This document outlines key findings from research on how people learn and implications for teaching. It discusses three main findings: 1) Students come to class with preexisting conceptions that must be engaged, 2) Students need a deep foundation of factual knowledge within a conceptual framework to develop competence, and 3) Metacognitive instruction helps students control their own learning. The presentation provides examples of applying these findings in the classroom through techniques like peer instruction, interactive demonstrations, and formative assessments to create a more student-centered learning environment. The overarching message is that effective learning depends on what students do themselves rather than passive listening.
How (you can help) People Learn (biology)Peter Newbury
The document discusses how to help students learn biology by applying principles of how people learn. It summarizes three key findings from research on how people learn: 1) Students come with preexisting understandings that must be engaged, 2) Students need a foundation of factual knowledge within a conceptual framework to develop competence, and 3) A metacognitive approach can help students control their own learning. It provides implications of these findings for teaching, such as drawing out student preconceptions and teaching metacognitive skills. The document also discusses applying these principles through student-centered strategies like peer instruction with clicker questions.
How (You Can Help) People Learn (Biology)Peter Newbury
This document summarizes key findings from the book "How People Learn" about how to help students learn biology effectively. It discusses that students come to class with preexisting conceptions, that developing competence requires factual knowledge and conceptual understanding, and that teaching metacognition helps students control their own learning. The document advocates for student-centered active learning over traditional lectures, providing examples of peer instruction, formative assessments, and flipping the classroom to make more class time for working through challenging concepts.
How (you can help) People Learn (using peer instruction)Peter Newbury
This document summarizes key findings from the book "How People Learn" about effective teaching strategies based on constructivist learning theory. It discusses three main findings: 1) Students come with preexisting understandings that must be engaged, 2) Students need deep factual knowledge within a conceptual framework, and 3) Metacognitive skills are important for students to monitor their own learning. The implications of these findings for teaching include activating prior knowledge, teaching for understanding within a knowledge framework, and integrating metacognitive instruction. Effective strategies discussed are peer instruction, formative assessment, and flipping the classroom to make more class time active and student-centered.
The College Classroom Fa15 Meeting 1: How People LearnPeter Newbury
This document summarizes the key points from a lecture on how people learn. It discusses three main findings from research on learning: 1) Students come with preexisting understandings that must be engaged, 2) Students need factual knowledge, conceptual frameworks, and organized knowledge, and 3) Metacognition helps students control their own learning. The implications for teaching include engaging student preconceptions, teaching depth over breadth, and integrating metacognitive skills. Creating learner-centered classroom environments also supports how people learn.
How (you can help) People Learn (using peer instruction)Peter Newbury
How people learn and how peer instruction with clickers supports it. Presented at CSULA STEM Summer Institute on Active Learning in the STEM classroom.
Peter Newbury
September 2013
The College Classroom (Fa14) Week 2: Developing Expertise through Deliberate ...Peter Newbury
The document discusses the development of expertise through deliberate practice. It describes how expertise requires extensive practice over many years, with activities that challenge just beyond one's current skills level and provide feedback. While some innate traits like size influence certain careers, deliberate practice is how experts in most fields attain and maintain their high level of performance. The document also addresses how to help students develop expertise in their own areas of study and practice.
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 7, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
How (you can help) People Learn (biology)Peter Newbury
The document discusses how to help students learn biology by applying principles of how people learn. It summarizes three key findings from research on how people learn: 1) Students come with preexisting understandings that must be engaged, 2) Students need a foundation of factual knowledge within a conceptual framework to develop competence, and 3) A metacognitive approach can help students control their own learning. It provides implications of these findings for teaching, such as drawing out student preconceptions and teaching metacognitive skills. The document also discusses applying these principles through student-centered strategies like peer instruction with clicker questions.
How (You Can Help) People Learn (Biology)Peter Newbury
This document summarizes key findings from the book "How People Learn" about how to help students learn biology effectively. It discusses that students come to class with preexisting conceptions, that developing competence requires factual knowledge and conceptual understanding, and that teaching metacognition helps students control their own learning. The document advocates for student-centered active learning over traditional lectures, providing examples of peer instruction, formative assessments, and flipping the classroom to make more class time for working through challenging concepts.
How (you can help) People Learn (using peer instruction)Peter Newbury
This document summarizes key findings from the book "How People Learn" about effective teaching strategies based on constructivist learning theory. It discusses three main findings: 1) Students come with preexisting understandings that must be engaged, 2) Students need deep factual knowledge within a conceptual framework, and 3) Metacognitive skills are important for students to monitor their own learning. The implications of these findings for teaching include activating prior knowledge, teaching for understanding within a knowledge framework, and integrating metacognitive instruction. Effective strategies discussed are peer instruction, formative assessment, and flipping the classroom to make more class time active and student-centered.
