The document discusses challenges in teaching introductory physics and strategies to improve student learning through more active engagement. It describes a student named Eric's negative experience in a passive physics lecture course and lack of understanding. Alternative teaching methods are proposed that encourage discussion, questioning, cooperative learning, and making connections between concepts to address shortcomings of the traditional lecture format.
The College Classroom Week 8 - Alternatives to LecturePeter Newbury
This document discusses alternatives to traditional lecture-based college instruction. It provides several key findings from research on how people learn: 1) Students come to class with preexisting understandings that must be engaged; 2) To develop expertise, students must have in-depth knowledge within a conceptual framework and be able to apply and retrieve their knowledge; 3) Students must learn metacognition, or thinking about their own thinking. The document advocates for student-centered instruction using techniques like interactive videos, demonstrations, worksheets, and clicker questions to actively engage students in class.
The College Classroom Week 7: They're not dumb, they're differentPeter Newbury
The document summarizes discussions from a college classroom seminar about improving science pedagogy. It references an experiment where a student named Eric enrolled in an introductory physics course to study the student experience. The discussions covered issues Eric observed such as a lack of discussion, passive learning environments, and competitive rather than cooperative classroom cultures. Suggestions were made for improving classroom cultures by providing more context, intellectual overviews, and community in the classroom.
The College Classroom Fa15 Meeting 8: They're not dumb, they're differentPeter Newbury
1. The document summarizes key points from a meeting about recognizing student diversity in the college classroom. It discusses how students have different attitudes, motivations, and needs and how instructors should group students and design courses to minimize negative impacts.
2. It also discusses a reading about a student named Eric's experience in an introductory physics class, noting issues like the professor not explaining solutions well and focusing only on content delivery rather than fostering discussion.
3. The reading concludes that classroom culture needs changes like more intellectual overview, historical context, less condescending pedagogy, more discussion and dissent, and more community.
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
The College Classroom Wi16 Meeting 2: Developing ExpertisePeter Newbury
This document summarizes key points from a meeting about developing expertise. It discusses how expertise develops through deliberate practice, not innate talents. Deliberate practice involves activities beyond one's current level of ability, feedback, and repetition. Motivation to engage in deliberate practice is important for developing expertise, as it requires years of focused practice. When teaching, instructors should help students approach tasks with the goal of improving, focus on their performance, get feedback, and continually refine their skills through regular practice in order to develop expertise in a subject area.
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.
This document discusses teaching methods that go beyond traditional lectures by incorporating more participatory and social learning approaches that align better with today's students. It notes that the current generation of students is accustomed to both online and in-person socialization and experiences that are increasingly mobile. Research suggests incorporating more opportunities for deep learning through activities like analysis, synthesis and evaluation rather than purely memorization. The document provides examples of participatory tools and formats like VoiceThreads, wikis and mobile lectures that engage students both in and outside the classroom. Student comments provide evidence that these newer approaches helped promote deeper learning and understanding of course materials.
The College Classroom Week 8 - Alternatives to LecturePeter Newbury
This document discusses alternatives to traditional lecture-based college instruction. It provides several key findings from research on how people learn: 1) Students come to class with preexisting understandings that must be engaged; 2) To develop expertise, students must have in-depth knowledge within a conceptual framework and be able to apply and retrieve their knowledge; 3) Students must learn metacognition, or thinking about their own thinking. The document advocates for student-centered instruction using techniques like interactive videos, demonstrations, worksheets, and clicker questions to actively engage students in class.
The College Classroom Week 7: They're not dumb, they're differentPeter Newbury
The document summarizes discussions from a college classroom seminar about improving science pedagogy. It references an experiment where a student named Eric enrolled in an introductory physics course to study the student experience. The discussions covered issues Eric observed such as a lack of discussion, passive learning environments, and competitive rather than cooperative classroom cultures. Suggestions were made for improving classroom cultures by providing more context, intellectual overviews, and community in the classroom.
The College Classroom Fa15 Meeting 8: They're not dumb, they're differentPeter Newbury
1. The document summarizes key points from a meeting about recognizing student diversity in the college classroom. It discusses how students have different attitudes, motivations, and needs and how instructors should group students and design courses to minimize negative impacts.
