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
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.
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.
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.
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.
This document discusses the development of an online community of practice to support education for sustainable development in Portugal. Researchers conducted a focus group to identify principles for developing and sustaining the community. These principles were aligned with both ESD guidelines and community of practice theory. Next steps include interviewing teachers to gather additional design perspectives before developing a storyboard and online platform. The goal is to help teachers collaborate, share resources and implement ESD approaches through an evolving virtual community.
REVIEW OF RECENT EARTHQUAKES IN THE LIGHT OF PLATE TECTONICS AND SEISMIC RISK...Johana Sharmin
This slide represents the knowledge of tectonic plates related problems and massive earthquakes affecting our lives. Here also I accumulated the relationship between geomorphological and plate tectonic aspects in Bangladesh.
Volcanoes are formed from hot spots within the Earth's crust and mantle that allow hot liquid rock to break through weak spots on the surface. Earthquakes are caused by motion within the solid Earth and provide evidence about its interior structure. The Earth's surface is made up of tectonic plates that move over time, as evidenced by matching rock and fossil formations on separated continents and patterns in seafloor ages and magnetism. Plate boundaries include convergent boundaries where plates move toward each other, divergent boundaries where they move apart, and transform boundaries where they slide past each other.
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.
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.
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.
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.
This document discusses the development of an online community of practice to support education for sustainable development in Portugal. Researchers conducted a focus group to identify principles for developing and sustaining the community. These principles were aligned with both ESD guidelines and community of practice theory. Next steps include interviewing teachers to gather additional design perspectives before developing a storyboard and online platform. The goal is to help teachers collaborate, share resources and implement ESD approaches through an evolving virtual community.
REVIEW OF RECENT EARTHQUAKES IN THE LIGHT OF PLATE TECTONICS AND SEISMIC RISK...Johana Sharmin
This slide represents the knowledge of tectonic plates related problems and massive earthquakes affecting our lives. Here also I accumulated the relationship between geomorphological and plate tectonic aspects in Bangladesh.
Volcanoes are formed from hot spots within the Earth's crust and mantle that allow hot liquid rock to break through weak spots on the surface. Earthquakes are caused by motion within the solid Earth and provide evidence about its interior structure. The Earth's surface is made up of tectonic plates that move over time, as evidenced by matching rock and fossil formations on separated continents and patterns in seafloor ages and magnetism. Plate boundaries include convergent boundaries where plates move toward each other, divergent boundaries where they move apart, and transform boundaries where they slide past each other.
Volcanoes form as a result of tectonic plate movement and pressure changes below the earth's surface. When magma breaks through the crust, a volcanic eruption occurs, expelling lava, steam, ash and other materials. Mount Vesuvius is a famous volcano near Naples, Italy that formed over 25,000 years ago. Its last eruption in 1944 caused widespread damage, destroying villages and aircraft at a nearby airfield. Volcanic eruptions are powerful natural events that can have significant effects on the surrounding area.
The Moon is Earth's natural satellite and the fifth largest in the Solar System. It has one quarter the diameter of Earth and 1/81 its mass. The Moon is in synchronous rotation with Earth and always shows the same face. Comets originate from the Oort Cloud or Kuiper Belt and travel great distances, spending most of their time far beyond Pluto before making brief close passes by the Sun.
The document discusses solar photovoltaic (PV) systems, including their advantages and disadvantages. It describes the I-V characteristics of solar cells and equivalent circuit. Variations in isolation and temperature affect the PV characteristics. Losses limit conversion efficiency. Maximizing open circuit voltage, short circuit current, and fill factor leads to high performance. Solar cells are classified based on material thickness, junction structure, and active material. PV modules, panels, and arrays are also discussed. Maximum power point tracking using a buck-boost converter can optimize solar PV output. Systems can be centralized, distributed, or hybrid to serve various applications including power generation, water pumping, and lighting.
Solar cells directly convert sunlight into electricity through the photovoltaic effect in semiconductor materials like silicon, with solar panels consisting of multiple interconnected solar cells to produce a usable amount of power. The document discusses the basic physics of how silicon is doped to create either holes or electrons that form pairs when struck by photons, as well as explaining the components and operation of single solar cells and larger solar panels.
