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.
CIRTL Spring 2016 The College Classroom Meeting 2 - Developing ExpertisePeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 3: Learning OutcomesPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 2 - Developing ExpertisePeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 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 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
Tom Holme
Iowa State University
and
Peter Newbury
UC San Diego
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 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
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 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 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 Class Meeting 10: Supporting a growth gindset (from the first day of cl...Peter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
April 2 2015
collegeclassroom.ucsd.edu
cirtl.net
TMPH Fa14 Week 5: Alternatives to LecturePeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
الأوراق المطلوبة لإستخراج سجل تجارى للشركات
بطاقات الرقم القومى للشركاء
وإذا لم يحضر أصحاب الشأن ، يأتى وكيل بتوكيل ممن له حق التوقيع و الادارة
بطاقة ضريبية للشركات
عقد الشركة موثق
سند الحيازة للمكان مقر النشاط مثل : عقد الإيجار ، عقد تمليك ،حق إنتفاع ، عقد إستغلال
إيصال لاحدى الخدمات والمرافق مثل :إيصال المياه ، إيصال الكهرباء، إيصال الغاز، إيصال تليفون
وفى حالة إستخراج السجل من مكتب السجل التجارى يجب إحضار شهادة مزاولة تجارة من الغرفة التجارية بالمحافظة
:ويمكن إستخراج السجل من الاماكن التالية
مكتب السجل التجاري التابع له جغرافيا
الغرفة التجارية بالمحافظة
مركز التميز لخدمات التجار (لتجار غرفة القاهرة ) : المبنى الادارى لمحافظة القاهرة، جراج الأوبرا، ميدان الاوبرا - القاهرة
:لمزيد من المعلومات ، ولمعرفة اخبار الغرفة التجارية للقاهرة
http://www.cairochamber.org.eg/
:ويمكنكم متابعتنا من خلال
facebook : https://www.facebook.com/CairoChamberOrg/
google+ : https://plus.google.com/u/0/+CairochamberOrgEg/posts
twitter : https://twitter.com/CairoChamberOrg
linkedin : https://www.linkedin.com/company/cairo-chamber-of-commerce---الغرفة-التجارية-للقاهرة
youtube : https://www.youtube.com/user/CairoChamberOrg
feedsfloor : https://www.feedsfloor.com/profile/cairo-chamber-commerce
DevCon - Branding the LMS for your institution - Michael Garner, BlackboardBlackboard APAC
Many institutions prefer to rebrand Blackboard Learn to better match the branding used elsewhere. Learn about some of the branding strategies and best practices commonly used to achieve this goal.
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
Tom Holme
Iowa State University
and
Peter Newbury
UC San Diego
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 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
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 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 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 Class Meeting 10: Supporting a growth gindset (from the first day of cl...Peter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
April 2 2015
collegeclassroom.ucsd.edu
cirtl.net
TMPH Fa14 Week 5: Alternatives to LecturePeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
الأوراق المطلوبة لإستخراج سجل تجارى للشركات
بطاقات الرقم القومى للشركاء
وإذا لم يحضر أصحاب الشأن ، يأتى وكيل بتوكيل ممن له حق التوقيع و الادارة
بطاقة ضريبية للشركات
عقد الشركة موثق
سند الحيازة للمكان مقر النشاط مثل : عقد الإيجار ، عقد تمليك ،حق إنتفاع ، عقد إستغلال
إيصال لاحدى الخدمات والمرافق مثل :إيصال المياه ، إيصال الكهرباء، إيصال الغاز، إيصال تليفون
وفى حالة إستخراج السجل من مكتب السجل التجارى يجب إحضار شهادة مزاولة تجارة من الغرفة التجارية بالمحافظة
:ويمكن إستخراج السجل من الاماكن التالية
مكتب السجل التجاري التابع له جغرافيا
الغرفة التجارية بالمحافظة
مركز التميز لخدمات التجار (لتجار غرفة القاهرة ) : المبنى الادارى لمحافظة القاهرة، جراج الأوبرا، ميدان الاوبرا - القاهرة
:لمزيد من المعلومات ، ولمعرفة اخبار الغرفة التجارية للقاهرة
http://www.cairochamber.org.eg/
:ويمكنكم متابعتنا من خلال
facebook : https://www.facebook.com/CairoChamberOrg/
google+ : https://plus.google.com/u/0/+CairochamberOrgEg/posts
twitter : https://twitter.com/CairoChamberOrg
linkedin : https://www.linkedin.com/company/cairo-chamber-of-commerce---الغرفة-التجارية-للقاهرة
youtube : https://www.youtube.com/user/CairoChamberOrg
feedsfloor : https://www.feedsfloor.com/profile/cairo-chamber-commerce
DevCon - Branding the LMS for your institution - Michael Garner, BlackboardBlackboard APAC
Many institutions prefer to rebrand Blackboard Learn to better match the branding used elsewhere. Learn about some of the branding strategies and best practices commonly used to achieve this goal.
