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.
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 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.
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 Fa15 Meeting 9: The First Day of ClassPeter Newbury
The document discusses best practices for the first day of class, including establishing motivation for the course, personalizing the learning experience, and setting expectations. It emphasizes welcoming students, introducing yourself, involving students, and ending on time with important contact information. The goals are to help students understand why the course is interesting and worthwhile and feel that they can succeed with effort. Instructors should believe all students are capable of learning and avoid sending messages of distrust on the first day.
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 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
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 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 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 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.
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 Fa15 Meeting 9: The First Day of ClassPeter Newbury
The document discusses best practices for the first day of class, including establishing motivation for the course, personalizing the learning experience, and setting expectations. It emphasizes welcoming students, introducing yourself, involving students, and ending on time with important contact information. The goals are to help students understand why the course is interesting and worthwhile and feel that they can succeed with effort. Instructors should believe all students are capable of learning and avoid sending messages of distrust on the first day.
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 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
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 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.
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 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.
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 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 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 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.
The College Classroom Wi16: Sample Peer Instruction QuestionsPeter Newbury
The document discusses characteristics of effective peer instruction questions for college classrooms. It notes that good questions have clarity, proper context within the course material, assess learning outcomes, include informative distractors in incorrect answers, appropriate difficulty level, and stimulate thoughtful discussion among students. The document is from the Center for Engaged Teaching at UC San Diego and provides guidance on creating high-quality questions to engage students through peer instruction techniques.
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
The College Classroom 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.
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
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.
College Classroom Week 7 - Not dumb, differentPeter Newbury
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 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.
CTD Fa14 Weekly Workshop: Alternatives to lecturePeter Newbury
The document discusses alternatives to traditional lecture-based teaching. It suggests using more student-centered, active learning strategies like peer instruction with clickers, interactive demonstrations where students make predictions, surveys to generate data, and discussions. These approaches engage students by drawing out their pre-existing knowledge and allowing them to practice like experts. Videos and demonstrations should be accompanied by activities to help students analyze and discuss key events.
CTD Sp14 Weekly Workshop: Best practices for running peer instruction with cl...Peter Newbury
The document provides guidance on best practices for running peer instruction with clickers. It discusses:
1) Allowing students to think and vote individually before discussion to commit to their own answer.
2) Structuring small group discussions to have students convince each other of their reasoning rather than argue for the most popular answer.
3) Leading a class-wide discussion to address misconceptions, explore alternative answers, and confirm the correct response when applicable.
The techniques aim to make peer instruction a natural critical learning environment where students learn to think critically and reason from evidence.
How (you can help) People Learn (using peer instruction)Peter Newbury
This document summarizes key findings from the book "How People Learn" about effective teaching strategies based on constructivist learning theory. It discusses three main findings: 1) Students come with preexisting understandings that must be engaged, 2) Students need deep factual knowledge within a conceptual framework, and 3) Metacognitive skills are important for students to monitor their own learning. The implications of these findings for teaching include activating prior knowledge, teaching for understanding within a knowledge framework, and integrating metacognitive instruction. Effective strategies discussed are peer instruction, formative assessment, and flipping the classroom to make more class time active and student-centered.
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 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.
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 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 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 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.
The College Classroom Wi16: Sample Peer Instruction QuestionsPeter Newbury
The document discusses characteristics of effective peer instruction questions for college classrooms. It notes that good questions have clarity, proper context within the course material, assess learning outcomes, include informative distractors in incorrect answers, appropriate difficulty level, and stimulate thoughtful discussion among students. The document is from the Center for Engaged Teaching at UC San Diego and provides guidance on creating high-quality questions to engage students through peer instruction techniques.
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
The College Classroom 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.
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
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.
College Classroom Week 7 - Not dumb, differentPeter Newbury
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 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.
CTD Fa14 Weekly Workshop: Alternatives to lecturePeter Newbury
The document discusses alternatives to traditional lecture-based teaching. It suggests using more student-centered, active learning strategies like peer instruction with clickers, interactive demonstrations where students make predictions, surveys to generate data, and discussions. These approaches engage students by drawing out their pre-existing knowledge and allowing them to practice like experts. Videos and demonstrations should be accompanied by activities to help students analyze and discuss key events.