2. It also discusses a reading about a student named Eric's experience in an introductory physics class, noting issues like the professor not explaining solutions well and focusing only on content delivery rather than fostering discussion.
3. The reading concludes that classroom culture needs changes like more intellectual overview, historical context, less condescending pedagogy, more discussion and dissent, and more community.
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
The College Classroom Wi16 Meeting 2: Developing ExpertisePeter Newbury
This document summarizes key points from a meeting about developing expertise. It discusses how expertise develops through deliberate practice, not innate talents. Deliberate practice involves activities beyond one's current level of ability, feedback, and repetition. Motivation to engage in deliberate practice is important for developing expertise, as it requires years of focused practice. When teaching, instructors should help students approach tasks with the goal of improving, focus on their performance, get feedback, and continually refine their skills through regular practice in order to develop expertise in a subject area.
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.
This document discusses teaching methods that go beyond traditional lectures by incorporating more participatory and social learning approaches that align better with today's students. It notes that the current generation of students is accustomed to both online and in-person socialization and experiences that are increasingly mobile. Research suggests incorporating more opportunities for deep learning through activities like analysis, synthesis and evaluation rather than purely memorization. The document provides examples of participatory tools and formats like VoiceThreads, wikis and mobile lectures that engage students both in and outside the classroom. Student comments provide evidence that these newer approaches helped promote deeper learning and understanding of course materials.
The House and Senate will be in session this week considering various bills and resolutions. The House will consider legislation redesignating NASA facilities and an academic competition resolution. It will also consider the Violence Against Women Reauthorization Act. The Senate will consider the nomination of Robert Bacharach to be a federal circuit court judge. Barring congressional action, $85 billion in automatic spending cuts (sequestration) will go into effect on March 1st, with various agency impacts. Political negotiations continue over a potential agreement to avoid or replace sequestration.
The House will meet on February 4th to consider three bills under suspension of the rules. Votes will be postponed until 6:30pm. The Senate will meet to resume consideration of the Violence Against Women Act. The document also provides summaries of legislative activity regarding the debt ceiling, immigration reform, competitive foods regulations, the federal budget and sequestration, cybersecurity, and energy taxes and regulatory hearings.
You get on a business. Super! Now what? To reach the top is one thing, to sustain is another thing. When you walk uphill to successful business and life, you may facing may obstacle and challenges that might throw you out the rail. Therefore, you may need a coach or mentor. As the saying goes: Every successful business person must have a coach to guide him/her.
The College Classroom Week 10 - Teaching as Research and Success in an Educat...Peter Newbury
The document discusses teaching as research (TAR) and success in an educational career. It covers conceptual steps in the TAR process, examples of TAR studies improving student learning outcomes, the value of learning goals, and institutional review board considerations for TAR projects. Special guest Beth Simon then discusses factors for success in an educational career at different institution types.
CTD Fa14 Weekly Workshop: Assessment that supports learningPeter Newbury
1) The document discusses assessment that supports learning, focusing on formative assessment that provides timely feedback to guide student practice and improvement.
2) It emphasizes that goal-directed practice coupled with targeted feedback are critical for learning. Formative assessment should give feedback on students' performance relative to clear learning goals.
3) A rubric can serve as a formative assessment tool by providing descriptions of expectations so students understand how to improve. The overall message is that assessment should support learning by guiding students' efforts.
CTD Fa14 Weekly Workshop: Peer instruction questions that support expert-like...Peter Newbury
1. Peer instruction involves posing multiple choice questions to students during class to support expert-like thinking. It follows a learning cycle of setting up instruction, developing knowledge during class through discussion, and assessing learning after class.
2. Effective peer instruction questions require clarity, stimulate discussion, and make students think deeply about concepts and resolve misconceptions. Both good and bad questions are examined to understand what makes a question support expert thinking.
3. The learning cycle of peer instruction helps instructors teach by giving them insights into what students know and don't know, whether they are understanding concepts, and whether they are ready to move to the next topic.
Coleta e destinação final dos residuos solidos.docxprontoedilene lemos gama
1. O documento discute a coleta e destinação final dos resíduos sólidos de serviços de saúde de forma sustentável e correta através da empresa Six Soluções.
2. A Six Soluções usa um decompositor que transforma os resíduos em cinzas através da pirolise, reaproveitando a energia gerada e as cinzas na construção civil.