Forging Stronger Partnerships Between Teachers and Students - Abigail Joy Rod...Blackboard APAC
At only 15 months after its adoption of Blackboard Learn, Malayan Colleges Laguna (MCL) has been breaking barriers in learning and creating new paths for student achievement. In this presentation, they will share about their experiences in adoption, the solutions that surfaced after a school-wide adoption of Blackboard Learn,their tiny victories in attempting to curb resistance in the adoption of a new learning management system, and, more importantly, the partnerships that they have forged this far into the journey. They understand that institutions in the earlier stages of adoption experience similar difficulties and they hope to ease each other's burdens by sharing lessons, solutions and triumphs.
"Getting to Know You"
Presentation to support a jigsaw activity to explore student diversity. Full details at
peternewbury.org/2016/08/getting-to-know-you
CIRTL Class Meeting 2: Developing ExpertisePeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
10 February 2015
collegeclassroom.ucsd.edu
cirtl.net
This presentation was given by David Waugh at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
TTMPH Fa14 Week 4: Fixed and Growth Mindset & Assessment that Supports LearningPeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Teaching students to think like experts using peer instruction - CSUgritPeter Newbury
Slides for a workshop on teaching students to think like experts using peer instruction at the Cal State University Symposium on University Teaching.
Peter Newbury
UC San Diego
March 13, 2015
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The College Classroom Wi16 Meeting 2: Developing Expertise
1. 1
What do you
notice?
What do you
wonder?
(AllimagesbyttrenthamonflickrCC)
Developing Expertise - collegeclassroom.ucsd.edu
2. The College Classroom
Meeting 2: Developing Expertise
January 12 and 14, 2016
Unless otherwise noted, content is licensed under
a Creative CommonsAttribution- 3.0 License.
Peter Newbury
Center for EngagedTeaching, UC San Diego
pnewbury@ucsd.edu
collegeclassroom.ucsd.edu
3. Key Finding 2
How People Learn - collegeclassroom.ucsd.edu3
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.)
8. Colvin: Deliberate practice [2]
Developing Expertise - collegeclassroom.ucsd.edu8
activity that’s explicitly intended to improve
performance
that reaches for objectives just beyond one’s level of
competence
provides feedback on results
involves high levels of repetition
9. How many of these do you think
are “deliberate practice”?
Developing Expertise - collegeclassroom.ucsd.edu9
writing 30 minutes per day
running 5 miles a day, 5 days per week
playing the guitar for an hour after school each day
after moving to a new country, learning the language by
interacting with locals
A) 1 of them
B) 2
C) 3
D) all 4 of them
10. Expertise Development
10 Developing Expertise - collegeclassroom.ucsd.edu
EricClapton(Imagebyyummifruitbaton
WikimediacommonsCCBYSA
SerenaWilliams(ImagebyCarine06onflickrCC)
ChrisHadfield(Image:NASA)
10,000 hours of deliberate practice:
4 hrs / day for 12 years
3 hrs / day for 16 years
11. Developing Expertise - collegeclassroom.ucsd.edu11
There’s something about this that bothers me:
A 5-foot-tall NBA star? Huh?