CTD Sp14 Weekly Workshop: Best practices for running peer instruction with cl...Peter Newbury
The document provides guidance on best practices for running peer instruction with clickers. It discusses:
1) Allowing students to think and vote individually before discussion to commit to their own answer.
2) Structuring small group discussions to have students convince each other of their reasoning rather than argue for the most popular answer.
3) Leading a class-wide discussion to address misconceptions, explore alternative answers, and confirm the correct response when applicable.
The techniques aim to make peer instruction a natural critical learning environment where students learn to think critically and reason from evidence.
How (you can help) People Learn (using peer instruction)Peter Newbury
This document summarizes key findings from the book "How People Learn" about effective teaching strategies based on constructivist learning theory. It discusses three main findings: 1) Students come with preexisting understandings that must be engaged, 2) Students need deep factual knowledge within a conceptual framework, and 3) Metacognitive skills are important for students to monitor their own learning. The implications of these findings for teaching include activating prior knowledge, teaching for understanding within a knowledge framework, and integrating metacognitive instruction. Effective strategies discussed are peer instruction, formative assessment, and flipping the classroom to make more class time active and student-centered.
The document is a presentation on developing expertise. It discusses the concept of deliberate practice, which involves setting explicit goals, focusing on the task, getting feedback, and regularly practicing over a long period of time. It notes that expertise takes around 10,000 hours of deliberate practice. The presentation also discusses different levels of mastery from incompetent to expert and unconscious competence. It emphasizes that expertise is developed through practice, not innate talent, and encourages students to engage in deliberate practice to continue improving.
The College Classroom (Wi15) Session 1: How People LearnPeter Newbury
This document summarizes a class on how people learn taught by Peter Newbury. The class covered key findings from research on how people learn and implications for teaching. It introduced constructivist learning theory and the importance of drawing on students' prior knowledge. It also discussed creating learner-centered environments, providing depth of subject matter, and teaching metacognitive skills. The class involved small group work and interactions, and modeled best practices discussed in the readings.
Peer instruction questions to support expert-like thinkingPeter Newbury
The document discusses the use of peer instruction techniques in teaching. It describes how peer instruction can help students develop expert-like thinking by posing questions for students to discuss in small groups during class. This allows students to learn from each other while still holding initial novice conceptions. The document provides guidance on creating effective peer instruction questions and facilitating classroom discussions to resolve student misconceptions and assess learning.
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 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 Wi16 Meeting 5: Active LearningPeter Newbury
This document summarizes an active learning workshop that covered various interactive teaching techniques including peer instruction with clickers, think-pair-share activities, demonstrations, using artifacts, surveys, whiteboards, discussions, and videos. It discussed how these techniques engage students in the learning process compared to traditional passive lecturing. Research showing active learning improves student performance, particularly in STEM fields, was also reviewed. The document encouraged incorporating these activities in college classrooms to enhance student learning and retention.
CIRTL Class Meeting 1: How People LearnPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
30 January 2015
collegeclassroom.ucsd.edu
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
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
The College Classroom Week 1: IntroductionPeter Newbury
This document provides an overview of an introductory course on college teaching called "The College Classroom". It introduces the instructors, Peter and Steph, and their backgrounds and interests. It outlines the goals of the course, which are for students to become reflective teachers, explain effective instructional activities, identify student-centered learning, and succeed as educators. The document describes the format of weekly sessions, which will include lectures, small group work, and assignments posted to the course blog. It provides the assessment criteria and gives an overview of the topics that will be covered in future weeks.
CTD Wi14 Weekly Workshop: How People LearnPeter Newbury
The document summarizes a workshop on how people learn presented by Peter Newbury at the Center for Teaching Development at UC San Diego. The workshop discussed three key findings from the National Research Council report "How People Learn": 1) Students come with preexisting conceptions that must be engaged, 2) Students need factual knowledge within a conceptual framework to develop competence, and 3) Metacognitive instruction helps students control their own learning. The workshop provided implications for teaching based on these findings and examples of applying constructivist learning theory in the classroom.