The College Classroom Fa15 Meeting 1: How People LearnPeter Newbury
This document summarizes the key points from a lecture on how people learn. It discusses three main findings from research on learning: 1) Students come with preexisting understandings that must be engaged, 2) Students need factual knowledge, conceptual frameworks, and organized knowledge, and 3) Metacognition helps students control their own learning. The implications for teaching include engaging student preconceptions, teaching depth over breadth, and integrating metacognitive skills. Creating learner-centered classroom environments also supports how people learn.
How (you can help) People Learn (using peer instruction)Peter Newbury
How people learn and how peer instruction with clickers supports it. Presented at CSULA STEM Summer Institute on Active Learning in the STEM classroom.
Peter Newbury
September 2013
The College Classroom (Fa14) Week 2: Developing Expertise through Deliberate ...Peter Newbury
The document discusses the development of expertise through deliberate practice. It describes how expertise requires extensive practice over many years, with activities that challenge just beyond one's current skills level and provide feedback. While some innate traits like size influence certain careers, deliberate practice is how experts in most fields attain and maintain their high level of performance. The document also addresses how to help students develop expertise in their own areas of study and practice.
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 7, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Leccion 5. desarrollo de las habilidades del pensamientojulito94
Este documento presenta información sobre los procesos de comparación y relación. Explica que la comparación consiste en identificar las características similares y diferentes de dos o más objetos o situaciones, mientras que la relación establece nexos entre pares de características correspondientes a una misma variable. Incluye ejemplos y prácticas para aplicar estos procesos, comparando variables como el nombre, color, forma y otras características de diferentes objetos y figuras. El objetivo es desarrollar la habilidad de analizar objetos y establecer sus
O documento apresenta dados sobre o uso da internet por diferentes gerações. A geração nascida após a Segunda Guerra Mundial tem a menor porcentagem de uso, enquanto a geração nascida entre 1981-2002 tem a maior porcentagem e tempo gasto online. A geração nascida entre 1965-1980 apresenta dados intermediários no meio do espectro.
Este documento presenta información sobre varios lugares importantes en la ciudad de Cartagena de Indias, Colombia. Brevemente describe La Torre del Reloj, el Castillo San Felipe de Barajas, el Centro Histórico, las Islas del Rosario, el Volcán del Totumo y la Playa Blanca. Cada sección ofrece detalles históricos y características sobre estos sitios notables de Cartagena.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document discusses web security and Secure Sockets Layer (SSL) / Transport Layer Security (TLS). It defines key web security terminology like hackers, viruses, worms, and Trojans. It then explains what SSL/TLS is, how it provides security for web communications through encryption, message authentication codes, and authentication. The document outlines the SSL/TLS architecture, components, sessions and connections. It also discusses how SSL/TLS has been widely implemented in applications like HTTPS to secure internet traffic.
There are more Bibles and there is less understanding. The Bible is in print, online, on computer, tablet, cell phone - but we know less about what it teaches us.
Un portfolio electrónico puede animar a los estudiantes a reflexionar sobre su propio aprendizaje y es considerado una herramienta de autoevaluación y desarrollo profesional. Los blogs pueden usarse como diarios digitales para docentes, permitiéndoles documentar su trabajo, fomentar un pensamiento crítico y la autoevaluación. Los portfolios electrónicos pueden incluir programas, evaluaciones, exámenes corregidos y otras contribuciones de los docentes.
Este documento presenta saludos y despedidas formales e informales en español. Explica cómo usar "¿Cómo está usted?" y "¿Qué le pasa?" para saludos formales, y "¿Cómo estás?" y "¿Qué cuenta?" para saludos informales. También cubre despedidas como "¡Hasta otro día!" y disculpas como "¡Disculpe!" y "¡Fatal!". Finalmente, ofrece algunas formas de agradecer.
Innovative Pricing & Packaging Strategies (Accelerate East)Zuora, Inc.
Brian Bell, CMO of Zuora, gave a presentation on innovative pricing and packaging strategies for subscription-based businesses. He discussed how pricing in the subscription economy is based on recurring usage rather than single purchases. Bell recommended starting with a simple recurring pricing model and then iteratively adding more basic options like one-time setup fees or per unit pricing. He also suggested using promotional strategies like free trials or freemium options to acquire customers before introducing more advanced strategies like usage-based pricing or international pricing tiers. The key lessons were to start simply, test pricing through iterations, and communicate changes effectively to customers.
This document summarizes a workshop on assessment given by Peter Newbury. It discusses using peer instruction and clicker questions in the classroom to assess student understanding. It also covers creating a growth mindset in students by providing goal-directed practice and targeted feedback, and using rubrics to outline criteria for improving assignments and support growth. The takeaways are to plan courses with learning outcomes, assessments, and activities in mind, and to foster a growth mindset in students.