11 Inspirational Quotes from the Top CEOs of the Modern Business WorldMatt Burke
Learning from the successes of today can be vital to the successes of tomorrow. Get a head start with these inspirational quotes and tips from today's top business leaders.
http://blog.hubspot.com/insiders/inspirational-quotes-from-ceos
The document discusses solar energy and solar panels. It begins by defining solar energy as energy originating from thermonuclear fusion reactions in the sun. It then discusses how solar energy can be used to generate electricity through thermal solar or photovoltaic methods. The remainder of the document focuses on photovoltaics, explaining how solar panels work to convert sunlight into electricity using photovoltaic cells. It describes the components and manufacturing of different types of solar panels, including monocrystalline, polycrystalline, and thin film technologies. It concludes by outlining the specifications that characterize solar panels.
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 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.
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.
How (you can help) People Learn (biology)Peter Newbury
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.
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 (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.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
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.
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.
The College Classroom Week 2: How People LearnPeter Newbury
This document summarizes key points from a classroom discussion on how people learn. It discusses three main findings from the book How People Learn: 1) Students come with preexisting understandings that must be engaged, 2) Students need deep factual knowledge within a conceptual framework, and 3) Metacognitive skills allow students to control their own learning. The implications are that teachers should draw out preconceptions, teach in depth with examples, and integrate metacognition into the curriculum. Peer instruction is discussed as an active learning technique that can achieve these goals by having students discuss concepts to resolve misconceptions.
Volcanoes form as a result of tectonic plate movement and pressure changes below the earth's surface. When magma breaks through the crust, a volcanic eruption occurs, expelling lava, steam, ash and other materials. Mount Vesuvius is a famous volcano near Naples, Italy that formed over 25,000 years ago. Its last eruption in 1944 caused widespread damage, destroying villages and aircraft at a nearby airfield. Volcanic eruptions are powerful natural events that can have significant effects on the surrounding area.
The Moon is Earth's natural satellite and the fifth largest in the Solar System. It has one quarter the diameter of Earth and 1/81 its mass. The Moon is in synchronous rotation with Earth and always shows the same face. Comets originate from the Oort Cloud or Kuiper Belt and travel great distances, spending most of their time far beyond Pluto before making brief close passes by the Sun.
The document discusses solar photovoltaic (PV) systems, including their advantages and disadvantages. It describes the I-V characteristics of solar cells and equivalent circuit. Variations in isolation and temperature affect the PV characteristics. Losses limit conversion efficiency. Maximizing open circuit voltage, short circuit current, and fill factor leads to high performance. Solar cells are classified based on material thickness, junction structure, and active material. PV modules, panels, and arrays are also discussed. Maximum power point tracking using a buck-boost converter can optimize solar PV output. Systems can be centralized, distributed, or hybrid to serve various applications including power generation, water pumping, and lighting.
Solar cells directly convert sunlight into electricity through the photovoltaic effect in semiconductor materials like silicon, with solar panels consisting of multiple interconnected solar cells to produce a usable amount of power. The document discusses the basic physics of how silicon is doped to create either holes or electrons that form pairs when struck by photons, as well as explaining the components and operation of single solar cells and larger solar panels.
11 Inspirational Quotes from the Top CEOs of the Modern Business WorldMatt Burke
Learning from the successes of today can be vital to the successes of tomorrow. Get a head start with these inspirational quotes and tips from today's top business leaders.
http://blog.hubspot.com/insiders/inspirational-quotes-from-ceos
The document discusses solar energy and solar panels. It begins by defining solar energy as energy originating from thermonuclear fusion reactions in the sun. It then discusses how solar energy can be used to generate electricity through thermal solar or photovoltaic methods. The remainder of the document focuses on photovoltaics, explaining how solar panels work to convert sunlight into electricity using photovoltaic cells. It describes the components and manufacturing of different types of solar panels, including monocrystalline, polycrystalline, and thin film technologies. It concludes by outlining the specifications that characterize solar panels.