1. If it’s bothering me, it’s probably bothering some of my
students (or it should be!)
2. Maybe one of my students has a solution or explanation?
Their diversity is an asset!
3. How can I stimulate a conversation for everyone in
the classroom rather than the few who will raise
their hands?
12. What do you think?
With 10,000 hours of deliberate practice, a 5-ft tall man
can play basketball in the NBA.
A) true
B) false
12 Developing Expertise - collegeclassroom.ucsd.edu
13. Availability of resources & opportunities?
Certainly some important traits are partly inherited, such as
physical size and particular measures of intelligence, but those
influence what a person doesn’t do more than what he does;a five-
footer will never be an NFL lineman, and a seven-footer will never
be an Olympic gymnast.
Geoffrey Colvin [2]
13 Developing Expertise - collegeclassroom.ucsd.edu
14. Intelligence is grown
Developing Expertise - collegeclassroom.ucsd.edu14
Dr.Anders Ericcson – Florida State Univ.
Studies development of expertise (sports figures,
pianists, chess players).[3] Expertise is not an innate
trait, it is developed through
Long duration (10,000 hours)
Daily (4 hours a day)
Deliberate Practice
Dr. Carol Dweck – Stanford
Convincing people to adopt a “growth mindset” (not
“fixed mindset”) leads to higher GPAs, higher
graduation rates. [Meeting 4: Fixed/Growth Mindsets]
New meta-analysis suggests
“10,000 hr rule” does not
always apply. Some reach
expert levels quicker.[4]
15. Development of Expertise [5]
15
conscious
unconscious
incompetent competent
Developing Expertise - collegeclassroom.ucsd.edu
Behavior
Wait!When introducing
a graph for the first time,
explain the “architecture” of the
graph before addressing the data
and message the graph contains.
Level of Expertise
15
16. Development of Expertise [5]
16
incompetent competent
Developing Expertise - collegeclassroom.ucsd.edu
Level of Expertise
16
images by Peter Newbury CC-BY
17. Development of Expertise [5]
17
conscious
unconscious
adikko.deviantart.com
Developing Expertise - collegeclassroom.ucsd.edu
Behavior
17
18. Development of Expertise [5]
18
conscious
unconscious
incompetent competent
Developing Expertise - collegeclassroom.ucsd.edu
Behavior
Level of Expertise
18
19. Development of Expertise [5]
19
conscious
unconscious
incompetent competent
1
Developing Expertise - collegeclassroom.ucsd.edu
Behavior
Level of Expertise
19
20. Development of Expertise [5]
20
conscious
unconscious
incompetent competent
1
2
Developing Expertise - collegeclassroom.ucsd.edu
Behavior
Level of Expertise
20
21. Development of Expertise [5]
21
conscious
unconscious
incompetent competent
1
2 3
Developing Expertise - collegeclassroom.ucsd.edu
Behavior
Level of Expertise
21
22. Development of Expertise [5]
22
conscious
unconscious
incompetent competent
1
2 3
4
Developing Expertise - collegeclassroom.ucsd.edu
Behavior
Level of Expertise
22
23. Development of Expertise [5,6]
23
conscious
unconscious
incompetent competent
1
2 3
4
Developing Expertise - collegeclassroom.ucsd.edu
Behavior
Level of Expertise
5
23
24. Think about the house you grew up in
Developing Expertise - collegeclassroom.ucsd.edu24
How many windows?
As you counted the windows, did you see them
from the outside or from the inside of the house?
If a Stage 4 Professor of Window Counting is an
“outsider”, he thoughtfully creates lessons and practice for
counting from the outside. Many students will be lost.
A Stage 5 instructor knows there are other ways to count
windows and creates lessons where each student can connect
the concept to their own knowledge and skills.
4
5
25. Tip Sheet: Perfect Practice [2]
Approach each critical task with an explicit goal of getting much
better at it.