The College Classroom Week 6 - Cooperative LearningPeter Newbury
Here are the rankings my group discussed for ease of implementation of the cooperative learning strategies:
PBL - 3
POGIL - 2
PLTL - 1
PI - 4
collegeclassroom.ucsd.edu #tccucsd
Benefits to students
23
Rank the 4 cooperative learning activities
PBL POGIL PLTL PI
in terms of benefits to students (how much they
help students learn and develop skills)
1 = most benefits
...
4 = fewest benefits
When your group has reached consensus, write
your rankings on the spreadsheet.
collegeclassroom.ucsd.edu #tccucsd
Benefits to students
Writing good peer instruction questionsPeter Newbury
Writing good peer instruction questions. Presented at the CSULA STEM Summer Institute on Active Learning in the STEM classroom.
Peter Newbury
September 2013
Duas meninas, Sarah e Gisella, encontram uma sereia chamada Marcella no mar. Marcella pede sua ajuda para provar ao pai dela que o amor existe, já que ele queria que ela se casasse com Tritão. Elas fazem o pai de Marcella se apaixonar por uma mulher humana chamada Maria, fazendo-o perceber o amor. Ele permite então que Marcella escolha quem ela quiser.
Este documento describe los principales géneros literarios, incluyendo los géneros narrativos (como la epopeya, novela y cuento), líricos (como la égloga, elegía y himno), y dramáticos (como la comedia, tragedia y drama). Define cada género y algunos de sus subgéneros, describiendo sus características fundamentales.
IJERA (International journal of Engineering Research and Applications) is International online, ... peer reviewed journal. For more detail or submit your article, please visit www.ijera.com
How (you can help) People Learn (using peer instruction)Peter Newbury
This document outlines how peer instruction can help people learn based on constructivist learning theory and research on how people learn. It discusses three key findings from a National Research Council report: 1) Students come with preconceptions that must be engaged; 2) Students need deep factual knowledge within a conceptual framework; and 3) Metacognition helps students control their own learning. The document provides implications for teaching based on these findings and describes how to implement effective peer instruction using clicker questions to facilitate student-centered learning and discussion.
CTD Fa14 Weekly Workshop: How People LearnPeter Newbury
This document summarizes key points from a workshop on how people learn. It discusses three main findings from research: 1) students come with preexisting conceptions that must be engaged, 2) competence requires deep knowledge within a framework, and 3) metacognition helps students control their own learning. It also outlines three implications for teaching based on each finding and three designs for classroom environments. The workshop utilized activities like sorting ideas into groups and discussing how to align concepts with prior student knowledge to demonstrate constructivist learning techniques.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Leccion 5. desarrollo de las habilidades del pensamientojulito94
Este documento presenta información sobre los procesos de comparación y relación. Explica que la comparación consiste en identificar las características similares y diferentes de dos o más objetos o situaciones, mientras que la relación establece nexos entre pares de características correspondientes a una misma variable. Incluye ejemplos y prácticas para aplicar estos procesos, comparando variables como el nombre, color, forma y otras características de diferentes objetos y figuras. El objetivo es desarrollar la habilidad de analizar objetos y establecer sus
O documento apresenta dados sobre o uso da internet por diferentes gerações. A geração nascida após a Segunda Guerra Mundial tem a menor porcentagem de uso, enquanto a geração nascida entre 1981-2002 tem a maior porcentagem e tempo gasto online. A geração nascida entre 1965-1980 apresenta dados intermediários no meio do espectro.
Este documento presenta información sobre varios lugares importantes en la ciudad de Cartagena de Indias, Colombia. Brevemente describe La Torre del Reloj, el Castillo San Felipe de Barajas, el Centro Histórico, las Islas del Rosario, el Volcán del Totumo y la Playa Blanca. Cada sección ofrece detalles históricos y características sobre estos sitios notables de Cartagena.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document discusses web security and Secure Sockets Layer (SSL) / Transport Layer Security (TLS). It defines key web security terminology like hackers, viruses, worms, and Trojans. It then explains what SSL/TLS is, how it provides security for web communications through encryption, message authentication codes, and authentication. The document outlines the SSL/TLS architecture, components, sessions and connections. It also discusses how SSL/TLS has been widely implemented in applications like HTTPS to secure internet traffic.
There are more Bibles and there is less understanding. The Bible is in print, online, on computer, tablet, cell phone - but we know less about what it teaches us.
Un portfolio electrónico puede animar a los estudiantes a reflexionar sobre su propio aprendizaje y es considerado una herramienta de autoevaluación y desarrollo profesional. Los blogs pueden usarse como diarios digitales para docentes, permitiéndoles documentar su trabajo, fomentar un pensamiento crítico y la autoevaluación. Los portfolios electrónicos pueden incluir programas, evaluaciones, exámenes corregidos y otras contribuciones de los docentes.
Este documento presenta saludos y despedidas formales e informales en español. Explica cómo usar "¿Cómo está usted?" y "¿Qué le pasa?" para saludos formales, y "¿Cómo estás?" y "¿Qué cuenta?" para saludos informales. También cubre despedidas como "¡Hasta otro día!" y disculpas como "¡Disculpe!" y "¡Fatal!". Finalmente, ofrece algunas formas de agradecer.