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 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.
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.
How (you can help) People Learn (biology)Peter Newbury
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.
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 (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.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
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.
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.
The College Classroom Week 2: How People LearnPeter Newbury
This document summarizes key points from a classroom discussion on how people learn. It discusses three main findings from the book How People Learn: 1) Students come with preexisting understandings that must be engaged, 2) Students need deep factual knowledge within a conceptual framework, and 3) Metacognitive skills allow students to control their own learning. The implications are that teachers should draw out preconceptions, teach in depth with examples, and integrate metacognition into the curriculum. Peer instruction is discussed as an active learning technique that can achieve these goals by having students discuss concepts to resolve misconceptions.
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.
TMPH Fa14 Week 5: Alternatives to LecturePeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
How (you can help) People Learn (using peer instruction)
1. HOW PEOPLE LEARN
Peter Newbury, Ph.D.
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu @polarisdotca
ctd.ucsd.edu
slides and resources: tinyurl.com/PI-CSULA
September 11, 2013
CSULA
Unless otherwise noted, content
is licensed under a Creative Commons
Attribution-NonCommericial 3.0 License.
2. Peter
How (you can help) People Learn (using peer instruction)2
PhD (Univ. of British Columbia, Vancouver, Canada) 1998
in applied math
taught math and astronomy 1998 – 2007
Carl Wieman Science Education Initiative in Dept. of Physics and
Astronomy at UBC, 2008 – 2012
Center for Teaching Development, UCSD since August, 2012
Teaching and learning interests:
how people learn science, technology, engineering, arts, math (STEAM)
how to coax instructors to transform the way they teach and then
providing effective “coaching”
finding the most effective ways to implement peer instruction (clickers)
establishing and maintaining an online personal learning network
@polarisdotca peternewbury.org
3. 3
how
people
learn
How (you can help) People Learn (using peer instruction)
(Image: Sunset in Antartica by
Christopher.Michel on flickr CC)
4. Survey
How (you can help) People Learn (using peer instruction)4
Which of these do you associate
with a typical university lecture?
A) listening
B) absorbing
C) note-taking
D) learning
E) other
5. Survey
How (you can help) People Learn (using peer instruction)5
Which of these do you think students associate
with a typical university lecture?
A) listening
B) absorbing
C) note-taking
D) learning
E) other
6. The traditional lecture is based on the
transmissionist learning model
How (you can help) People Learn (using peer instruction)6 (Image by um.dentistry on flickr CC)
7. Let’s have a learning experience…
7 How (you can help) People Learn (using peer instruction)
8. Here is an important new number
system. Please learn it.
How (you can help) People Learn (using peer instruction)8
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
9. Test
How (you can help) People Learn (using peer instruction)9
What is this number?
10. Scientifically Outdated, a Known Failure
10 How (you can help) People Learn (using peer instruction)
We must abandon the tabula rasa
“blank slate” and “students as
empty vessels” models of teaching
and learning.
11. New Number System
How (you can help) People Learn (using peer instruction)11
Here’s the structure of the “tic-tac-toe” code:
1 2 3
4 5 6
7 8 9
12. Test
How (you can help) People Learn (using peer instruction)12
What is this number?
13. Constructivist Theory of Learning
How (you can help) People Learn (using peer instruction)13
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.
(Images by Rebecca-Lee on flickr CC)
Creating memories (aka learning) involves
having neurons fire and neurons link up in
networks or patterns.
14. How (you can help) People Learn (using peer instruction)14
15. What are the patterns
of how people learn?
(And how do we use them?)
(Image: entropy memory creativity by jef_safi on flickr CC)How (you can help) People Learn (using peer instruction)
15
16. How People Learn
How (you can help) People Learn (using peer instruction)16
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
17. Key Finding 1
How (you can help) People Learn (using peer instruction)17
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.)
18. Key Finding 2
18
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.)
How (you can help) People Learn (using peer instruction)
19. Key Finding 3
19
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.)
How (you can help) People Learn (using peer instruction)
20. Aside: metacognition
How (you can help) People Learn (using peer instruction)20
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.