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 (Wi14) Week 10: First Day of ClassPeter Newbury
The document discusses recommendations for the first day of class. It emphasizes establishing motivation for the course, personalizing the learning experience, and setting clear expectations. Some key recommendations include explaining why the course is interesting and worthwhile, describing the classroom environment and teaching methods, and conveying a growth mindset and belief that all students can succeed with effort. The document cautions against overwhelming students with details or establishing an unfriendly classroom culture on the first day.
CIRTL Class Meeting 7: Jigsaw and Peer InstructionPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
12 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
SIO Workshop: Course Design 2 - Alternatives to LecturePeter Newbury
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 14, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
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.
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.
CTD Fa14 Weekly Workshop: How People LearnPeter Newbury
This document summarizes key points from a workshop on how people learn. It discusses three main findings from research: 1) students come with preexisting conceptions that must be engaged, 2) competence requires deep knowledge within a framework, and 3) metacognition helps students control their own learning. It also outlines three implications for teaching based on each finding and three designs for classroom environments. The workshop utilized activities like sorting ideas into groups and discussing how to align concepts with prior student knowledge to demonstrate constructivist learning techniques.
Similar to The College Classroom (Wi14) Week 9: Alternatives to Lecture (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.
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 7 - They're not dumb, they're...Peter Newbury
This document summarizes a meeting about improving student learning experiences in college classrooms. It discusses how a passive classroom environment can occur when there is a lack of community between the professor and students. It also emphasizes recognizing the impact of student diversity on learning and designing courses to minimize negative responses to diversity. The document suggests that creating a more positive classroom culture through approaches like fostering more discussion and dissent could help propagate learning.
The College Classroom Wi16 Meeting 9: Writing Your Teaching StatementPeter Newbury
This document provides guidance on writing a teaching statement for an academic job application. It begins by having the reader reflect on their teaching goals and priorities. It then discusses the components of an effective teaching statement, including demonstrating reflection on teaching philosophy and goals, methods, and assessment of student learning. General guidelines are provided, such as keeping it brief and discipline-specific, using first-person narrative, and customizing it for the specific department. Scoring rubrics are included to help evaluate example teaching statement paragraphs. The document concludes with recommendations for getting feedback and preparing for teaching demonstrations during job interviews.
CIRTL Spring 2016 The College Classroom Meeting 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
The College Classroom Wi16 Meeting 4: Fixed and Growth Mindset, and Assessmen...Peter Newbury
This document summarizes a presentation about fixed and growth mindsets and assessment that supports learning. It discusses how having a growth mindset is important for both students and teachers. A growth mindset is needed to engage in deliberate practice and feedback, which are essential for learning. The presentation recommends using rubrics and targeted feedback to foster growth mindsets and support productive practice in students. Teachers must approach students with a growth mindset about their potential and tailor instruction based on individual abilities and needs.
The College Classroom Wi16 Meeting 3: Learning OutcomesPeter Newbury
This document discusses learning outcomes and their importance in course design. It provides examples of well-written learning outcomes and explains how course-level and topic-level outcomes relate to each other. Key points covered include:
- Learning outcomes state what students will be able to do by the end of a lesson, unit, or course.
- Outcomes help students understand expectations and monitor their own progress.
- Instructors can use outcomes to design assessments and select teaching activities.
- Course-level outcomes are supported by more specific topic-level outcomes.
- Blooms taxonomy provides verbs for different levels of learning outcomes.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
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2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
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5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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The College Classroom (Wi14) Week 9: Alternatives to Lecture
1. What do you notice? What do you wonder?
(16th Century carving
Wikimedia Commons)collegeclassroom.ucsd.edu #tccucsd
1
2. The College Classroom
March 4 and 6, 2014
Week 9:
Alternatives to Lecture
Unless otherwise noted, this work is licensed
under a Creative Commons Attribution-
NonCommercial 3.0 Unported License.