Innovative Pricing & Packaging Strategies (Accelerate East)Zuora, Inc.
Brian Bell, CMO of Zuora, gave a presentation on innovative pricing and packaging strategies for subscription-based businesses. He discussed how pricing in the subscription economy is based on recurring usage rather than single purchases. Bell recommended starting with a simple recurring pricing model and then iteratively adding more basic options like one-time setup fees or per unit pricing. He also suggested using promotional strategies like free trials or freemium options to acquire customers before introducing more advanced strategies like usage-based pricing or international pricing tiers. The key lessons were to start simply, test pricing through iterations, and communicate changes effectively to customers.
This document summarizes a workshop on assessment given by Peter Newbury. It discusses using peer instruction and clicker questions in the classroom to assess student understanding. It also covers creating a growth mindset in students by providing goal-directed practice and targeted feedback, and using rubrics to outline criteria for improving assignments and support growth. The takeaways are to plan courses with learning outcomes, assessments, and activities in mind, and to foster a growth mindset in students.
The College Classroom Week 6 - Cooperative LearningPeter Newbury
Here are the rankings my group discussed for ease of implementation of the cooperative learning strategies:
PBL - 3
POGIL - 2
PLTL - 1
PI - 4
collegeclassroom.ucsd.edu #tccucsd
Benefits to students
23
Rank the 4 cooperative learning activities
PBL POGIL PLTL PI
in terms of benefits to students (how much they
help students learn and develop skills)
1 = most benefits
...
4 = fewest benefits
When your group has reached consensus, write
your rankings on the spreadsheet.
collegeclassroom.ucsd.edu #tccucsd
Benefits to students
Writing good peer instruction questionsPeter Newbury
Writing good peer instruction questions. Presented at the CSULA STEM Summer Institute on Active Learning in the STEM classroom.
Peter Newbury
September 2013
Duas meninas, Sarah e Gisella, encontram uma sereia chamada Marcella no mar. Marcella pede sua ajuda para provar ao pai dela que o amor existe, já que ele queria que ela se casasse com Tritão. Elas fazem o pai de Marcella se apaixonar por uma mulher humana chamada Maria, fazendo-o perceber o amor. Ele permite então que Marcella escolha quem ela quiser.
Este documento describe los principales géneros literarios, incluyendo los géneros narrativos (como la epopeya, novela y cuento), líricos (como la égloga, elegía y himno), y dramáticos (como la comedia, tragedia y drama). Define cada género y algunos de sus subgéneros, describiendo sus características fundamentales.
IJERA (International journal of Engineering Research and Applications) is International online, ... peer reviewed journal. For more detail or submit your article, please visit www.ijera.com
How (you can help) People Learn (using peer instruction)Peter Newbury
This document outlines how peer instruction can help people learn based on constructivist learning theory and research on how people learn. It discusses three key findings from a National Research Council report: 1) Students come with preconceptions that must be engaged; 2) Students need deep factual knowledge within a conceptual framework; and 3) Metacognition helps students control their own learning. The document provides implications for teaching based on these findings and describes how to implement effective peer instruction using clicker questions to facilitate student-centered learning and discussion.
CTD Fa14 Weekly Workshop: How People LearnPeter Newbury
This document summarizes key points from a workshop on how people learn. It discusses three main findings from research: 1) students come with preexisting conceptions that must be engaged, 2) competence requires deep knowledge within a framework, and 3) metacognition helps students control their own learning. It also outlines three implications for teaching based on each finding and three designs for classroom environments. The workshop utilized activities like sorting ideas into groups and discussing how to align concepts with prior student knowledge to demonstrate constructivist learning techniques.
CTD Spring 2015 Weekly Workshop: How people learnPeter Newbury
Peter Newbury led a workshop on how people learn drawing from the National Research Council's report "How People Learn." The report identified 3 key findings about learning: 1) Students come with preexisting understandings, 2) Developing competence requires a foundation of knowledge within a conceptual framework, and 3) Metacognition helps students control their own learning. The implications for teaching are to engage student preconceptions, teach content in depth with examples, and integrate metacognitive skills instruction. Effective classroom environments are learner-centered, knowledge-centered, and use formative assessment.
1) The document discusses key findings from research on how people learn and implications for teaching. It finds that students come with preconceptions, learning requires a deep foundation of knowledge and conceptual understanding, and metacognition helps students control their own learning.
2) Implications for teaching include engaging student preconceptions, teaching subjects in depth with examples, and integrating metacognitive instruction.
3) Designing learner-centered classrooms with formative assessments and opportunities to apply knowledge in a safe environment also supports learning.
