This document summarizes a presentation on using evidence-based teaching methods in physics courses. The presentation advocates applying rigorous standards to teaching as in research. It discusses techniques like Just-in-Time Teaching and clicker questions that encourage active learning through iterative practice with feedback. These methods aim to give students multiple low-stakes chances to test their understanding before high-stakes exams, by engaging them in preparation, peer discussion, and online homework with immediate feedback.
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Presentation by Sheri Stover of Wright State University at the Brightspace Ohio Connection at Sinclair College on Oct. 20, 2017.
Description: Rubrics are a tool that instructors can use to assess the performance of their students. The incorporation of rubrics are beneficial to students’ learning because the rubric can make an instructor’s expectations clear to students, allow students to evaluate their own work, and give students clear criteria when conducting peer reviews. The use of electronic rubrics is also highly advantageous to instructors because it can significantly reduce the amount of time it takes to grade student assignments. This presentation will give an overview of the use of rubrics, show the technical steps to creating a rubric in D2L, and review the best practices of incorporating rubrics in your class.
Rubrics: Improve students’ learning and save instructor’s grading timeD2L Barry
Presentation by Sheri Stover of Wright State University at the Brightspace Ohio Connection at Sinclair College on Oct. 20, 2017.
Description: Rubrics are a tool that instructors can use to assess the performance of their students. The incorporation of rubrics are beneficial to students’ learning because the rubric can make an instructor’s expectations clear to students, allow students to evaluate their own work, and give students clear criteria when conducting peer reviews. The use of electronic rubrics is also highly advantageous to instructors because it can significantly reduce the amount of time it takes to grade student assignments. This presentation will give an overview of the use of rubrics, show the technical steps to creating a rubric in D2L, and review the best practices of incorporating rubrics in your class.
A discussion of Scholarly Teaching, with a focus on three areas:
- Active engagement during class time
- Effective preparation (students & instructors)
- Feedback loops and iterative learning
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Scholarly Teaching - Aims CC Keynote - Sept 2016Jeff Loats
Much like doctors should be knowledgeable about the most up-to-date methods of treating patients. Teachers should know the empirical evidence on the best teaching methods. They need to be social scientists!
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Arlene Sgoutas
Jeff Loats
Randi Smith
Courtney Rocheleau
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This presentation focuses less on what JiTT is and the evidence for its effectiveness..
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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How to Split Bills in the Odoo 17 POS ModuleCeline George
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Sectors of the Indian Economy - Class 10 Study Notes pdf
Many Chances to Fail: Scholarly Teaching in Physics - CO/WY AAPT - April 2014
1. …
MANY CHANCES TO FAIL:
SCHOLARLY TEACHING IN PHYSICS
@CO/WYAAPT MEETING, APRIL 2014
Dr. Jeff Loats
Associate Professor of Physics
Faculty Associate to the
Center for Faculty Development
2. BEING A SCHOLARLY TEACHER
Two versions:
Apply the rigor we bring to the discipline of
physics to the discipline of teaching.
Choose teaching methods that are strongly
informed by the best empirical evidence
available.
Contrast teaching E&M with treating diabetes
2
3. HOW DO PEOPLE LIKE TO LEARN
3
Do we ever enjoy learning?
Some candidates come to mind:
4. COMMON ELEMENTS?
4
Feedback is (nearly) instantaneous
Failure is expected
The cost of failure is very low
Mastery requires iterative learning
Pause: Consider typical feedback loops in the
college classroom…
5. In your typical class, is there a method for holding
students accountable for preparing for class?
A) Stern threats and/or playful pleading.
B) A paper method (quiz, journal, others?)
C) A digital method (clickers, others?)
D) Just inTimeTeaching.
E) Some other method.
5
20%
45%
11%
7%
18%
(others)
6. JUST IN TIME TEACHING
Online pre-class assignments
(“WarmUps”)
First half:
• Conceptual questions, answered in sentences
• Graded on thoughtful effort
Learner Teacher
6
7. JUST IN TIME TEACHING
Online pre-class assignments
(“WarmUps”)
First half:
• Conceptual questions, answered in sentences
• Graded on thoughtful effort
Second half:
• Responses are read “just in time”
• Instructor modifies the plan accordingly
• Aggregate and individual (anonymous)
responses are displayed in class.
