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.
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
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 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.
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 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.
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 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.
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
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 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.
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 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.
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 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.
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 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.
How (you can help) People Learn (using peer instruction)Peter Newbury
This document outlines how peer instruction can help people learn based on constructivist learning theory and research on how people learn. It discusses three key findings from a National Research Council report: 1) Students come with preconceptions that must be engaged; 2) Students need deep factual knowledge within a conceptual framework; and 3) Metacognition helps students control their own learning. The document provides implications for teaching based on these findings and describes how to implement effective peer instruction using clicker questions to facilitate student-centered learning and discussion.
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 Sp14 Weekly Workshop: Alternatives to LecturePeter Newbury
Alternatives to Lecture document discusses effective instructional approaches that are more student-centered than traditional lecture. It recommends incorporating activities like peer instruction with clickers, interactive demonstrations, surveys, and videos to engage students and draw out their preconceptions. The key is giving students opportunities to apply their understanding through predictions, discussion with peers, and receiving immediate feedback to confront misconceptions before summative evaluation. While lecture still has its place, most instruction should be interactive to enhance learning and retention.
The document discusses the pedagogy of FutureLearn and how learners learn online. It explores evidence-based strategies like spaced learning and questioning what is learned. Storytelling, conversation, and visible progress are highlighted as key aspects of FutureLearn's pedagogy. The role of social interaction in catalyzing learning is also discussed. The document considers how certain educational methods can improve with massive scale online learning environments through techniques like peer review and collaborative documents.
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
Walking the path from the MOOC to my classroom: My collection of methods and ...Dagmar Monett
These are the slides I prepared as part of a peer assessed assignment when attending the Coursera MOOC "Foundations of Teaching for Learning 1: Introduction" (see https://www.coursera.org/course/teach1 for more).
I hope other educators can benefit from the ideas I share here.
Implementing a Flipped Classroom Approach in Medical EducationDanielERitchie
The flipped classroom model reflects the paradigmatic shift taking place within medical education from educator-centered to student-centered instructional strategies. Learn how to implement a flipped classroom approach, and specifically the benefits of using digital platforms.
This document discusses a presentation on shifting learning to focus on student-centered, collaborative, project-based approaches. It notes that the world is changing and education needs to transform from a book-based, linear system focused on individual achievement to a web-based, divergent system focused on community building. Effective learning relies on problem finding rather than just being given problems, and occurs through student collaboration using digital tools both inside and outside the classroom. Project-based learning allows students to investigate real-world problems through extended, hands-on projects while developing 21st century skills like multiliteracy and global collaboration.
This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like interdisciplinary teaching, project-based learning, internships and digital portfolios to better prepare students for careers, college and citizenship. Resources are provided for further information.
The document discusses the design and business strategy for communicating the value of UC Forward. It proposes using the term "Transdisciplinary" to describe the new program concept and developing a corresponding sequence of courses and certificate. The messaging would focus on learning in a real world setting and gaining skills to solve problems. The communication strategy would use a casual tone, images of people and learning, and target honors students and advisors through various advertising channels.
This document discusses 21st century learning and teaching. It covers several topics: (1) the evolution of learning from a teacher-centric model to a more student-centric approach utilizing technologies; (2) changes in higher education with the rise of MOOCs, OERs, and online learning; (3) the skills and attributes employers desire in graduates which include collaboration, communication, creativity and critical thinking; and (4) the roles and strategies needed for educators to develop 21st century skills in students and prepare them for a changing world.
CTD Spring 2015 Weekly Workshop: Active LearningPeter Newbury
Active learning is an instructional method that engages students in the learning process through activities and discussions in the classroom rather than passively listening to a lecture. It emphasizes higher-order thinking and often involves group work. Research shows that active learning techniques increase student performance on exams by about half a letter grade on average and decrease failure rates compared to traditional lecturing alone. Effective active learning strategies include peer instruction, interactive demonstrations, discussions, and predicting outcomes before viewing videos or demonstrations.
the craft of e-teaching; moving from digitally shy to digitally confident wit...Sue Watling
Presentation on e-teaching given at Blackboard World 2014 conference July 2014. Based on doctoral research investigating the influences on attitudes and behaviours of staff who teach and support learning towards virtual learning environments, it offers seven top tips for managing online learning based on the Teaching and Learning in a Digital Age (TELEDA) short postgraduate courses at the University of Lincoln.