CTD Sp14 Weekly Workshop: How People LearnPeter Newbury
1) The document summarizes key findings from a workshop on how people learn. It discusses three main findings from a report on learning: that students come with preexisting conceptions; deep knowledge relies on factual foundations and organizational frameworks; and metacognition helps students control their own learning.
2) Various implications for teaching and classroom design are discussed, such as engaging student preconceptions, teaching for depth of knowledge, and integrating metacognitive skill development.
3) Evidence-based instructional strategies are recommended over purely transmissionist lectures, and examples like peer instruction with clickers are described.
CTD Wi14 Weekly Workshop: How People LearnPeter Newbury
The document summarizes a workshop on how people learn presented by Peter Newbury at the Center for Teaching Development at UC San Diego. The workshop discussed three key findings from the National Research Council report "How People Learn": 1) Students come with preexisting conceptions that must be engaged, 2) Students need factual knowledge within a conceptual framework to develop competence, and 3) Metacognitive instruction helps students control their own learning. The workshop provided implications for teaching based on these findings and examples of applying constructivist learning theory in the classroom.
The College Classroom Wi16 Meeting 1: How People LearnPeter Newbury
This document provides an overview of the first meeting of a college classroom course on how people learn. It introduces the instructor and discusses key findings from the National Research Council report "How People Learn". These findings include that students come to class with preexisting understandings, competence requires a deep foundation of knowledge organized within a conceptual framework, and metacognition helps students take control of their own learning. The document models constructivist teaching techniques and discusses implications for creating learner-centered classroom environments.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
This document discusses key findings from research on how people learn and implications for teaching. It summarizes three main findings from the book "How People Learn": 1) Students come to class with preexisting understandings that must be engaged, 2) To develop competence, students need deep factual knowledge within a conceptual framework, and 3) A metacognitive approach helps students control their own learning. It provides examples of shifting classroom environments and instruction to be more learner-centered, knowledge-centered, and assessment-centered based on these findings. The goal is to exploit patterns of learning to make instruction more effective.
This document summarizes key findings from the book "How People Learn" about constructivist learning theory. It discusses how students learn best when they actively construct their own understanding rather than passively receiving information. Effective teaching draws out students' preexisting knowledge, provides opportunities for interaction and practice, and helps students learn how to monitor their own learning. The document advocates for student-centered techniques like peer instruction with clickers that engage students in applying and discussing course concepts.
CIRTL Spring 2016 The College Classroom Meeting 1 - How People LearnPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
How People Learn (Preventative Medicine edition)Peter Newbury
1) The traditional lecture model is scientifically outdated as it treats students as empty vessels. Constructivist theory recognizes that students come to class with preexisting understandings and instruction must draw on these.
2) Learning requires interaction between students and engagement with their preconceptions. Students learn best when instruction is student-centered rather than focused on lectures.
3) For deep learning, students must develop factual knowledge within a conceptual framework and organize knowledge in a way that facilitates application. Instructors should provide opportunities for students to practice metacognition and monitor their own learning.
The College Classroom (Wi15) Session 1: How People LearnPeter Newbury
This document summarizes a class on how people learn taught by Peter Newbury. The class covered key findings from research on how people learn and implications for teaching. It introduced constructivist learning theory and the importance of drawing on students' prior knowledge. It also discussed creating learner-centered environments, providing depth of subject matter, and teaching metacognitive skills. The class involved small group work and interactions, and modeled best practices discussed in the readings.
CIRTL Class Meeting 1: How People LearnPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
30 January 2015
collegeclassroom.ucsd.edu
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
The document describes a workshop where participants will provide advice to the instructor of a freshman STEM course with a diverse set of students. The workshop uses a "jigsaw" method where participants first work in groups to develop advice for one assigned student, then reconvene in new groups to share their advice. The goals are to assure students feel welcome contributing to class, build on their diverse strengths and experiences, and avoid assumptions or isolating underrepresented groups. Over 400 responses were collected addressing these topics for 6 hypothetical students from different backgrounds.
Preparing to Teach 2: Learing Outcomes and AssessmentPeter Newbury
This document provides an overview of a training for graduate teaching scholars on developing learning outcomes and assessments. It discusses key concepts like backward design, formative and summative assessments, Bloom's taxonomy, and creating learning outcomes aligned with course goals. Examples are provided of writing learning outcomes and matching assessments for a driver's education course. The training covers aligning topic-level and course-level outcomes, and designing classroom environments that engage students in natural critical learning.
CIRTL Spring 2016 The College Classroom Meeting 10 - The First Day of ClassPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
This document summarizes a presentation on implementing evidence-based teaching methods in college classrooms. The presentation discusses how student and faculty expectations often differ, with research showing students have different expectations than professors, especially in introductory courses. The presentation advocates making learning expectations and goals explicit and transparent to students through stating connections between activities, assignments, and outcomes. Specific strategies are provided, such as linking daily lessons to overall learning outcomes and using assignment templates that specify the purpose, skills practiced, and evaluation criteria.