([2], [3])
21. Key Finding 3
21
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.)
How (you can help) People Learn (using peer instruction)
22. Please break into groups of 3-4...
How (you can help) People Learn (using peer instruction)22
Each set of cards has
3 Key Findings
3 Implications for Teaching
3 Designing Classroom Environments
TASK: Sort your cards into 3 groups of 3 cards each by
matching the Implication for Teaching and Classroom
Environments to the Key Finding:
Implication
for Teaching
24. Key Finding 1
How (you can help) People Learn (using peer instruction)24
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.)
25. Implications for Teaching 1
How (you can help) People Learn (using peer instruction)25
Teachers must draw out and work with the preexisting
understandings that their students bring with them.
(How People Learn, p 19.)
26. New Coding System
How (you can help) People Learn (using peer instruction)26
Please memorize this code:
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
1 2 3
4 5 6
7 8 9
unsupported, unfamiliar content built on pre-existing
knowledge
(tic-tac-toe board)
27. Classroom Environments 1
How (you can help) People Learn (using peer instruction)27
Schools and classrooms must be learner centered.
(How People Learn, p 23.)
29. Learning requires interaction [4]
How (you can help) People Learn (using peer instruction)29
% of class time
NOT lecturing
Learning gain:
pre-test
0
100%
post-test
0.50
31. Key Finding 2
31
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 (you can help) People Learn (using peer instruction)
(How People Learn, p 16.)
32. How (you can help) People Learn (using peer instruction)
32
33. Implications for Teaching 2
How (you can help) People Learn (using peer instruction)33
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.
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 20.)
(How People Learn, p 24.)
34. Development of Mastery [5]
How (you can help) People Learn (using peer instruction)34
conscious
unconscious
incompetent competent
Level of Expertise
Behavior
35. Development of Mastery [5]
How (you can help) People Learn (using peer instruction)35
incompetent competent
Level of Expertise
36. Development of Mastery [5]
How (you can help) People Learn (using peer instruction)36
conscious
unconscious
adikko.deviantart.com
Behavior
37. Development of Mastery [5]
How (you can help) People Learn (using peer instruction)37
conscious
unconscious
incompetent competent
Level of Expertise
Behavior
38. Development of Mastery [5]
How (you can help) People Learn (using peer instruction)38
conscious
unconscious
incompetent competent
1
Level of Expertise
Behavior
39. Development of Mastery [5]
How (you can help) People Learn (using peer instruction)39
conscious
unconscious
incompetent competent
1
2
Level of Expertise
Behavior
40. Development of Mastery [5]
How (you can help) People Learn (using peer instruction)40
conscious
unconscious
incompetent competent
1
2 3
Level of Expertise
Behavior
41. Development of Mastery [5]
How (you can help) People Learn (using peer instruction)41
conscious
unconscious
incompetent competent
1
2 3
4
Level of Expertise
Behavior
42. Why Your Students Don’t Understand You
How (you can help) People Learn (using peer instruction)42
Expert brains differ from novice brains because novices:
lack rich, networked connections, cannot make
inferences, cannot reliably retrieve information
have preconceptions that distract or confuse
lack automization, resulting in cognitive overload
43. Key Finding 3
43
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.)
How (you can help) People Learn (using peer instruction)
44. Implications for Teaching 3
How (you can help) People Learn (using peer instruction)44
The teaching of metacognitive skills should be
integrated into the curriculum in a variety of subject
areas.
Classroom Environments 3
Formative assessments — ongoing assessments designed
to make students’ thinking visible to both teachers and
students — are essential.
Instructors need to provide opportunities for
students to practice being metacognitive: an
internal dialogue about their own thinking
(How People Learn, p 21.)
(How People Learn, p 24.)
45. How (you can help) People Learn (using peer instruction)45
student-centered instructiontraditional lecture
46. How (you can help) People Learn (using peer instruction)46
peer instruction with clickers
interactive demonstrations
surveys of opinions
reading quizzes
worksheets
discussions
videos
student-centered instruction
47. Clicker question
How (you can help) People Learn (using peer instruction)47
Melt chocolate over low heat. Remove the chocolate
from the heat. What will happen to the chocolate?