3. O descarte incorreto desses resíduos pode contaminar o solo, as águas e o ar, prejudicando a saúde human
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.
Inclusão social refere-se a ações que combatem a exclusão e garantem o acesso de todos aos benefícios da sociedade, independentemente de classe social, origem, educação ou deficiência. Nas escolas, a inclusão significa garantir o direito à educação de todos os alunos. Nas empresas, a lei determina que uma porcentagem mínima de funcionários deve ser composta por pessoas com deficiência, e que estas não podem ser demitidas sem a contratação de um substituto.
The College Classroom (Wi14) Week 9: Alternatives to LecturePeter Newbury
Students learn more effectively through active learning techniques compared to traditional lecturing. Alternatives to lecturing include using clicker questions, demonstrations, discussions, worksheets and videos to actively engage students in the learning process. These techniques help students construct their own understanding of concepts by connecting new ideas to prior knowledge and receiving feedback on their developing understanding. Effective alternatives provide opportunities for students to practice skills, receive timely feedback, and take ownership of their learning.
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 House and Senate will be in session this week considering various bills and resolutions. The House will consider legislation redesignating NASA facilities and an academic competition resolution. It will also consider the Violence Against Women Reauthorization Act. The Senate will consider the nomination of Robert Bacharach to be a federal circuit court judge. Barring congressional action, $85 billion in automatic spending cuts (sequestration) will go into effect on March 1st, with various agency impacts. Political negotiations continue over a potential agreement to avoid or replace sequestration.
The House will meet on February 4th to consider three bills under suspension of the rules. Votes will be postponed until 6:30pm. The Senate will meet to resume consideration of the Violence Against Women Act. The document also provides summaries of legislative activity regarding the debt ceiling, immigration reform, competitive foods regulations, the federal budget and sequestration, cybersecurity, and energy taxes and regulatory hearings.
You get on a business. Super! Now what? To reach the top is one thing, to sustain is another thing. When you walk uphill to successful business and life, you may facing may obstacle and challenges that might throw you out the rail. Therefore, you may need a coach or mentor. As the saying goes: Every successful business person must have a coach to guide him/her.
The College Classroom Week 10 - Teaching as Research and Success in an Educat...Peter Newbury
The document discusses teaching as research (TAR) and success in an educational career. It covers conceptual steps in the TAR process, examples of TAR studies improving student learning outcomes, the value of learning goals, and institutional review board considerations for TAR projects. Special guest Beth Simon then discusses factors for success in an educational career at different institution types.
CTD Fa14 Weekly Workshop: Assessment that supports learningPeter Newbury
1) The document discusses assessment that supports learning, focusing on formative assessment that provides timely feedback to guide student practice and improvement.
2) It emphasizes that goal-directed practice coupled with targeted feedback are critical for learning. Formative assessment should give feedback on students' performance relative to clear learning goals.
3) A rubric can serve as a formative assessment tool by providing descriptions of expectations so students understand how to improve. The overall message is that assessment should support learning by guiding students' efforts.
CTD Fa14 Weekly Workshop: Peer instruction questions that support expert-like...Peter Newbury
1. Peer instruction involves posing multiple choice questions to students during class to support expert-like thinking. It follows a learning cycle of setting up instruction, developing knowledge during class through discussion, and assessing learning after class.
2. Effective peer instruction questions require clarity, stimulate discussion, and make students think deeply about concepts and resolve misconceptions. Both good and bad questions are examined to understand what makes a question support expert thinking.
3. The learning cycle of peer instruction helps instructors teach by giving them insights into what students know and don't know, whether they are understanding concepts, and whether they are ready to move to the next topic.
Coleta e destinação final dos residuos solidos.docxprontoedilene lemos gama
1. O documento discute a coleta e destinação final dos resíduos sólidos de serviços de saúde de forma sustentável e correta através da empresa Six Soluções.
2. A Six Soluções usa um decompositor que transforma os resíduos em cinzas através da pirolise, reaproveitando a energia gerada e as cinzas na construção civil.
3. O descarte incorreto desses resíduos pode contaminar o solo, as águas e o ar, prejudicando a saúde human
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.