The College Classroom Wi16 Meeting 10: The First Day of ClassPeter Newbury
The document provides guidance for instructors on effectively structuring the first day of class. It recommends that instructors establish motivation for the course, personalize the learning experience, and set clear expectations. Specifically, instructors should explain why the course is interesting and worthwhile, what kind of classroom environment they want to create, and how students can succeed. The document cautions against overly focusing on rules or assuming all students were present on the first day. Overall, it emphasizes making a good first impression to engage students and set the stage for a successful course.
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 7 - They're not dumb, they're...Peter Newbury
This document summarizes a meeting about improving student learning experiences in college classrooms. It discusses how a passive classroom environment can occur when there is a lack of community between the professor and students. It also emphasizes recognizing the impact of student diversity on learning and designing courses to minimize negative responses to diversity. The document suggests that creating a more positive classroom culture through approaches like fostering more discussion and dissent could help propagate learning.
The College Classroom Wi16 Meeting 9: Writing Your Teaching StatementPeter Newbury
This document provides guidance on writing a teaching statement for an academic job application. It begins by having the reader reflect on their teaching goals and priorities. It then discusses the components of an effective teaching statement, including demonstrating reflection on teaching philosophy and goals, methods, and assessment of student learning. General guidelines are provided, such as keeping it brief and discipline-specific, using first-person narrative, and customizing it for the specific department. Scoring rubrics are included to help evaluate example teaching statement paragraphs. The document concludes with recommendations for getting feedback and preparing for teaching demonstrations during job interviews.
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
The College Classroom Wi16 Meeting 7: They're not dumb, they're differentPeter Newbury
This document summarizes key points from a meeting about creating inclusive college classrooms. It discusses the importance of recognizing student diversity and how it impacts learning. Effective strategies include designing courses to minimize negative impacts, building on student diversity, and creating a sense of community in the classroom. The document also references conclusions that emphasize the need for less condescending pedagogy, more discussion and dissent, and a less hierarchical classroom culture.
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16: Sample Peer Instruction QuestionsPeter Newbury
The document discusses characteristics of effective peer instruction questions for college classrooms. It notes that good questions have clarity, proper context within the course material, assess learning outcomes, include informative distractors in incorrect answers, appropriate difficulty level, and stimulate thoughtful discussion among students. The document is from the Center for Engaged Teaching at UC San Diego and provides guidance on creating high-quality questions to engage students through peer instruction techniques.
The College Classroom Wi16 Meeting 6: Peer InstructionPeter Newbury
The document summarizes a presentation on cooperative learning and peer instruction techniques for college classrooms. It discusses forming small groups to work together, developing conceptual questions to prompt discussion, and having students explain answers to each other to resolve misunderstandings. The goal is for students to learn from each other in a low-stakes environment where they can try, fail, and receive feedback to improve their understanding.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
1. How People Learn
What do you notice?
What do you wonder?
1
How (You Can Help) People Learn (Biology)
impaled by Yersinia on flickr CC-BY-NC-SA
2. slides and resources: tinyurl.com/HPLBiologyFa13
HOW PEOPLE LEARN
Peter Newbury, Ph.D.
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu
@polarisdotca
ctd.ucsd.edu
#ctducsd
October 21, 2013
3. Survey
Which of these do you associate with a typical
university lecture?
A) listening
B) absorbing
C) note-taking
D) learning
3
How (You Can Help) People Learn (Biology)
4. The traditional lecture is based on the
transmissionist learning model
4
How (You Can Help) People Learn (Biology)
(Image by um.dentistry on flickr CC)
5. Let’s have a learning experience…
5
How (You Can Help) People Learn (Biology)
6. Here is an important new number
system. Please learn it.
1=
7=
2=
5=
8=
3=
6
4=
6=
9=
How (You Can Help) People Learn (Biology)
7. Test
What is this number?
7
How (You Can Help) People Learn (Biology)
8. New Number System
Here’s the structure of the “tic-tac-toe” code:
1
3
4
5
6
7
8
2
8
9
How (You Can Help) People Learn (Biology)
9. Test
What is this number?
9
How (You Can Help) People Learn (Biology)
10. Scientifically Outdated, a Known Failure
We must abandon the tabula rasa
“blank slate” and “students as
empty vessels” models of teaching
and learning.
10
How (You Can Help) People Learn (Biology)
11. Constructivist Theory of Learning
New learning is built on and from existing knowledge.
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.
11
How (You Can Help) People Learn (Biology)
(Images by Rebecca-Lee on flickr CC)
13. What are the patterns of
how people learn?
How do we use them?
13
How (You Can Help) People Learn (Biology)
14. How People Learn
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 National Academies
Press.