A) It will condense.
B) It will evaporate.
C) It will freeze.
(Question: Sujatha Raghu from Braincandy via LearningCatalytics)
(Image: CIM9926 by number657 on flickr CC)
48. Typical episode of peer instruction
How (you can help) People Learn (using peer instruction)48
Alternating with 10-15 minute mini-lectures,
1. Instructor poses a conceptually-challenging,
multiple-choice question.
2. Students think about question on their own.
3. Students vote for an answer using clickers,
smart phones, colored/ABCD voting cards,
Poll Everywhere,…
4. The instructor reacts, based on the
distribution of votes.
49. Typical “choreography”
How (you can help) People Learn (using peer instruction)49
1. Students think and answer on their own (“solo vote”)
2. Instructor says, “Interesting! Please turn to your neighbors
and convince them you’re right.” Walks around the
classroom, eavesdropping on conversations.
3. Students discuss question. As things quiet down, instructor
says, “I’ve heard some great discussions. Please vote
again.” (“group vote”)
4. Class-wide discussion, concluding with why the right
answer(s) is right and the wrong answers are wrong.
Depending on the solo vote distribution, agile instructors can
try other variations on 2 – 4.
50. In effective peer instruction
How (you can help) People Learn (using peer instruction)50
students teach each other while
they may still hold or remember
their novice preconceptions
students discuss the concepts in their
own (novice) language
the instructor finds out what the students know (and
don’t know) and reacts, building on their initial
understanding and preconceptions.
students learn
and practice
how to think,
communicate
like experts
51. Clicker Question
51
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 WoodHow (you can help) People Learn (using peer instruction)
53. Lunch Task #1: Find a partner
How (you can help) People Learn (using peer instruction)53
Find a partner or two in your discipline – this afternoon,
you’ll be writing a peer instruction question together. It’s
important to have
content knowledge (the concepts)
pedagogical content knowledge (how to teach and
learn the concepts)
Sit together when you get back from lunch.
54. Lunch Task #2: Watch this video
How (you can help) People Learn (using peer instruction)54
Veritasium (Derek Muller)
http://www.youtube.com/watch?v=2KZb2_vcNTg
55. Student-centered instruction takes time
How (you can help) People Learn (using peer instruction)55
Five minutes of student-centered instruction every 15
minutes means 25% of class time is not lecturing. But you
(already) have lecture material to fill 100% of the time!
Where does that time come from?
56. Traditional classroom
How (you can help) People Learn (using peer instruction)56
1. Transfer: first exposure to material is in class,
content is transmitted from instructor to student
2. Assimilate: learning occurs later when student
struggles alone to complete homework, essay,
project
1. learn easy
stuff together
2. learn hard
stuff alone
(Mazur [6])
57. Flipped classroom
How (you can help) People Learn (using peer instruction)57
1. Transfer: student learns easy content at home:
definitions, basis skills, simple examples. Frees up
class time for...
2. Assimilate: students come to class prepared to
tackle challenging concepts in class, with immediate
feedback from peers, instructor
2. learn hard
stuff together
1. learn easy
stuff alone
(Mazur [6])
58. References
How (you can help) People Learn (using peer instruction)58
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 National Academies Press.
2. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B.
Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ:
Erlbaum.
3. Brame, C. (2013). Thinking about metacognition. [blog] January, 2013,
Available at: http://cft.vanderbilt.edu/2013/01/thinking-about-
metacognition/ [Accessed: 14 Jan 2013].
4. 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.
5. Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX:
Harcourt College Publishers.
6. Mazur, E. (2009). Farewell, Lecture? Science, 323, 5910, 50-51.
Editor's Notes
The how is most important… and it also applies to teaching any course.
The pix are not located on the axes to indicate I can “make good KD even if I’m unconscious”. Just to remind audience what these 4 words mean…
The pix are not located on the axes to indicate I can “make good KD even if I’m unconscious”. Just to remind audience what these 4 words mean…
Where undergrads start off.
As they start to study discipline – and maybe even throughout it