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.
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 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.
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 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.
How (you can help) People Learn (using peer instruction)Peter Newbury
This document outlines how peer instruction can help people learn based on constructivist learning theory and research on how people learn. It discusses three key findings from a National Research Council report: 1) Students come with preconceptions that must be engaged; 2) Students need deep factual knowledge within a conceptual framework; and 3) Metacognition helps students control their own learning. The document provides implications for teaching based on these findings and describes how to implement effective peer instruction using clicker questions to facilitate student-centered learning and discussion.
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 Sp14 Weekly Workshop: Alternatives to LecturePeter Newbury
Alternatives to Lecture document discusses effective instructional approaches that are more student-centered than traditional lecture. It recommends incorporating activities like peer instruction with clickers, interactive demonstrations, surveys, and videos to engage students and draw out their preconceptions. The key is giving students opportunities to apply their understanding through predictions, discussion with peers, and receiving immediate feedback to confront misconceptions before summative evaluation. While lecture still has its place, most instruction should be interactive to enhance learning and retention.
The document discusses the pedagogy of FutureLearn and how learners learn online. It explores evidence-based strategies like spaced learning and questioning what is learned. Storytelling, conversation, and visible progress are highlighted as key aspects of FutureLearn's pedagogy. The role of social interaction in catalyzing learning is also discussed. The document considers how certain educational methods can improve with massive scale online learning environments through techniques like peer review and collaborative documents.
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
Walking the path from the MOOC to my classroom: My collection of methods and ...Dagmar Monett
These are the slides I prepared as part of a peer assessed assignment when attending the Coursera MOOC "Foundations of Teaching for Learning 1: Introduction" (see https://www.coursera.org/course/teach1 for more).
I hope other educators can benefit from the ideas I share here.
Implementing a Flipped Classroom Approach in Medical EducationDanielERitchie
The flipped classroom model reflects the paradigmatic shift taking place within medical education from educator-centered to student-centered instructional strategies. Learn how to implement a flipped classroom approach, and specifically the benefits of using digital platforms.
This document discusses a presentation on shifting learning to focus on student-centered, collaborative, project-based approaches. It notes that the world is changing and education needs to transform from a book-based, linear system focused on individual achievement to a web-based, divergent system focused on community building. Effective learning relies on problem finding rather than just being given problems, and occurs through student collaboration using digital tools both inside and outside the classroom. Project-based learning allows students to investigate real-world problems through extended, hands-on projects while developing 21st century skills like multiliteracy and global collaboration.
This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like interdisciplinary teaching, project-based learning, internships and digital portfolios to better prepare students for careers, college and citizenship. Resources are provided for further information.
The document discusses the design and business strategy for communicating the value of UC Forward. It proposes using the term "Transdisciplinary" to describe the new program concept and developing a corresponding sequence of courses and certificate. The messaging would focus on learning in a real world setting and gaining skills to solve problems. The communication strategy would use a casual tone, images of people and learning, and target honors students and advisors through various advertising channels.
This document discusses 21st century learning and teaching. It covers several topics: (1) the evolution of learning from a teacher-centric model to a more student-centric approach utilizing technologies; (2) changes in higher education with the rise of MOOCs, OERs, and online learning; (3) the skills and attributes employers desire in graduates which include collaboration, communication, creativity and critical thinking; and (4) the roles and strategies needed for educators to develop 21st century skills in students and prepare them for a changing world.
CTD Spring 2015 Weekly Workshop: Active LearningPeter Newbury
Active learning is an instructional method that engages students in the learning process through activities and discussions in the classroom rather than passively listening to a lecture. It emphasizes higher-order thinking and often involves group work. Research shows that active learning techniques increase student performance on exams by about half a letter grade on average and decrease failure rates compared to traditional lecturing alone. Effective active learning strategies include peer instruction, interactive demonstrations, discussions, and predicting outcomes before viewing videos or demonstrations.
the craft of e-teaching; moving from digitally shy to digitally confident wit...Sue Watling
Presentation on e-teaching given at Blackboard World 2014 conference July 2014. Based on doctoral research investigating the influences on attitudes and behaviours of staff who teach and support learning towards virtual learning environments, it offers seven top tips for managing online learning based on the Teaching and Learning in a Digital Age (TELEDA) short postgraduate courses at the University of Lincoln.
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.
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 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.