Available for free as PDF
www.nap.edu/catalog.php?record_id=9853
14
How (You Can Help) People Learn (Biology)
15. Key Finding 1
Students come to the classroom with preconceptions about
how the world works. If their initial understanding is not
engaged, they may fail to grasp the new concepts and
information that are taught, or they may learn them for
the purposes of a test but revert to their preconceptions
outside of the classroom.
(How People Learn, p 14.)
15
How (You Can Help) People Learn (Biology)
16. Key Finding 2
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.)
16
How (You Can Help) People Learn (Biology)
17. Key Finding 3
A “metacognitive” approach to instruction can help
students learn to take control of their own learning by
defining learning goals and monitoring their progress in
achieving them.
(How People Learn, p 18.)
17
How (You Can Help) People Learn (Biology)
18. Aside: metacognition
Metacognition refers to one’s knowledge concerning one’s
own cognitive processes or anything related to them.
For example, I am engaging
in metacognition if I notice
that I am having more
trouble learning A than B.
([3], [4])
meta cognition
18
How (You Can Help) People Learn (Biology)
19. Key Finding 3
A “metacognitive” approach to instruction can help
students learn to take control of their own learning by
defining learning goals and monitoring their progress in
achieving them.
(How People Learn, p 18.)
19
How (You Can Help) People Learn (Biology)
20. Please break into groups of 3-4...
Each set of cards has
Key Findings 1, 2, 3
3 Implications for Teaching
3 Designing Classroom Environments
TASK: Sort your cards into 3 groups of 3 cards by
matching the Implication for Teaching and Classroom
Environment to each Key Finding:
Designing
Classroom
Environment
20
How (You Can Help) People Learn (Biology)
22. Key Finding 1
Students come to the classroom with preconceptions about
how the world works. If their initial understanding is not
engaged, they may fail to grasp the new concepts and
information that are taught, or they may learn them for
the purposes of a test but revert to their preconceptions
outside of the classroom.
(How People Learn, p 14.)
22
How (You Can Help) People Learn (Biology)
23. Implications for Teaching 1
Teachers must draw out and work with the preexisting
understandings that their students bring with them.
(How People Learn, p 19.)
23
How (You Can Help) People Learn (Biology)
24. New Coding System
Please memorize this code:
1=
4=
7=
1
2
3
2=
5=
8=
4
5
6
3=
6=
9=
7
8
9
unsupported, unfamiliar content
24
How (You Can Help) People Learn (Biology)
built on pre-existing
knowledge
(tic-tac-toe board)
25. Classroom Environments 1
Schools and classrooms must be learner centered.
(How People Learn, p 23.)
25
How (You Can Help) People Learn (Biology)
27. Learning requires interaction [2]
Learning gain:
100%
0.50
0
27
% of class time
NOT lecturing
How (You Can Help) People Learn (Biology)
pre-test
post-test
29. Key Finding 2
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.)
29
How (You Can Help) People Learn (Biology)
31. Implications for Teaching 2
Teachers must teach some subject matter in depth,
providing many examples in which the same concept is
at work and providing a firm foundation of factual
knowledge.
(How People Learn, p 20.)
Classroom Environments 2
To provide a knowledge-centered environment, attention
must be given to what is taught (information, subject
matter), why it is taught (understanding), and what
competence or mastery looks like.
(How People Learn, p 24.)
31
How (You Can Help) People Learn (Biology)
32. Development of Mastery [3]
Behavior
conscious
unconscious
incompetent
competent
Level of Expertise
32
How (You Can Help) People Learn (Biology)
33. Development of Mastery [3]
incompetent
competent
Level of Expertise
33
How (You Can Help) People Learn (Biology)
34. Development of Mastery [3]
Behavior
conscious
unconscious
adikko.deviantart.com
34
How (You Can Help) People Learn (Biology)
35. Development of Mastery [3]
Behavior
conscious
unconscious
incompetent
competent
Level of Expertise
35
How (You Can Help) People Learn (Biology)
36. Development of Mastery [3]
Behavior
conscious
unconscious
1
incompetent
competent
Level of Expertise
36
How (You Can Help) People Learn (Biology)
37. Development of Mastery [3]
Behavior
conscious
unconscious
2
1
incompetent
competent
Level of Expertise
37
How (You Can Help) People Learn (Biology)
38. Development of Mastery [3]
Behavior
conscious
unconscious
2
3
1
incompetent
competent
Level of Expertise
38
How (You Can Help) People Learn (Biology)
39. Development of Mastery [3]
conscious
Behavior
3
1
4
incompetent
unconscious
2
competent
Level of Expertise
39
How (You Can Help) People Learn (Biology)
40. Why Your Students Don’t Understand You
Expert brains differ from novice brains because novices:
lack rich, networked connections so they cannot make
inferences
cannot reliably retrieve information
have preconceptions that distract and confuse
lack automization, resulting in cognitive overload
40
How (You Can Help) People Learn (Biology)
41. Key Finding 3
A “metacognitive” approach to instruction can help
students learn to take control of their own learning by
defining learning goals and monitoring their progress in
achieving them.