3. Key Finding 1
collegeclassroom.ucsd.edu #tccucsd
3
Students come to the classroom with preconceptions about
how the world works. If their initial understanding is not
engaged, they may fail to grasp the new concepts and
information that are taught, or they may learn them for
the purposes of a test but revert to their preconceptions
outside of the classroom. (How People Learn [1], p. 14)
Instructors must
draw out students’
pre-existing
understandings.
Instruction must be
student-centered.
4. Key Finding 2
collegeclassroom.ucsd.edu #tccucsd
4
To develop competence in an area, students must:
a) have a deep foundation of factual knowledge,
b) understand facts and ideas in the context of a
conceptual framework, and
c) organize knowledge in ways that facilitate
retrieval and application. (How People Learn [1], p. 16)
These are
characteristics of
expertize
Instructors need to
give students
opportunities to be
more expert-like.
5. Key Finding 3
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5
A “metacognitive” approach to instruction can help
students learn to take control of their own learning by
defining learning goals and monitoring their progress in
achieving them. (How People Learn [1], p. 18)
Instructors need to
provide opportunities
for students to practice
being metacognitive
Metacognition: that
voice in your head
that checks your
understanding
6. Constructivist theory of learning
collegeclassroom.ucsd.edu #tccucsd
6
Students need to construct their own understanding of
the concepts, where
each student assimilates new material into his/her
own framework of initial understanding and
preconception
each student confronts his/her (mis)understanding of
the concepts
A traditional, one-way lecture doesn’t give students an
opportunity to construct their own knowledge, practice a
skill, or receive timely, formative feedback.
7. before class
3-4 pg reading
online reading quiz
in class
mix of peer instruction,
instructor feedback,
worksheets,
demonstrations
before class
3-4 pg reading
in class
PPT slides
0–5 summative clicker
questions (not peer
instruction)
collegeclassroom.ucsd.edu #tccucsd
Experimental SectionControl Section
0 4 8 12 16 20 24 28 32 36 40 44 48
Improved Learning in a Large-Enrollment Physics Class [2]
trad’l lecture
peer instruction
instructor feedback
worksheets
demonstration
8. Improved Learning in a Large-
Enrollment Physics Class [2]
collegeclassroom.ucsd.edu #tccucsd
8
Remember: Experimental section instructors LD and ES had no
teaching experience but significant pedagogical content
knowledge – knowledge about how people learn physics.
average
41±1%
average
74±1%
10. Alternatives to Lecture
collegeclassroom.ucsd.edu #tccucsd
10
What do you notice/wonder?
peer instruction with clickers
interactive demonstrations
surveys of opinions
reading quizzes
whiteboards
worksheets
discussions
videos student-centered instruction
11. What do you notice? What do you wonder?
Archimedes Bath
(16th Century carving, Wikimedia Commons)collegeclassroom.ucsd.edu #tccucsd
11
12. Start teaching before the bell rings
collegeclassroom.ucsd.edu #tccucsd12
Students arrive, ready to engage with you, your content:
Project a picture related to today’s lesson
Add prompts:
“What do you notice? What do you wonder?” [3]
Spend first few minutes leading a discussion:
every student can contribute because everyone can
wonder
you learn their pre-existing knowledge
activates concepts in their memories
Don’t let their enthusiasm slip away!
13. Alternatives to Lecture
collegeclassroom.ucsd.edu #tccucsd
13
What do you notice/wonder?
peer instruction with clickers
interactive demonstrations
surveys of opinions
reading quizzes
whiteboards
worksheets
discussions
videos student-centered instruction
15. In-class demonstrations
15
1. Instructor (meticulously) sets up the equipment, flicks
a switch, “Taa-daaah!
2. Students
don’t know where to look
don’t know when to look, miss “the moment”
don’t recognize the significance of the event amongst
too many distractions
To engage students and focus their attention on the key
event, get students to make a prediction (using clickers,
for example.)
collegeclassroom.ucsd.edu #tccucsd
16. Clicker question
16
A ball is rolling around
the inside of a circular
track. The ball
leaves the track
at point P.
Which path
does the ball
follow?
