Peter Newbury Center for Teaching Development University of California, San Diego 9 January 2014 collegeclassroom.ucsd.edu

1. What do you notice?
What do you wonder?
The College
Classroom
Tuesday, January 7
Thursday, January 9
Winter 2014
1
Image: Greinke and Bob McClure by ChrisM70 on flickr CC
collegeclassroom.ucsd.edu #tccucsd
Unless otherwise noted, this work is licensed
under a Creative Commons AttributionNonCommercial 3.0 Unported License.

2. Who Am I – Peter
2
Peter Newbury



PhD (Univ. of British Columbia, Vancouver, Canada) 1998
in applied math
Carl Wieman Science Education Initiative, 2008 – 2012
Associate Director, Center for Teaching Development
since August, 2012
Teaching and learning interests:




how people learn
how to motivate instructors to transform the way they teach
finding the most effective ways to implement peer instruction (clickers)
Establishing and maintaining an online personal learning network
@polarisdotca
collegeclassroom.ucsd.edu
#tccucsd
peternewbury.org

3. Who am I - Beth
 Dr. Beth Simon






Faculty, Computer Science and
Engineering
Sr. Associate Director for Learning
Sciences and Technology,
Center for Teaching Development
Undergrad in Midwest (no TAs)
PhD UCSD 2001
Research: (Computer) Science Education
Mountain Biking, Cooking/Eating, Beer

4. Who Am I – Steph
4
Steph Carmack


PhD candidate in Stephan Anagnostaras’ lab in the UCSD Division of
Social Sciences
The College Classroom and Summer Graduate Teaching Scholar alum
(2013)
Research interests:



The relationship between memory and addiction
Pychostimulant mechanisms in ADHD
Moral attitudes toward academic doping
Teaching experience :


2 accelerated summer classes for high school students (Summer 2012-3)
Neurobiology of Learning and Memory (Summer 2013)
collegeclassroom.ucsd.edu
#tccucsd

5. Why are you taking TCC?
5
[job] I’m looking for a tenure-track academic position and
knowing about teaching will help me get a job.
[teaching experience] I have little/no teaching experience and I
want to get some.
[better instructor] I’ve taught before and I want to become a
better instructor.
[pedagogy] I’m interested in the theory and
pedagogy of teaching and learning.
[required] I’m an SGTS or a GAANN Fellow
A) 1 reason
collegeclassroom.ucsd.edu
#tccucsd
B) 2
C) 3
D) 4
E) 5

6. A quick survey:
6
We have people with different backgrounds in our
audience: Raise your hand if this is you:
Who experienced undergraduate education in the US?
Who has had a teaching experience before?
Who has given a technical talk?
Who has English as a second language?
Who has been a student in a large (150+ students) class?
collegeclassroom.ucsd.edu
#tccucsd

7. Introduction to teaching and learning
in higher education

8. Survey
8
Which of these do you most associate with a typical
university lecture?
A)
B)
C)
D)
E)
listening
absorbing
note-taking
learning
other
collegeclassroom.ucsd.edu
#tccucsd

9. The traditional lecture is based on the
transmissionist learning model
9
collegeclassroom.ucsd.edu
#tccucsd
(Image by um.dentistry on flickr CC)

10. Let’s have a learning experience…
10
collegeclassroom.ucsd.edu
#tccucsd

11. Here is an important new number
system. Please learn it.
11
1=
4=
7=
2=
5=
8=
3=
6=
9=
collegeclassroom.ucsd.edu
#tccucsd

12. Test
12
What is this number?
collegeclassroom.ucsd.edu
#tccucsd

13. Scientifically Outdated, a Known Failure
13
We must abandon the tabula
rasa “blank slate” and “students
as empty vessels” models of
teaching and learning.
collegeclassroom.ucsd.edu
#tccucsd

14. New Number System
14
Here’s the structure of the “tic-tac-toe” code:
1
5
6
7
#tccucsd
3
4
collegeclassroom.ucsd.edu
2
8
9

15. Test
15
What is this number?
collegeclassroom.ucsd.edu
#tccucsd

16. Constructivist Theory of Learning
16
New learning is based on knowledge
you already have.
You store things in long term memory
through a set of connections that are
learning is done
made with your existing memories.
by individuals
Creating memories (aka learning) involves
having neurons fire and link up in networks
or patterns. (fMRI is allowing us to observe
learning as it happens.)
collegeclassroom.ucsd.edu
#tccucsd
(Images by Rebecca-Lee on flickr CC)

17. How People Learn [1]
17
Learning is not about what
professors do.
It’s about what THE LEARNER does!
Corollary:
Students do not LEARN just
by listening to the professor explain
collegeclassroom.ucsd.edu
#tccucsd

18. What the best college teachers do [2]
18
The best college teachers create environments where
“students encounter safe yet challenging conditions in
which they can
try,
fail,
receive feedback, and
try again
without facing summative evaluation”
a test that counts for marks
collegeclassroom.ucsd.edu
#tccucsd

19. Course Information

20. What are the goals of TCC?
20
collegeclassroom.ucsd.edu
#tccucsd

21. Course-level
learning outcome (LO) #1
Course-level LO #3
Course-level LO #2
Topic-level
TopicLO
Topic-level
Topic-level level LO
Topic-level
LO
LO
LO
Topic-level
TopicTopic-level
Topic-level
LO
level
learning outcomeLO TopicLO
level LO
TopicTopicTopic- Topic-level
level LO
level LO
level LO
LO
21
collegeclassroom.ucsd.edu
#tccucsd
Course-level LO #4
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topiclevel LO
Topiclevel LO

