Teaching (and Learning) with Peer InstructionPeter Newbury
A presentation I gave at California State University, Los Angeles on February 25, 2013 about using peer instruction with clickers to create interactive, student-centered instruction.
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
Authentic Learning - Teaching Methods that Engage StudentsTodd_Stanley
Authentic learning engages students and makes them more connected to what they are learning. This is especially pertinent with gifted students who are more likely to become bored with what is going on in the classroom and shutting down as a result.
Teaching (and Learning) with Peer InstructionPeter Newbury
A presentation I gave at California State University, Los Angeles on February 25, 2013 about using peer instruction with clickers to create interactive, student-centered instruction.
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
Authentic Learning - Teaching Methods that Engage StudentsTodd_Stanley
Authentic learning engages students and makes them more connected to what they are learning. This is especially pertinent with gifted students who are more likely to become bored with what is going on in the classroom and shutting down as a result.
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
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
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. In this interactive workshop, we’ll explore research-based tips and ideas for achieving the full benefit of questioning. Effective use of common questioning tools -- clickers and discussion boards -- will be discussed as a means to achieve student engagement and deep learning.
CIRTL Class Meeting 10: Supporting a growth gindset (from the first day of cl...Peter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
April 2 2015
collegeclassroom.ucsd.edu
cirtl.net
STEM Process and Project-Based LearningTodd_Stanley
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
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
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. In this interactive workshop, we’ll explore research-based tips and ideas for achieving the full benefit of questioning. Effective use of common questioning tools -- clickers and discussion boards -- will be discussed as a means to achieve student engagement and deep learning.
CIRTL Class Meeting 10: Supporting a growth gindset (from the first day of cl...Peter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
April 2 2015
collegeclassroom.ucsd.edu
cirtl.net
STEM Process and Project-Based LearningTodd_Stanley
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
Presentation Math Workshop#May 25th New Help our teachers understa...guest80c0981
This is presented by a Math teacher,in Army Burn Hall College For Girls ,Abbottabad.
The target group was the teachers of school section. There were certain activities also performed an demonstrated in order to introduce new teaching methodologies and to prepare our teachers to meet the need of the day.
Umber
Teaching students to think like experts using peer instruction - CSUgritPeter Newbury
Slides for a workshop on teaching students to think like experts using peer instruction at the Cal State University Symposium on University Teaching.
Peter Newbury
UC San Diego
March 13, 2015
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
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
EPSS for Faculty Development (In-Progress Project)Saul Carliner
In this project, a team comprised of members from university and a Cegep are developing an alternate approach to professional development: an electronic performance support system (EpSS) that provides teaching support online and consists of (a) generalized and discipline-specific research-based guidance for their most significant challenges as identified by a needs assessment; (b) teaching cases that illustrate practical applications in the classroom and (c) other approaches to engage faculty with this system. This session, by the research team describes the system and summarizes the first topics covered.
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
"Getting to Know You"
Presentation to support a jigsaw activity to explore student diversity. Full details at
peternewbury.org/2016/08/getting-to-know-you
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
Tom Holme
Iowa State University
and
Peter Newbury
UC San Diego
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
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 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
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
CIRTL Spring 2016 The College Classroom Meeting 3: Learning OutcomesPeter 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 2 - Developing ExpertisePeter 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 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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Preparing to Teach 3: Supporting expert-like thinking
1. Summer Graduate Teaching Scholars
Preparing toTeach 3:
Getting your students to think
more like experts via
2 minute pause
peer instruction
May 13 and 15
1sgts.ucsd.edu
2. “What the best college teachers do”
“More than anything else, the best teachers try to create
a natural critical learning environment:
natural because students encounter skills, habits,
attitudes, and information they are trying to learn
embedded in questions and tasks they find fascinating—
authentic tasks that arouse curiosity and become
intrinsically interesting
critical because students learn to think critically, to
reason from evidence, to examine the quality of their
reasoning using a variety of intellectual standards, to
make improvements while thinking, and to ask probing
and insightful questions about the thinking of other
people.”
(Bain (2004), p. 99)sgts.ucsd.edu 2
3. What is expertise?
“To develop competence in an area of
inquiry, student 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, 2000)
sgts.ucsd.edu 3
8. Thinking in more expert-like ways requires
modeling by the expert (that’s you!)
deliberate practice by each student:
1. Approach each critical task with an explicit goal of getting
much better at it.
2. As you do the task, focus on what’s happening and why
you’re doing it the way your are.
3. After the task, get feedback on your performance from
multiple sources. Make changes in your behavior as
necessary.
4. Continually build mental models of your situation – your
industry, your company, your career. Enlarge the models to
encompass more factors.
5. Do these steps regularly, not sporadically. Occasional
practice does not work.
