get FEEDBACK on your practice
 Or at least self-analyze “continuously observing results,
making appropriate adjustments”
 Choose carefully what you practice
 what skills do experts in your field have?

Deliberate Practice: for you
 Reach for objectives JUST beyond where you are:
 work on incrementally harder problems
 try variations on ones from work, class, homework, quizzes
 Practice consistently (every day)
 Get FEEDBACK on your practice
 Or at least self-analyze “continuously observing results,
making appropriate adjustments”
 Choose carefully what you practice
 what skills do experts in your field have?
your students
Set
Provide
Give
Help them

Learning requires interaction [8]
1 2
3 4
deliberate
practice?
practice?

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

Thoughts about motivation…
Colvin:“People hate abandoning the notion that they could
coast to fame and riches if only they found their talent.” [2]
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?” [9]
Gladwell: “Love is not the complete explanation: love is the
way in.” [9]

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 discipline-based 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.
MaryellenWeimer [10]
Thoughts about motivation…

Next week: Learning Outcomes
Watch the blog for next week’s
readings and assignments

References
1. National Research Council (2000). How People Learn:Brain,Mind,Experience,and School:Expanded Edition. J.D. Bransford,A.L
Brown & R.R. Cocking (Eds.),Washington, DC:The NationalAcademies Press.
2. 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
3. Ericsson, K.A., Krampe, R.Th., &Tesch-Romer, C. (1993). The Role of Deliberate Practice in the Acquisition of Expert
Performance. Psychological Review 100, 3, 363-406.
4. Mcnamara, B.N., Hambrick, D.Z., & Oswald, F.L. (2014). Deliberate Practice and Performance in Music,Games,Sports,Education,
and Professions:A Meta-Analysis. Psychological Science 25, 8, 1608-1618.
5. Sprague, J., & Stuart, D. (2000). The speaker’s handbook. FortWorth,TX: Harcourt College Publishers.
6. Evans, J. S. B. (2008). Dual-processing accounts of reasoning, judgment, and social cognition. Annu.Rev.Psychol., 59, 255-
278.
7. DiPeitro, M. (2014). 2.4.3 Classroom Climate [video file] Retrieved from
https://www.coursera.org/course/stemteaching
8. Prather, E.E, Rudolph,A.L., Brissenden, G., & Schlingman,W.M. (2009). A national study assessing the teaching and learning
of introductory astronomy.Part I.The effect of interactive instruction.Am. J. Phys. 77, 4, 320-330.
9. Malcolm Gladwell, in “Radiolab: Secrets of Success”, aired 26 July 2010.
www.radiolab.org/blogs/radiolab-blog/2010/jul/26/secrets-of-success/
10. Weimer, M. (2010). New Faculty:BeliefsThat Prevent and Promote Growth,in the book Inspired CollegeTeaching:A Career-Long
Research for Professional Growth. San Francisco, Jossey-Bass. (Reprinted inTomorrow’s Professor email Newsletter October
15, 2013)Available at http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=1279

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