Learner Teacher
7
8. JUST IN TIME TEACHING
A different student role:
• Actively prepare for class
(not just reading/watching)
• Actively engage in class
• Compare your progress & plan accordingly
A different instructor role:
• Actively prepare for class with you
(not just going over last year’s notes )
• Modify class accordingly
• Create interactive engagement opportunities
Learner Teacher
8
9. In a typical day in your class, what fraction of
students did their preparatory work before
coming to class?
A) 0% - 20%
B) 20% - 40%
C) 40% - 60%
D) 60% - 80%
E) 80% - 100%
9
27%
33%
20%
14%
6%
~200
others
10. STUDENT FEEDBACK
315 students in 7 classes over 4 terms (roughly ±6%)
The WarmUps have…
Agreed or
Strongly Agreed
…helped me to be more prepared
for class than I would otherwise be.
70%
…helped me to be more engaged in
class than I would otherwise be.
80%
…helped me to learn the material
better than I otherwise would
64%
…been worth the time they
required to complete
57%
10
11. MORE ON JITT?
Much more information to be had:
• Theoretical basis for effectiveness
• Empirical evidence for effectiveness
• Writing good questions
• Best and worst implementation tools
• Practical questions and pitfalls
11
12. In a typical day in your class, what fraction of
class time is spent on lecture-based delivery of
content?
A) 0% - 20%
B) 20% - 40%
C) 40% - 60%
D) 60% - 80%
E) 80% - 100%
12
2%
10%
13%
38%
37%
~100
others
13. CLICKERS:VERY WELL STUDIED
13
When used well…
• Quick/easy attendance in large class sizes.
• Everyone participates and retains anonymity
• Encourages active learning
• Improved concentration
• Improved exam scores
• Improved learning and retention
• Efficient use of class time
• Engages students in metacognition.
14. PEER INSTRUCTION
14
Multiple choice questions
–Conceptual
–Hard
1. Students answer Individually
2. Discussion with peers
3. Students answer post-discussion
4. Class-wide discussion
15. “MANY CHANCES TO FAIL”
15
A line adopted from business:
“Fail early, fail often, fail well…”
Grounded in constructivist learning theory:
• Constructing new ideas often requires facing the
failure of previous ideas.
• Confusion and conflict make clear the need to
build functional ideas in place of those that failed.
16. ITERATIVE LEARNING LOOPS
16
On a given topic…
Before class: Engage with Just-in-TimeTeaching
“warm-up” questions that enforce
reading & require thought
During class: Respond (digitally) to difficult
questions, peer discussions
After class: Online homework with immediate
feedback and low(ish) stakes.
Perhaps 10-20 chances to test their understanding
before they encounter a high-stakes exam.
17. MY SUMMARY
17
Challenge yourself to be a scholarly-teacher
Follow the evidence!
Be moderate… follow the 10% rule
Engage with peers! Share, steal, and combine.
18. YOUR SUMMARY
For yourself… or to share?
What one “nugget” do most want to take away from
this short presentation
Contact Jeff: Jeff.Loats@gmail.com
Slides: www.slideshare.net/JeffLoats
I love talking and working with faculty,
don’t hesitate to get in touch.
18
19. JITT REFERENCES & RESOURCES
19
Simkins, Scott and Maier, Mark (Eds.) (2010) Just inTimeTeaching:Across the Disciplines, Across the Academy, Stylus Publishing.
Gregor M. Novak, AndrewGavrini,Wolfgang Christian, Evelyn Patterson (1999) Just-in-TimeTeaching: BlendingActive Learning with
WebTechnology. Prentice Hall. Upper Saddle River NJ.
K.A. Marrs, and G. Novak. (2004). Just-in-TimeTeaching in Biology: Creating an Active LearnerClassroom Using the Internet. Cell
Biology Education, v. 3, p. 49-61.
Jay R. Howard (2004). Just-in-TimeTeaching in Sociology or How I Convinced My Students toActually Read the Assignment. Teaching
Sociology,Vol. 32 (No. 4 ). pp. 385-390. Published by:American SociologicalAssociation
StableURL: http://www.jstor.org/stable/3649666
S. Linneman,T. Plake (2006). Searching for the Difference:A ControlledTest of Just-in-TimeTeaching for Large-Enrollment
IntroductoryGeologyCourses. Journal of Geoscience Education,Vol. 54 (No. 1)
StableURL:http://www.nagt.org/nagt/jge/abstracts/jan06.html#v54p18
20. CLICKER REFERENCES & RESOURCES
20
Banks, D.A. (Ed.). (2006). Audience response systems in higher
education:Applications and cases. Hershey, PA: Information
Science Publishing.