P
A
B
C
D
E
(Mazur)collegeclassroom.ucsd.edu #tccucsd
17. In-class demonstrations
17
After the prediction, each student
cares about the outcome (“Did I get it right?”)
knows where to look (can anticipate phenomenon)
knows when to look (sees phenomenon occur)
gets immediate feedback about his/her
understanding of the concept
is prepared for your explanation
More about Interactive Lecture Demos (ILDs)[4] and
using demonstrations to teach, not entertain [5]
collegeclassroom.ucsd.edu #tccucsd
18. Alternatives to Lecture
collegeclassroom.ucsd.edu #tccucsd
18
What do you notice/wonder?
peer instruction with clickers
interactive demonstrations
surveys of opinions
reading quizzes
whiteboards
worksheets
discussions
videos student-centered instruction
19. What do you see?
collegeclassroom.ucsd.edu #tccucsd
19
A) old lady
B) young woman
If you’re studying human
behavior, let your students
generate authentic data
For sensitive issues, clickers
can be set to “anonymous”
20. Alternatives to Lecture
collegeclassroom.ucsd.edu #tccucsd
20
What do you notice/wonder?
peer instruction with clickers
interactive demonstrations
surveys of opinions
reading quizzes
whiteboards
worksheets
discussions
videos student-centered instruction
21. Flipped class model
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21
students prepare
at home
reading quiz
(online or in class to
check knowledge
and reward effort)
in class, students are
prepared to engage
in natural, critical,
learning tasks [10]
22. Alternatives to Lecture
collegeclassroom.ucsd.edu #tccucsd
22
What do you notice/wonder?
peer instruction with clickers
interactive demonstrations
surveys of opinions
reading quizzes
whiteboards
worksheets
discussions
videos student-centered instruction
23. Whiteboards = practice
collegeclassroom.ucsd.edu #tccucsd
23
Use whiteboards to give your students practice
analyzing summarizing deriving illustrating
computing drafting brainstorming presenting
Tips:
groups of 3-4 with 1 pen per person
encourage students to show their thinking, not just the
final analysis
train students to listen to each other’s presentations
see [6, 7] for resources
24. Alternatives to Lecture
collegeclassroom.ucsd.edu #tccucsd
24
What do you notice/wonder?
peer instruction with clickers
interactive demonstrations
surveys of opinions
reading quizzes
whiteboards
worksheets
discussions
videos student-centered instruction
25. Gen-Ed astronomy class
25
Before beginning an in-class worksheet, be sure
the students are properly prepared:
The Speed of Light
light travels through space at a very fast (300,000
km/s) but finite speed
a light-year (abbreviated “ly”) is how far light
travels in one year
Please complete the worksheet in groups. Work
together. Try to reach consensus on each answer.
collegeclassroom.ucsd.edu #tccucsd
26. In-class worksheets
26
carefully-designed sequence of questions guide students
through the exploration of a concept
first few questions can be trivial – checks students read
intro paragraph, gives them confidence
give formative feedback along the way
most effective when done collaboratively (group reaches
consensus before answering)
strong, evidence-based history via “Washington
Tutorials” and “Lecture Tutorials for introductory
astronomy” (interactive activities in Prather et al. [8]
(“25% interactive”) is lecture-tutorials + peer instruction)
collegeclassroom.ucsd.edu #tccucsd
27. In-class worksheet assessment
27
don’t “go over” the worksheet
that only encourages students to
sit and wait for your solutions
don’t post solutions later
again, encourages non-participation
students bring last year’s sol’ns to class
collegeclassroom.ucsd.edu #tccucsd
good alternative: ask a clicker question
if students get the question right, they can be
confident they successfully completed the worksheet
(and you know if they achieved the learning outcome
of the activity)
force students
to self-assess
their answers:
metacognition
28. Clicker question
collegeclassroom.ucsd.edu #tccucsd
28
Imagine that you simultaneously receive two pictures of two
people that live on planets orbiting two different stars. Each
image shows the people at their 21st birthday parties.
Which of the following do you think is the most plausible
interpretation?
A) Both people are the same age but at different distances
from you.
B) The people are actually different ages but at the same
distance from you.
C) The person that is closer to you is actually the older of
the two people.
D) The person that is farther from you is actually the older
of the two people.