Inclusão social refere-se a ações que combatem a exclusão e garantem o acesso de todos aos benefícios da sociedade, independentemente de classe social, origem, educação ou deficiência. Nas escolas, a inclusão significa garantir o direito à educação de todos os alunos. Nas empresas, a lei determina que uma porcentagem mínima de funcionários deve ser composta por pessoas com deficiência, e que estas não podem ser demitidas sem a contratação de um substituto.
The College Classroom (Wi14) Week 9: Alternatives to LecturePeter Newbury
Students learn more effectively through active learning techniques compared to traditional lecturing. Alternatives to lecturing include using clicker questions, demonstrations, discussions, worksheets and videos to actively engage students in the learning process. These techniques help students construct their own understanding of concepts by connecting new ideas to prior knowledge and receiving feedback on their developing understanding. Effective alternatives provide opportunities for students to practice skills, receive timely feedback, and take ownership of their learning.
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 document summarizes key findings from the book "How People Learn" about how to effectively structure classroom learning. It discusses how instructors should engage students' preexisting knowledge, teach topics in depth by building on factual knowledge within a conceptual framework, integrate metacognitive learning strategies, and use formative assessments to make students' thinking visible. The document also provides examples of how peer instruction can help students learn from each other and address misconceptions, in line with evidence-based recommendations from research on how people learn.
The College Classroom Week 8: Alternatives to LecturePeter Newbury
1. The document discusses alternatives to traditional lecture-based teaching in college classrooms. It provides research findings on how students learn best and describes techniques shown to improve learning compared to traditional lectures alone.
2. Some of the alternatives discussed include interactive demonstrations using clicker questions, in-class worksheets and discussions to apply concepts, flipped classroom approaches using pre-class videos and readings, and using whiteboards to provide practice. Research found student-centered approaches combining these techniques improved learning in large physics classes.
3. The document provides guidance for implementing alternatives to lecture, noting the importance of preparing students and giving them opportunities to construct their own understanding through active learning. Brief lectures can still be used after students have engaged with
The College Classroom Week 6 - Cooperative LearningPeter Newbury
Here are the rankings my group discussed for ease of implementation of the cooperative learning strategies:
PBL - 3
POGIL - 2
PLTL - 1
PI - 4
collegeclassroom.ucsd.edu #tccucsd
Benefits to students
23
Rank the 4 cooperative learning activities
PBL POGIL PLTL PI
in terms of benefits to students (how much they
help students learn and develop skills)
1 = most benefits
...
4 = fewest benefits
When your group has reached consensus, write
your rankings on the spreadsheet.
collegeclassroom.ucsd.edu #tccucsd
Benefits to students
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.
This document provides an introduction to the College Classroom course being taught. It introduces the two instructors, Peter and Liz, and their backgrounds and interests. It then surveys the participants to understand their reasons for taking the course and teaching experiences. Several learning theories and techniques are discussed, including how people actively construct their own knowledge. The goals of the course are explained, which include learning about evidence-based teaching practices and learning theory. An overview of the course structure and expectations is also provided.
The College Classroom Week 9 - The First Day of ClassesPeter Newbury
This document provides guidance for instructors on how to structure the first day of class. It recommends that instructors:
1) Establish motivation by explaining why the course material is important and interesting while avoiding jargon.
2) Personalize the learning experience by welcoming students, introducing themselves and their background, and learning about students.
3) Establish expectations by describing learning outcomes, how the course will be conducted, and general advice for succeeding in the course.
The document cautions against going into too many details on the first day and suggests focusing on setting the right environment to engage students.
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 February 2015
collegeclassroom.ucsd.edu
cirtl.net
The College Classroom Fa15 Meeting 5: Active LearningPeter Newbury
This document summarizes an active learning workshop that discusses various teaching strategies to engage students in the learning process. It describes techniques like think-pair-share, peer instruction with clickers, demonstrations, and videos. The workshop emphasizes that passive lecturing is less effective for learning than active methods where students participate through predictions, discussions, problem-solving, and receiving feedback. Research evidence is presented showing active learning improves student performance, particularly for underrepresented groups in STEM fields. The goal is to help instructors design more interactive classroom experiences.
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.
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.
The College Classroom (Wi15) Session 5: Active LearningPeter Newbury
Here are some tips for using video effectively in class:
- Preview the video yourself and select the most relevant clips. Don't just play the whole thing.