22. Course-level learning outcomes
22
By the end of The College Classroom, you’ll be able to
 be reflective and scholarly about your teaching
 explain why certain instructional activities are successful and
why others are not
 identify and support student-centered learning environments
 recognize and build upon the diversity of your students
 know how to succeed as a professional educator in higher
education
 interact with the online teaching and learning community
through blogging and Twitter
collegeclassroom.ucsd.edu
#tccucsd

23. Topic-level learning outcomes
23
Many topic-level learning outcomes in
1. modern theory of Constructivist learning


by the end of the course, you’ll be able to have an
elevator conversation describing the importance of
metacognition in learning.
and many more…
collegeclassroom.ucsd.edu
#tccucsd

24. Topic-level learning outcomes
24
Many topic-level learning outcomes in
2. best practices for the college classroom


by the end of the course, you’ll be able to write a peer
instruction (clicker) question and explain to a colleague the
rationale behind the question and choices and describe
how it can be incorporated into the lesson.
and many more…
Throughout the classes, we’ll be
trying to model best practices
so try to watch how we teach
as well as what we teach.
collegeclassroom.ucsd.edu
#tccucsd

25. Topic-level learning outcomes
25
Many topic-level learning outcomes in
3. how to be a successful, professional educator


by the end of the course, you’ll be able to collaborate
with others using Google docs.
and many more…
collegeclassroom.ucsd.edu
#tccucsd

26. How do we do all this in just
80 minutes per week?

27. Traditional classroom
27
 first exposure to material is in class, content is
transmitted from instructor to student
 learning occurs later when student struggles alone to
complete homework, essay, project
learn easy
stuff together
transfer
collegeclassroom.ucsd.edu
#tccucsd
learn hard
stuff alone
assimilate

28. Flipped classroom
28
 student learns easy content at home: definitions,
basis skills, simple examples. Frees up class time for...
 students come to class prepared to tackle
challenging concepts in class, with immediate
feedback from peers, instructor
learn easy
stuff alone
learn hard
stuff together
transfer
assimilate
collegeclassroom.ucsd.edu
#tccucsd

29. What is going to happen in this class
29
Weekly meetings in Center Hall, Room 316:
 1hr 20 min “lecture” – mixture of theory and practice
 interact in small groups (e.g. peer instruction with clickers)
 Tue 11:00a – 12:20p, Tue 2:00 – 3:20p, or Thu 12:30 – 1:50p
 If you need to attend a conference, job interview or something of
that nature, attend another weekly session and let us know.
To prepare:
 read assigned research paper, chapter, article, etc.
 do an activity (post on the class blog, leave comments on others’
posts, observe a class, etc.)
Professional career preparation: (details later in quarter)
 draft a Teaching Statement
 create microteaching experience
collegeclassroom.ucsd.edu
#tccucsd

30. collegeclassroom.ucsd.edu
30
All course information,
presentations, links to
readings, discussions, etc.
will be on the class blog.
(Image by kitsu on flickr CC)
Each of you will have a username and password so you
can post to the blog. (You don’t need to login to access
the course materials or leave comments, though.)
collegeclassroom.ucsd.edu
#tccucsd

31. Clicker question
31
Which best describes your experience with blogs?
A) I don’t have any experience with blogs.
B) I read blog occasionally
C) I read blogs often and leave comments
D) I’ve written posts on someone else’s blog
E) I have my own blog
collegeclassroom.ucsd.edu
#tccucsd

32. Course blog is public so
32
 I can only provide links to copyrighted articles, not
the articles (PDF) themselves


you may need to be on-campus so you can use UCSD
credentials to access subscriptions
you may be able to connect from home with the UCSD
web proxy server (search Blink for “web proxy”)
 Your posts and comments will be visible to the public.
Be aware of what and how you write: your posts
become part of your digital footprint.
 If you include pictures in your posts, they must not be
protected by copyright (use Creative Commons pix?)
collegeclassroom.ucsd.edu
#tccucsd

33. How you will be assessed
33
The College Classroom is not an official UCSD course.
You will not receive an grade on your transcript.
To receive a completion certificate (and for SGTSs, to
be qualified to teach in the Summer), you must
 attend all sessions
 thoughtfully complete all assigned work.
 contribute during class in a professional, collegial
manner.
collegeclassroom.ucsd.edu
#tccucsd

34. Syllabus
34
Week 1)
Introduction
Teaching Statements
2)
How people learn
3)
Development of expertise
4)
Learning outcomes
5)
Growth and fixed mindsets, assessment
6)
Cooperative learning strategies
7)
Diversity of learners
8)
Alternatives to lecture
Microteaching presentations
9)
The first day of class
preparation
background
first draft
review and feedback
second draft
10) Teaching as research,
succeeding in academia
11) Microteaching presentations
collegeclassroom.ucsd.edu
#tccucsd
(topics and/or order may change as the course progresses)

35. Homework for Week 2:
35
 Visit the course blog, collegeclassroom.ucsd.edu
 Find the homework for Week 2 (to be completed
before the Week 2 sessions on Jan 14 and 16.)
 You will need the password to access certain items.
The password is ________________.
collegeclassroom.ucsd.edu
#tccucsd

36. References
36
1. National Research Council (2000). How People
Learn: Brain, Mind, Experience, and School: Expanded
Edition. J.D. Bransford, A.L Brown & R.R. Cocking
(Eds.),Washington, DC: The National Academies
Press.
2. Bain, K. (2004). What the best college teachers do.
Cambridge, MA: Harvard University Press.
collegeclassroom.ucsd.edu
#tccucsd