The Secret Rules of University - Know Before You Go!Rita Smith
After graduating with Distinction from the Rotman School of Business at the University of Toronto and earning a Master's in Economics at Oxford University, Tom Smith wrote a letter originally intended as advice only for 3 of his younger cousins just beginning their University careers. His blunt, unique advice evolved into this presentation - information you unlikely to find ANYWHERE else. There are secret rules to a successful university career - know before you go!
Simmons Hall is an MIT undergraduate dormitory designed by Steven Holl Architects and completed in 2002. It houses 340 undergraduates in a variety of room types, including singles and doubles. Amenities include a gym with views of Boston, multiple lounges, laundry rooms on most floors, and a large multi-purpose room. The dorm has an atrium design with open spaces and staircases connecting floors.
Glengarry House is a dormitory at Carleton University housing 633 students in doubles and triples that share a bathroom. It has TV lounges on each floor and laundry on the first floor. Lennox & Addington Housing is another Carleton dorm completed in 2011 with 650
West Thames College class rules and standards for successAnamaria Busic
The document outlines the rules and standards for success at West Thames College. It states that the college aims to help every student learn and get qualifications by providing a good induction, skilled teachers, extra learning help if needed, fair treatment, a safe environment, and support in deciding futures. It lists the standards for success as attending every lesson, being on time, showing respect, coming prepared, and meeting deadlines. It prohibits using electronics, leaving class early, disrupting lessons, swearing, and damaging property.
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.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
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.
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.
CTD Spring 2015 Weekly Workshop: How people learnPeter Newbury
Peter Newbury led a workshop on how people learn drawing from the National Research Council's report "How People Learn." The report identified 3 key findings about learning: 1) Students come with preexisting understandings, 2) Developing competence requires a foundation of knowledge within a conceptual framework, and 3) Metacognition helps students control their own learning. The implications for teaching are to engage student preconceptions, teach content in depth with examples, and integrate metacognitive skills instruction. Effective classroom environments are learner-centered, knowledge-centered, and use formative assessment.
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
1) The document discusses key findings from research on how people learn and implications for teaching. It finds that students come with preconceptions, learning requires a deep foundation of knowledge and conceptual understanding, and metacognition helps students control their own learning.
2) Implications for teaching include engaging student preconceptions, teaching subjects in depth with examples, and integrating metacognitive instruction.
3) Designing learner-centered classrooms with formative assessments and opportunities to apply knowledge in a safe environment also supports learning.
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.
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.
CTD Sp14 Weekly Workshop: How People LearnPeter Newbury
1) The document summarizes key findings from a workshop on how people learn. It discusses three main findings from a report on learning: that students come with preexisting conceptions; deep knowledge relies on factual foundations and organizational frameworks; and metacognition helps students control their own learning.
2) Various implications for teaching and classroom design are discussed, such as engaging student preconceptions, teaching for depth of knowledge, and integrating metacognitive skill development.
3) Evidence-based instructional strategies are recommended over purely transmissionist lectures, and examples like peer instruction with clickers are described.
The document summarizes key points from a presentation on effective teaching methods based on how people learn. It discusses three main findings from research: 1) Students come with preexisting understandings that must be engaged, 2) Students learn best when topics are taught in depth within a conceptual framework, and 3) Teaching metacognitive skills helps students control their own learning. The presentation provides implications for designing learner-centered classrooms and using techniques like formative assessments, interactive demonstrations, and peer instruction with clicker questions to replace traditional lectures.
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
How (You Can Help) People Learn (Biology)Peter Newbury
This document summarizes key findings from the book "How People Learn" about how to help students learn biology effectively. It discusses that students come to class with preexisting conceptions, that developing competence requires factual knowledge and conceptual understanding, and that teaching metacognition helps students control their own learning. The document advocates for student-centered active learning over traditional lectures, providing examples of peer instruction, formative assessments, and flipping the classroom to make more class time for working through challenging concepts.
The College Classroom Week 10: Teaching as ResearchPeter Newbury
This document summarizes a class on teaching as research and success in an educational career. It discusses categories of educational research and examples of education research from different disciplines. It presents results from studies on improving learning in a physics class and the value of course-specific learning goals. Details are provided on conceptual steps in the teaching as research process and examples of Beth Simon's teaching as research projects. Guidance is offered on funding sources for teaching as research, practical advice for succeeding as an educator, and having students develop a microteaching lesson for feedback.