- Provide context and focus questions to help students actively watch and learn.
- Pause periodically to check for understanding and discuss.
- Consider having students take notes during viewing.
- Follow up with activities that build on concepts from the video.
The goal is active, engaged viewing rather than passive watching. With the right framing and in-class activities, video can enhance learning when used judiciously.
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.
Similar to College Classroom Week 7 - Not dumb, different (20)
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
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.
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.
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 2 - Developing Expertise
College Classroom Week 7 - Not dumb, different
1. Week 7:
They‟re not dumb, they‟re
different. College Classroom
The
February 20, 2013
2. Week 7:
They‟re not dumb, they‟re different.
Beth Simon, Ph.D.
Computer Science and Engineering
Director, Center for Teaching Development
Stacey Brydges, Ph.D.
Department of Chemistry and Biochemistry
Matthew T. Herbst, Ph.D.
Director, Making of the Modern World
Program,
Eleanor Roosevelt College
4. Discussion Directed from
4
Quotes
Sources:
They‟re Not Dumb, They‟re Different (Eric‟s story)
UCSD TA and Instructor comments from course
The History of Women
collegeclassroom.ucsd.edu #tccucsd
5. Discussion procedure
5
1. The person with the ball will give the first
comment. (Hang onto the ball until the next
slide.)
2. After that, everyone is welcome to comment.
3. When we advance to the next slide, pass the ball
to your right.
Today, you are instructors, not students.
Start your comments with
“When I‟m the instructor…”
collegeclassroom.ucsd.edu #tccucsd
6. The Eric Experiment [1]
6
I still get the feeling that unlike a humanities
course, here the professor is the keeper of the
information, the one who knows all the answers.
This does little to propagate discussion or dissent.
(p. 21)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu #tccucsd
7. The Eric Experiment [1]
7
There was a Hispanic woman who sits next to me
who is already having trouble with the material.
She tells me she spends seven hours a night on
homework and needs to get an “A” to receive an
ROTC scholarship next year.
(p. 22)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu #tccucsd
8. The Eric Experiment [1]
8
The lack of community, together with the lack of
interchange between the professor and the
students combines to produce a totally passive
classroom experience.
(p. 25)
What is not as well understood are the various
ways in which this already hard subject [science]
is made even harder and more frustrating by the
pedagogy itself.
Assessment, Expertise Development, How People Learn, (p.29)
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu #tccucsd
9. The Eric Experiment [1]
9
If you find you do not understand something from
the last chapter, you must wait until after class to
see wither the professor or the teaching assistant.
The professor’s office hour is busy and there is
not much time for in-depth help. The teaching
assistant, while well-meaning, has problems
communicating in English, and is only around on
certain days of the week.
(p. 26)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
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10. The Eric Experiment [1]
10
“…the greatest stumbling block to understanding”
was the lack of identifiable goals and the absence
of linkage between concepts.
(p. 29)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
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11. 11
Implications for teaching
From the teachers…
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12. Eric‟s physics professor: [1]
12
Students not interested in the physical world have
a harder time, since they don’t know and usually
don’t care, how things, cars, bodies, weather, the
heavens, work.
(p. 30)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
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13. Teaching the History of Women [2]
13
For the opportunity to introduce both the Middle
East and women’s history to a captive and diverse
audience, I am very grateful. But challenges
abound, beginning with the time-consuming
obstacle of students’ ignorance of even the
region’s basic geography…
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
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14. Teaching the History of Women [2]
14
[H]ow, in this tense climate, can we present our
students with honest, critical, and nuanced
information about contentious topics…
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
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15. Peer Instruction
15
Before class:
students read the text, watch online lectures
complete a reading quiz, online assessment
During class: Periodically, between mini-
lectures,
1. instructor poses a conceptually challenging question
2. students vote individually
3. students discuss the concept in groups of 2-3
4. students vote again
5. class-wide discussion led by instructor, ending with the
correct answer(s) is confirmed
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16. Halving Fail Rates using Peer
16
Instruction [3]
Standard Instruction Peer Instruction “fail rate” refers to the
30% number of students
24% 25% earning a W
25%
(withdraw), D, or F
20% 20% grade out of the total
Fail Rate
14% 16% number students
15% passing (A,B,C) or
11%
10% 10% failing (W, D, F).