Hinde, K., & Hunt,A. (2006). Using the personal response
system to enhance student learning: Some evidence from
teaching economics. In Banks, D.A. (Ed.),Audience Response
Systems in Higher Education:Applications and Cases. Hershey,
PA: Information Science Publishing.
Martyn, M. (2007). Clickers in the classroom: An active learning
approach. EDUCAUSE Quarterly, 30(2), 71-74.
(http://www.educause.edu/ir/library/pdf/EQM0729.pdf)
Moreau, N.A. (2010). Do clickers open minds? Use of a
questioning strategy in developmental mathematics,CAPELLA
UNIVERSITY, 2010, 157 pages; 3389211
Poirier,C. R., & Feldman, R. S. (2007). Promoting active learning
using individual response technology in large introductory
psychology classes.Teaching of Psychology, 34(3), 194-196.
Mazur, E. 2004 ”Introduction to Peer Instruction” talk presented
at New Physics & Astronomy FacultyWorkshop, 2004, UMD.
Hake, R.R. 1998a. “Interactive-engagement vs traditional
methods:A six thousand-student survey of mechanics test data
for introductory physics courses,” Am. J. Phys. 66(1): 64-74;
(www.physics.indiana.edu/~sdi/ajpv3i.pdf)
Anderson, L., Healy,A., Kole, J., & Bourne, L. (2011). Conserving
time in the classroom: the clicker technique.The Quarterly
Journal of Experimental Psychology, 64(8): 1457-1462.
ThoughtQuestions: A NewApproach to Using Clickers
CU Science Education Initiative & UBC Science Education
Initiative
(http://www.cwsei.ubc.ca/resources/files/CU-
SEI_Thought_Questions.pdf)
Clicker Resource Guide from the CU Science Education Initiative
& UBC Science Education Initiative
(http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI
_CU-SEI_04-08.pdf)
Duncan, D. (2009).Tips for Successful “Clicker” Use. Retrieved
January 31, 2009.
(http://www.cwsei.ubc.ca/resources/files/Tips_for_Successful_C
licker_Use_Duncan.pdf)
WhyAre Clicker Questions HardToCreate?
Blog post by Ian Beatty, Science Education Researcher and
Professor of Physics at the University of NorthCarolina at
Greensboro
(http://ianbeatty.com/blog/archives/100)
Good resource list at Carleton College’s website:
http://serc.carleton.edu/sp/library/classresponse/index.html
Editor's Notes
Jeff’s results: Depending on the class70-80% of my students do their WarmUps, self-reporting that they spend ~40 minutes reading/responding (very consistent average)Others results come from ~ 40 faculty, ~30 higher ed technology folks and ~10 studentsFor this group:
This comes from ~50 people, including ~20 students and ~30 Higher Ed. IT people
Major caveat: Using classroom response system does not automatically bring these benefits. The method matters much more than the means.Hinde & Hunt: We survey 219 first-year business studies students tackling introductory economics, and find that the technology enhances learning in lectures because, among other things, it improves concentration, provides instantaneous and more effective student feedback, and allows students to make comparisons on how well they fare relative to their peers. Moreau, 2010: Overall, the experimental group scored higher on the posttest than the control group, and weak students in the experimental group made more improvement as measured by the posttest than similar ability students in the control groupPoirier & Feldman, 2007: There are reports of modest increases in exam grades when instructors use clickers to test concepts and probe opinions in large sections of introductory psychology .Anderson, et al. 2011: Compression (dropping topics that are well understood) based on group, or individual-level performance caused no decrease in learning compared to no compression.
Carefully chosen questionsIdeally: 30-70% correct on first try)In 95% of cases, students “migrate” towards correct answer, often dramatically.Explanation and discussion by instructor follows the second “vote”, as necessary.In my class, participation is required (5% of final grade) but correctness is not required.
TRANSITION: I’m going to use my own classes as an example of how this can work… all from an evidence-based perspective