(How People Learn, p 18.)
41
How (You Can Help) People Learn (Biology)
42. Implications for Teaching 3
The teaching of metacognitive skills should be
integrated into the curriculum in a variety of subject
(How People Learn, p 21.)
areas.
Classroom Environments 3
Formative assessments — ongoing assessments designed
to make students’ thinking visible to both teachers and
(How People Learn, p 24.)
students — are essential.
Instructors need to provide opportunities for
students to practice being metacognitive: an
internal dialogue about their own thinking
42
How (You Can Help) People Learn (Biology)
44. peer instruction with clickers
interactive demonstrations
What do you notice?
What do you wonder?
surveys of opinions
reading quizzes
worksheets
discussions
videos
44
How (You Can Help) People Learn (Biology)
student-centered instruction
45. Clicker Question
The molecules making up the dry mass of wood that
forms during the growth of a tree largely come from
A) sunlight.
B) the air.
C) the seed.
D) the soil.
Question credit: Bill Wood
45
How (You Can Help) People Learn (Biology)
46. Typical Episode of Peer Instruction (PI)
1. Instructor poses a conceptually-challenging
multiple-choice question.
2. Students think about question on their own and vote
using clickers, colored ABCD cards, smartphones,…
3. The instructor asks students to turn to their neighbors
and “convince them you’re right.”
4. After that “peer instruction”, the students vote again
and the instructor leads a class-wide discussion
concluding with why the right answer(s) is right and
the wrong answers are wrong.
46
How (You Can Help) People Learn (Biology)
47. In effective peer instruction
students teach each other while
they may still hold or remember
their novice preconceptions
students discuss the concepts in their
own (novice) language
students learn
and practice
how to think,
communicate
like experts
the instructor finds out what the students know (and
don’t know) and reacts, building on their initial
understanding and preconceptions.
47
How (You Can Help) People Learn (Biology)
49. peer instruction with clickers
interactive demonstrations
What do you notice?
What do you wonder?
surveys of opinions
reading quizzes
worksheets
discussions
videos
49
How (You Can Help) People Learn (Biology)
student-centered instruction
50. Chemistry Day 4 by pennstatenews on flickr CC-BY-NC
50
How (You Can Help) People Learn (Biology)
51. Clicker question
A ball is rolling around
the inside of a circular
track. The ball
leaves the track
at point P.
C
B
A
D
P
Which path
does the ball
follow?
51
How (You Can Help) People Learn (Biology)
(adapted from Mazur)
E
52. peer instruction with clickers
interactive demonstrations
What do you notice?
What do you wonder?
surveys of opinions
reading quizzes
worksheets
discussions
videos
52
How (You Can Help) People Learn (Biology)
student-centered instruction
53. What do you notice?
What do you wonder?
53
How (You Can Help) People Learn (Biology)
impaled by Yersinia on flickr CC-BY-NC-SA
54. Active Learning in Discussion Sections
peer instruction with clickers, colored ABCD cards, ABCDE
pdf on smartphones,…
1-Minute papers: What is most confusing right now?
Problem Solving in Groups
Provide scaffold/structure
Ask what steps would you take to solve problem
(versus actually solving them)
Critique or “fix” sample work/problem
overhead slides, document cameras, board?
If there’s a skill expert biologists have (drawing,
identifying structures in diagram, etc.) give students a
worksheet which gives them practice doing it.
54
How (You Can Help) People Learn (Biology)
55. How People Learn
Learning is not about what the
instructor does. It’s about what
students do for themselves.
55
How (You Can Help) People Learn (Biology)
56. How People Learn
Learning is not about what the
instructor does. It’s about what
students do for themselves.
Students will not learn (just) by
listening to the instructor explain.
56
How (You Can Help) People Learn (Biology)
57. How People Learn
Learning is not about what the
instructor does. It’s about what
students do for themselves.
Students will not learn (just) by
listening to the instructor explain.
BE LESS HELPFUL
57
How (You Can Help) People Learn (Biology)
58. If in doubt, ask yourself…
Who is doing the work,
you or the students?
58
How (You Can Help) People Learn (Biology)
59. References
1.
2.
3.
4.
5.
6.
59
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 National Academies Press.
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.
Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX:
Harcourt College Publishers.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B.
Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ:
Erlbaum.
Brame, C. (2013). Thinking about metacognition. [blog] January, 2013,
Available at: http://cft.vanderbilt.edu/2013/01/thinking-aboutmetacognition/ [Accessed: 14 Jan 2013].
Mazur, E. (2009). Farewell, Lecture? Science, 323, 5910, 50-51.
How (You Can Help) People Learn (Biology)
60. slides and resources: tinyurl.com/HPLBiologyFa13
HOW PEOPLE LEARN
Peter Newbury, Ph.D.
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu
@polarisdotca
ctd.ucsd.edu
#ctducsd
October 21, 2013