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
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 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.
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.
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.
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
The College Classroom (Wi15) Session 1: How People Learn
1. The College Classroom
Session1: How People Learn
Peter Newbury
pnewbury@ucsd.edu
@polarisdotca
January 6 and 8, 2015
Unless otherwise noted, content is
licensed under a Creative Commons Attribution-
Non Commercial 3.0 License.
2. Who are we?
Emily Goodman
Ph.D. candidate in Art History,
Theory, and Criticism
College Classroom Wi14
SGTS Summer 2014
Peter Newbury
Ph.D. Applied Math (Astronomy)
Math, Astronomy instructor
Carl Wieman Science Education
Initiative at UBC, Vancouver
Assoc. Director, CTD
How People Learn - collegeclassroom.ucsd.edu2
3. Who are you?
How People Learn - collegeclassroom.ucsd.edu3
wordle.net
4. Who are you?
How People Learn - collegeclassroom.ucsd.edu4
Turn to your neighbor
Introduce yourself
Briefly tell your neighbor about the class you remember
most from your undergraduate experience.
Why that class?
Was it something the instructor did?
What was it?
5. Why are we here?
How People Learn - collegeclassroom.ucsd.edu5
What do you think students are doing in a typical
university class?
A) listening
B) absorbing
C) learning
D) note-taking
E) distracted
6. The traditional lecture is based on the
transmissionist model of learning
How People Learn - collegeclassroom.ucsd.edu6 image by um.dentistry on flickr CC
7. Important new number system
How People Learn - collegeclassroom.ucsd.edu7
Learn it.
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
9. Scientifically outdated, a known failure
How People Learn - collegeclassroom.ucsd.edu9
We must abandon the tabula rasa (blank
slate) and “students as empty vessels”
models of teaching and learning.
10. New Number System = tic-tac-toe code
How People Learn - collegeclassroom.ucsd.edu10
1 2 3
4 5 6
7 8 9
12. Constructivist Theory of Learning
How People Learn - collegeclassroom.ucsd.edu12
New learning is based on knowledge
you already have.
You store things in long term memory
through a set of connections that are
made with your existing memories.
(Images by Rebecca-Lee on flickr CC)
Creating memories (learning) involves having
neurons fire and link up in networks or
patterns. (fMRI is allowing us to observe
learning as it happens.)
learning is done
by individuals
14. How People Learn
How People Learn - collegeclassroom.ucsd.edu14
3 Key Findings
3 Implications forTeaching
3 Designs for Classroom Environment
16. Key Finding 1
How People Learn - collegeclassroom.ucsd.edu16
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, p 14.)
17. Implications for Teaching 1
How People Learn - collegeclassroom.ucsd.edu17
Teachers must draw out and work with the preexisting
understandings that their students bring with them.
(How People Learn, p 19.)
19. Implications for Teaching 1
How People Learn - collegeclassroom.ucsd.edu19
Teachers must draw out and work with the preexisting
understandings that their students bring with them.
(How People Learn, p 19.)
Schools and classrooms must be learner centered.
(How People Learn, p. 23)
Classroom Environments 1
21. Learning requires interaction [3]
How People Learn - collegeclassroom.ucsd.edu21
% of class time
NOT lecturing
Learning gain:
pre-test
0
100%
post-test
0.50
22. Learning requires interaction [3]
How People Learn - collegeclassroom.ucsd.edu22
52 classes of sizes 25 to 100+ students, at 2-
and 4-yr colleges and research universities
across US. Every student wrote an astronomy
test (twice). Points shows a class’ learning gain.
24. Key Finding 2
How People Learn - collegeclassroom.ucsd.edu24
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,p 16.)
26. Why Your Students Don’t Understand You
How People Learn - collegeclassroom.ucsd.edu26
Expert brains differ from novice brains because
novices lack rich, networked connections, cannot make
inferences, cannot reliably retrieve information
notices have preconceptions that distract, confuse,
hinder
novices lack automization (“muscle memory”) resulting
in cognitive overload
27. Implications for Teaching 2
How People Learn - collegeclassroom.ucsd.edu27
Teachers must teach some subject matter in depth,
providing many examples in which the same concept is at
work and providing a firm foundation of factual
knowledge.
Classroom Environments 2
To provide a knowledge-centered environment, attention
must be given to what is taught (information, subject
matter), why it is taught (understanding), and what
competence or mastery looks like.