7%
6%
5% 3%
0%
Comparison in Fail Rates in SI and PI course offerings.
Changes marked with a * are statistically significant.
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17. Halving Fail Rates using Peer
17
Instruction [3]
By designing a course to better support students
in their attainment of learning goals, standards
can be preserved while facilitating “easier”
learning.
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18. Tobias‟ conclusions:
18
But as least as important as content…will be
changes in the “classroom culture” of physical
science
more attention to an intellectual overview
more context (even history) in the presentation
of physical models
less condescending pedagogy
differently challenging examinations
more discussion, more “dissent” (even if
artificially constructed)
more community in the classroom
([1], p. 31)
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19. 19
Next week:
Alternatives to Lecture
Watch for Homework 8 post
Check the teaching statements Google
spreadsheet for your peer review
assignments
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21. Unskilled and Unaware of it [4]
21
When people are incompetent in the strategies
they adopt to achieve success and
satisfaction, they suffer a dual burden: Not only do
they reach erroneous conclusions and make
unfortunate choices, but their incompetence robs
them of the ability to realize it.
(p. 1121)
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25. Unskilled and Unaware
25
Conclusions
in domains where they have no intuition at all
(“translating Slovenian
proverbs”, “reconstructing an 8-cylinder
engine”) people do not overestimate their
ability, rate themselves worse than their peers
when they have a “minimal threshold of
knowledge, theory or experience”, people
poorly estimate their own abilities and the
abilities of their peers
(p. 1132)
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26. References
26
1. Tobias, S. (1990). They’re Not Dumb, They’re Different: Stalking the
Second Tier. Tuscon, AZ: Research Corporation.
2. Scalenghe, S. (November, 2012). Teaching the History of Women in
the Middle East and North America. Perspectives on History, 50, 8.
http://www.historians.org/perspectives/issues/2012/1211/Teaching-
Womens-History-Forum_History-of-Women-in-the-Middle-East-and-
North-Africa.cfm
3. Porter, L., Bailey-Lee, C., & Simon, B. (2012). Halving fail rates
using peer instruction: a study of four computer science courses.
Under review.
4. Kruger, J. & Dunning, D. (1999). Unskilled and unaware of it: How
difficulties in recognizing one’s own incompetence lead to inflated
self-assessments. Journal of Personality and Social Psychology
77, 1121-1134.
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27. The Eric Experiment [1]
27
What is not as well understood are the various
ways in which this already hard subject [science]
is made even harder and more frustrating by the
pedagogy itself.
(p. 29)
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28. The Eric Experiment [1]
28
[my classmates] will have had no training in
working collectively. In fact, their experience will
have taught them to fear cooperation, and that
another person’s intellectual achievement will be
detrimental their own.
(p. 24)
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29. The Eric Experiment [1]
29
[F]or the most part, “why” questions are neither
asked nor answered. The preference is for “how”
questions…[Eric‟s] classmates didn‟t appreciate
his interruptions, however. They seemed to “lose
patience” with his “silly „why‟ questions.” These got
in the way of the mechanics of finding the right
solution to their assigned problems.
(p. 20-21)
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30. The Eric Experiment [1]
30
… students in a science class try to identify
people who score well and then constantly
compare their scores (or time studying or answers
on homework) to their own. I have never been in a
class before where my grade had any effect, real
or perceived, on anyone else.
(p. 23)
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31. The Eric Experiment [1]
31
If physicists learned to regard every one of those
250,000 introductory physics students – most of
them somewhat better than “ordinary” – as having
something valuable to contribute and much to gain
from science, there might be no science “crisis” at
all.
(p. 32)
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32. Eric‟s physics professor: [1]
32
I assume the students in [introductory physics] are
preprofessionals who have already decided on a
career in science and are in class to lean problem-
solving techniques that will be required of them in
their careers.
(p. 30)
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33. Teaching the History of Women [2]
33
My experience to date suggests that one of the
most effective teaching strategies is to address all
topics in comparative global perspective, drawing
particular parallels with the history of women in
the United States and Western Europe.
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34. The Eric Experiment [1]
34
The best classes I had were classes in which I
was constantly engaged, constantly questioning
and pushing the limits of the subject and myself.
(p. 25)
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