As you do the task, focus on what’s happening and
why you’re doing it that way.
After the task, get feedback on your performance from multiple
sources. Make changes in your behavior as necessary.
Continually build mental models of your situation –
your industry, your company, your career. Enlarge the
models to encompass more factors.
Do these steps regularly, not sporadically. Occasional practice
does not work.
25
1
2
3
4
5
Developing Expertise - collegeclassroom.ucsd.edu
discipline
area of
research
26. Deliberate Practice Jigsaw
Developing Expertise - collegeclassroom.ucsd.edu26
What ways of thinking, behaviors, and skills do experts in
your field have? How do you practice your “Tip”?
(Step 1: Develop / identify your expertise with others
thinking and learning about the same concept.)
1 1
11
1
44
4 4
4
2 2
22
2
3 3
33
3
55
5 5
5
27. Deliberate Practice Jigsaw
Developing Expertise - collegeclassroom.ucsd.edu27
Step 2: Share your expertise and learn from other experts.
Use your
whiteboards
to capture
ideas
1 2
35
4
45
1 3
2
45
1 3
2
1 2
35
4
1 2
35
4
28. The next time you teach a course, what will
you do to help your students do these things?
Approach each critical task with an explicit goal of getting much
better at it.
As you do the task, focus on what’s happening and
why you’re doing it the way your are.
After the task, get feedback on your performance from multiple
sources. Make changes in your behavior as necessary.
Continually build mental models of your situation –
your industry, your company, your career. Enlarge the
models to encompass more factors.
Do these steps regularly, not sporadically. Occasional practice
does not work.
28
1
2
3
4
5
Developing Expertise - collegeclassroom.ucsd.edu
discipline
area of
research
29. Deliberate Practice: for you
Developing Expertise - collegeclassroom.ucsd.edu29
Reach for objectives JUST beyond where you are:
work on incrementally harder problems
try variations on ones from work, class, homework, quizzes
Practice consistently (every day)
Get FEEDBACK on your practice
Or at least self-analyze “continuously observing results,
making appropriate adjustments”
Choose carefully what you practice
what skills do experts in your field have?
30. Deliberate Practice: for you
Developing Expertise - collegeclassroom.ucsd.edu30
Reach for objectives JUST beyond where you are:
work on incrementally harder problems
try variations on ones from work, class, homework, quizzes
Practice consistently (every day)
Get FEEDBACK on your practice
Or at least self-analyze “continuously observing results,
making appropriate adjustments”
Choose carefully what you practice
what skills do experts in your field have?
your students
Set
Provide
Give
Help them
31. Learning requires interaction [7]
How People Learn - collegeclassroom.ucsd.edu31
1 2
3 4
deliberate
practice?
practice?
32. Big Question
Developing Expertise - collegeclassroom.ucsd.edu32
Where does the motivation to
engage in deliberate practice
come from?
33. Thoughts about motivation…
Developing Expertise - collegeclassroom.ucsd.edu33
Colvin:“People hate abandoning the notion that they could
coast to fame and riches if only they found their talent.” [2]
Gladwell: “Why are we so hostile to the notion that what
separates the genius from the rest of us is that the genius
loves that he or she does more than we do?” [8]
Gladwell: “Love is not the complete explanation: love is the
way in.” [8]
34. Developing Expertise - collegeclassroom.ucsd.edu34
The discovery that students don't love the new teacher's content
area is one of those school of hard knock lessons. Graduate
education reinforces the centrality of discipline-based content
knowledge. Having immersed themselves in its study for years and
having been surrounded with colleagues equally enamored with the
area, new faculty arrive at those first teaching jobs no longer
objective about how the rest of the world views their content
domain.
MaryellenWeimer [9]
Thoughts about motivation…
35. Next week: Learning Outcomes
Watch the blog for next week’s
readings and assignments
Developing Expertise - collegeclassroom.ucsd.edu35
36. References
Developing Expertise - collegeclassroom.ucsd.edu36
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