(How People Learn,p 20.)
(How People Learn,p 24.)
28. Key Finding 3
How People Learn - collegeclassroom.ucsd.edu28
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, p 18.)
29. Aside: metacognition
How People Learn - collegeclassroom.ucsd.edu29
Metacognition refers to one’s knowledge concerning one’s
own cognitive processes or anything related to them. For
example, I am engaging in metacognition if I notice that I am
having more trouble learningA than B.
([4], [5])
cognitionmeta
30. Key Finding 3
How People Learn - collegeclassroom.ucsd.edu30
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, p 18.)
31. Implications for Teaching 3
How People Learn - collegeclassroom.ucsd.edu31
The teaching of metacognitive skills should be integrated
into the curriculum in a variety of subject areas.
Classroom Environments 3
Formative assessments — ongoing assessments designed to
make students’ thinking visible to both teachers and
students — are essential.
(How People Learn, p 21.)
(How People Learn, p 24.)
32. Supporting metacognition
How People Learn - collegeclassroom.ucsd.edu32
Why do you think instructors ask,“Any questions?”
A) to signal they’re at the end of a section or concept
B) so the instructor can check if s/he can continue
C) so the instructor can check if the students understand
D) so the students can check if they’re ready to continue
E) not sure but it’s something instructors should do
“What questions do you have for me?”
…and give them enough time
to ask a useful question
34. What is going to happen in this class
How People Learn - collegeclassroom.ucsd.edu34
Weekly meetings in Center Hall, Room 316:
1hr 20 min mixture of theory and practice
interact in small groups
Tue 11a–12:20p,Tue 2–3:20p, orThu 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.)
35. Traditional classroom
How People Learn - collegeclassroom.ucsd.edu35
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
learn hard
stuff alone
transfer assimilate
36. Flipped classroom
How People Learn - collegeclassroom.ucsd.edu36
student learns easy content at home: definitions, basic
skills, simple examples. Frees up class time for...
students are prepared to tackle challenging concepts in
class, with immediate feedback from peers, instructor
learn hard
stuff together
learn easy stuff
alone
transfer assimilate
37. collegeclassroom.ucsd.edu
How People Learn - collegeclassroom.ucsd.edu37
All course information,
presentations, links to
readings, discussions, etc.
will be on the class blog.
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.)
(Image by kitsu on flickr CC)
38. Course blog is public so
How People Learn - collegeclassroom.ucsd.edu38
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?)
39. How you will be assessed
How People Learn - collegeclassroom.ucsd.edu39
The College Classroom is not an official UC San Diego
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.
40. Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO
How People Learn - collegeclassroom.ucsd.edu40
Course-level LO
Course-level LOCourse-level
learning outcome (LO)
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LOTopic-level
LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-level
LO
Topic-level
LO
41. Course-level learning outcomes
How People Learn - collegeclassroom.ucsd.edu41
By the end of The College Classroom, you’ll be able to
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
be reflective and scholarly about your teaching
know how to succeed as a professional educator in higher
education
participate in the teaching and learning community, in-person and
online
42. Topic-level learning outcomes
How People Learn - collegeclassroom.ucsd.edu42
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 more…
43. Topic-level learning outcomes
How People Learn - collegeclassroom.ucsd.edu43
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 more…
Throughout the classes, I’ll be
trying to model best practices so
try to watch how I teach as well
as what I teach.
44. Topic-level learning outcomes
How People Learn - collegeclassroom.ucsd.edu44
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 more…
45. Week 2:
Supporting expert-like thinking
Watch for communication with a description of tasks to complete
before next class.
How People Learn - collegeclassroom.ucsd.edu45
46. References
How People Learn - collegeclassroom.ucsd.edu46
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 NationalAcademies Press.
2. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard
University Press.
3. Prather, E.E, Rudolph,A.L., Brissenden, G., & Schlingman,W.M. (2009). A
national study assessing the teaching and learning of introductory astronomy.Part I.
The effect of interactive instruction.Am. J. Phys. 77, 4, 320-330.
4. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B.
Resnick (Ed.),The nature of intelligence (pp.231-236). Hillsdale, NJ:
Erlbaum.
5. Brame, C. (2013).Thinking about metacognition. [blog] January, 2013,
Available at: http://cft.vanderbilt.edu/2013/01/thinking-about-
metacognition/ [Accessed: 14 Jan 2013].