(from Tip Sheet: Perfect Practice (Colvin, 2006))
sgts.ucsd.edu 8
9. Supporting deliberate practice
How much time? Aim for 10 min per hour?
sgts.ucsd.edu 9
Stop to let students
think and discuss
Pose a question for
students to think
about and discuss
Give choices to
direct the students’
conversations
2-min
pause
2-min
pause Pro
peer
instruction
10. 2-minute pause
Every 15-20 minutes of your lecture, stop talking
and invite the students to take 2 minutes to:
review their notes
consult with neighbors to fill in missing points
check with neighbors if anything is confusing
formulate a question(s) that will clear up
confusion or fill in a gap
When conversations dies down (wait longer than
2 minutes, if necessary), lead a brief class-wide
discussion to answer questions, resolve confusion.
sgts.ucsd.edu 10
11. Engineering Professor CAPEs
Quarter Enrollment Recommend
class
Recommend
instructor
SP10 25 91.7 % 58.3 %
SP11 47 89.5 % 73.7 %
FA11 123 91.7 % 56.3 %
SP13 105 94.6 % 83.8 %
sgts.ucsd.edu 11
started using
2-minute pause
12. 2-minute pause (Pro version)
Provide a question in case they
don’t have anything to talk about
don’t know how to have an expert-like
conversion
summarize material just covered
“What do you think would have happened if
they ran the experiment with adults instead of
children?”
motivate upcoming material
“How do you think this will change when we
apply it in 3 dimensions instead of 2?”
sgts.ucsd.edu 12
13. Typical episode of peer instruction
1. Instructor poses a conceptually-challenging
multiple-choice question.
2. Students think about question on their own
and vote using clickers,ABCD cards
sgts.ucsd.edu 13
3. The instructor prompts
students,“Turn to your
neighbors and convince them
you’re right.”
4. After discussion, students
vote again.
5. Instructor leads a class-wide
discussion about why right
answer(s) is right and wrong
answers are wrong.
3. Instructor prompts students,
“Explain to your neighbor
why you made that choice.”
4. After discussion, instructor
leads a class-wide discussion
about each choice
Analytical skills
(typically one right answer)
Argumentation skills
(every choice can be defended)
14. Peer instruction with clickers
How many of these are characteristics of a
good peer instruction question?
assesses if students understand content just
covered
prepares students to engage with upcoming
content
checks if students are prepared for class
opportunity for expert-like thinking and talking
A) 2 of them B) 3 of them C) all of them
sgts.ucsd.edu 14
15. In effective peer instruction
students teach each other while
they may still hold or remember
their novice preconceptions
students discuss the concepts
in their (novice) language
each student finds out what s/he does(n’t)
know
the instructor finds out what the students
(don’t) know and reacts, building on their initial
understanding and preconceptions.
sgts.ucsd.edu 15
students learn
and practice
how to think,
communicate
like experts
16. Effective peer instruction requires
1. identifying key concepts, misconceptions
2. creating multiple-choice questions that
require deeper thinking and learning
3. facilitating peer instruction episodes that
spark and support student discussion
4. leading a class-wide discussion to clarify
the concept, resolve the misconception
5. reflecting on the question: note curious
things you overheard, how they voted, etc. so
next year’s peer instruction will be better
sgts.ucsd.edu 16
before
class
during
class
after
class
17. t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
sgts.ucsd.edu 17
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
18. t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
sgts.ucsd.edu 18
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
The students have not
solved concept X.
But they’re know X exists
and why X is interesting.
19. t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
sgts.ucsd.edu 19
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
Students have had
opportunities to
try, fail, receive feedback and
try again without facing a
summative evaluation. [Bain]
20. t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
sgts.ucsd.edu 20
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
21. sgts.ucsd.edu 21
What makes a good clicker question?
clarity Students waste no effort trying to figure out
what’s being asked.
context Is this topic currently being covered in class?
learning
outcome
Does the question make students do the right
things to demonstrate they grasp the concept?
distractors What do the “wrong” answers tell you about
students’ thinking?
difficulty Is the question too easy? too hard?
stimulates
thoughtful
discussion
Will the question engage the students and
spark thoughtful discussions? Are there
openings for you to continue the discussion?
(Adapted from Stephanie Chasteen, CU Boulder)
22. Sample Questions
Look through the collection of questions.
Some are good, some are not.
Try to identify at least one characteristic
(clarity, context,…) that makes each
question good (or not).
sgts.ucsd.edu 22
SamplePIQuestions
23. Peer instruction helps you teach
sgts.ucsd.edu 23
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
t h e l e a r n i n g c y c l e
24. t h e l e a r n i n g c y c l e
Peer instruction helps you teach
sgts.ucsd.edu 24
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Do they care about this?
Are they ready for the next topic?
What DO they care about, anyway?
What do they already know?
25. t h e l e a r n i n g c y c l eDid they notice key idea X?
Where are they in the activity?
Peer instruction helps you teach
sgts.ucsd.edu 25
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Are they getting it?
Do I need to intervene?
26. t h e l e a r n i n g c y c l eHow did I do?
Did they get it?
Peer instruction helps you teach
sgts.ucsd.edu 26
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Can I move to the next topic?
Did that activity work?