[9]
29. Alternatives to Lecture
collegeclassroom.ucsd.edu #tccucsd
29
What do you notice/wonder?
peer instruction with clickers
interactive demonstrations
surveys of opinions
reading quizzes
whiteboards
worksheets
discussions
videos student-centered instruction
30. Discussions
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30
students share their understanding, opinions, ideas
students hear other students’ ideas, viewpoints
students practice communicating like experts
students get timely feedback from peers and
instructor
31. Discussions: Implications for instructors
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31
ensure students come to class prepared to contribute
to the discussion
pre-readings that students want to complete (marks?)
orchestrate activity so EVERY student speaks (not just
enthusiastic volunteers)
talking stick, whiffle balls, pass the duck, popsicle sticks,
pass around an artefact
build in time/tasks for listening, getting feedback
from peers and instructor
32. Alternatives to Lecture
collegeclassroom.ucsd.edu #tccucsd
32
What do you notice/wonder?
peer instruction with clickers
interactive demonstrations
surveys of opinions
reading quizzes
whiteboards
worksheets
discussions
videos student-centered instruction
34. Opinion: Videos in class
34
In your opinion, the Paul Hewitt video
A) is engaging
B) is entertaining
C) is interactive
D) stimulates deep thinking
collegeclassroom.ucsd.edu #tccucsd
35. Unlike you, the students do not
select the video
check it contains key events
anticipate key events
recognize key events
interpret key events
relate key events to
class concepts
Videos in class
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35
instructor does this
before class
instructor does this unconsciously,
the “curse” of expertise
This is what you want to discuss
in class! Anticipate & recognize
are pre-requisites.
36. Videos: implications for instructors
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36
Coach the students how to watch the video like an
expert:
As you watch this video, try to…
watch for when the A starts to B.
count how often the C does D.
watch the needles on the scales as water drains.
Don’t “give away” the key event (Notice the buoyant
force is equal to the weight of the fluid displaced.)
That’s what the follow-up discussion is for: help the
students get prepared for that discussion.
38. Is Lecture Dead?
Alternatives to Lecture38
No! There is still a time and place for lecture. You can
lecture (for 10-15 minutes) when the students are
prepared to learn
the alt-to-lecture activities have activated the
concepts in their memories
they’ve tried, failed, received feedback, tried again
and are waiting for confirmation [9]
they’re prepared to intellectually appreciate your
expertise you’re about to share with them
40. References
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40
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. Deslauriers, L., Schelew, E., & Wieman, C.E. (2011). Improved Learning in a Large-Enrollment Physics
Class. Science 332, 862 – 864.
3. Newbury, P. (23 Aug 2013). You don’t have to wait for the clock to strike to start teaching. Retrieved
3/3/2014 from ctd.ucsd.edu/2013/08/you-dont-have-to-wait-for-the-clock-to-strike-to-start-teaching/.
4. Get the full story of ILDs at
serc.carleton.edu/introgeo/demonstrations/index.html
5. Miller, K. (2013). Use demonstrations to teach, not just entertain. The Physics Teacher 51, 570 – 571.
6. Noschese, F. The $2 Interactive Whiteboard. Retrieved November 18, 2013, from
fnoschese.wordpress.com/2010/08/06/the-2-interactive-whiteboard/
7. Seddon, S. Biological Whiteboarding - The use of mini whiteboards in my Biology class. Retrieved
November 18, 2013 from totallylearnedas.wordpress.com/2013/11/18/biological-whiteboarding/
8. Prather, E.E., Slater, T.F., Adams, J.P., & Brissenden, G. (2007). Lecture Tutorials for Introductory Astronomy.
(2e). San Francisco, CA: Pearson Addison-Wesley.
9. Prather, E.E., Adams, J.P., Loranz, D.J., Brissenden, G., Slater, T.F., Watson, L, & Wallace, C.S. (2013).
Lecture-Tutorials for Introductor Astronomy, Instructor’s Guide. (3e). San Francisco, CA: Pearson Education
Inc.
10. Bain, K. (2004) What the best college teachers do. Cambridge, MA: Harvard University Press.