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
Sample Peer Instruction questions for CSUgritPeter Newbury
A collection of peer instruction questions, some good and some deliberately bad, for my workshop on teaching expertise with peer instruction at the Cal State University Symposium on University Teaching.
Peter Newbury
UC San Diego
March 13, 2015
CTD Fa14 Weekly Workshop: Peer instruction questions that support expert-like...Peter Newbury
1. Peer instruction involves posing multiple choice questions to students during class to support expert-like thinking. It follows a learning cycle of setting up instruction, developing knowledge during class through discussion, and assessing learning after class.
2. Effective peer instruction questions require clarity, stimulate discussion, and make students think deeply about concepts and resolve misconceptions. Both good and bad questions are examined to understand what makes a question support expert thinking.
3. The learning cycle of peer instruction helps instructors teach by giving them insights into what students know and don't know, whether they are understanding concepts, and whether they are ready to move to the next topic.
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 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 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.
A broad overview of the facilitation technique -questionning. After having completed this session, participants will:
Appreciate questioning as a fundamental technique for eliciting, synthesizing, analyzing information and/or decision making.
Be familiar with the range of questioning techniques such as: Chunking, Funnel and Probing questions.
Understand how to effectively design a questioning process framework.
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.
Sample Peer Instruction questions for CSUgritPeter Newbury
A collection of peer instruction questions, some good and some deliberately bad, for my workshop on teaching expertise with peer instruction at the Cal State University Symposium on University Teaching.
Peter Newbury
UC San Diego
March 13, 2015
CTD Fa14 Weekly Workshop: Peer instruction questions that support expert-like...Peter Newbury
1. Peer instruction involves posing multiple choice questions to students during class to support expert-like thinking. It follows a learning cycle of setting up instruction, developing knowledge during class through discussion, and assessing learning after class.
2. Effective peer instruction questions require clarity, stimulate discussion, and make students think deeply about concepts and resolve misconceptions. Both good and bad questions are examined to understand what makes a question support expert thinking.
3. The learning cycle of peer instruction helps instructors teach by giving them insights into what students know and don't know, whether they are understanding concepts, and whether they are ready to move to the next topic.
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 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 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.
A broad overview of the facilitation technique -questionning. After having completed this session, participants will:
Appreciate questioning as a fundamental technique for eliciting, synthesizing, analyzing information and/or decision making.
Be familiar with the range of questioning techniques such as: Chunking, Funnel and Probing questions.
Understand how to effectively design a questioning process framework.
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.
This document provides tips and strategies for using formative assessments in a differentiated classroom. It discusses using formative assessments to check for understanding during instruction rather than just evaluating learning after the fact. Some specific strategies mentioned include turn-and-talk activities, exit tickets, and questioning techniques to actively engage all students, not just a select few. The document emphasizes the importance of giving students opportunities to explain and apply their learning within short time frames aligned with age-appropriate attention spans in order to facilitate long-term retention of information.
21st Century Education (Critical Thinking)katelynnx11
Critical thinking is the process of actively conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach a conclusion. It involves taking existing knowledge and using it to solve new problems. Critical thinking is important because it allows people to form opinions and conclusions based on facts. In the 21st century, critical thinking is especially crucial due to the abundance of information available online, including false information. Teaching students critical thinking skills will help them make effective use of information and question claims. An example of applying critical thinking is evaluating whether the US Constitution remains a living document by considering elements like the Elastic Clause and amendments. Technology like WebQuests can also facilitate critical thinking by guiding research on problems.
Assessment, Grading, Motivation and Instruction Jonathan Vervaet
The document discusses assessment, grading, motivation, and instruction. It presents research showing that extrinsic rewards can undermine intrinsic motivation for learning. Grades and levels often tell students more about success and failure than how to improve. Formative assessment done with students, not to them, can help students grow in their learning. The core competencies of thinking, communication and social/personal skills should be addressed across subjects and grades. Teachers should involve students in assessment to help them become self-evaluating.
This chapter discusses how teachers must think like assessors to determine if students have understood the material. It emphasizes using multiple forms of assessment over time, including performance tasks, to gather evidence of understanding. The chapter also covers developing valid rubrics to evaluate student work, with criteria focused on facets of understanding rather than just correctness. Rubrics should be refined based on analyzing student work to ensure they accurately measure understanding.
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideJonathan Vervaet
The document discusses the importance of formative assessment and moving away from traditional grading practices. It highlights research showing that intrinsic motivation is undermined by extrinsic rewards like grades. The presentation emphasizes using assessment to inform instruction and promote student ownership of learning.
This document outlines a presentation on differentiated assessment given by three educators from Prairie View A&M University. It discusses what differentiated assessment is, how it involves gathering data from students before, during and after instruction to understand their needs and strengths. The presentation covers knowing individual learners, implementing formative assessments like turn-and-talk and stop-and-jot to check understanding, and applying differentiated strategies in group activities and presentations. The overall goal is to teach students based on their learning needs and abilities.
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.
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 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
This document discusses 10 effective methods for infusing critical thinking into online education. It begins by explaining why critical thinking is important as it cultivates student curiosity and encourages engagement, integrity, empathy and responsibility. It then outlines 10 methods which include: providing thoughtful curriculum and critical thinking questions, using Bloom's taxonomy, arousing student curiosity with assignments, stressing the importance of critical thinking, providing in-depth assignments, teaching transferable decision making skills, developing effective online groups, exposing students to cultural conditioning, and implementing and evaluating virtual learning. The goal is to prepare students to be visionary leaders with strong critical thinking skills.
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.
This document summarizes a presentation about approaches to assessment in education. It discusses using learning intentions and success criteria to provide clear goals for students. Formative assessment strategies are outlined, including activities to elicit evidence of learning, providing feedback to move learning forward, peer assessment, and fostering student ownership. The gradual release of responsibility model is presented as an instructional approach. Throughout, the focus is on using assessment to understand students and inform instruction, not for assigning marks. The overall message is that thoughtful assessment is essential for effective teaching and learning.
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.
This document contains information about critical thinking and leadership development. It discusses the importance of critical thinking, defines what critical thinking is, and lists some characteristics of critical thinkers. It also provides strategies for developing critical thinking skills like problem solving, decision making, developing discussion questions, and using techniques like Just-in-Time Teaching. Additionally, it discusses ways to develop leadership in ESL/EFL classrooms through activities and lists behaviors students can demonstrate to show they have developed leadership skills.
The chapter discusses the design process for curriculum and instruction. It recommends framing curriculum around essential questions rather than specific content, in order to foster deeper understanding. This approach involves identifying enduring understandings, key performance tasks, and rubrics to assess understanding. Developing curriculum this way allows students to explore big ideas and make connections across subjects. However, shifting away from traditional textbook-driven models presents challenges for educators accustomed to more linear scope and sequences. Overall, taking a backward design approach and focusing on essential questions is argued to lead to more effective and meaningful learning for students.
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.
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.
How people learn, exploring the key findings from Chapter 1 of "How People Learn." Plus, implications for teaching including peer instruction. A weekly workshop by the Center for Teaching Development at UCSD.
This document provides tips and strategies for using formative assessments in a differentiated classroom. It discusses using formative assessments to check for understanding during instruction rather than just evaluating learning after the fact. Some specific strategies mentioned include turn-and-talk activities, exit tickets, and questioning techniques to actively engage all students, not just a select few. The document emphasizes the importance of giving students opportunities to explain and apply their learning within short time frames aligned with age-appropriate attention spans in order to facilitate long-term retention of information.
21st Century Education (Critical Thinking)katelynnx11
Critical thinking is the process of actively conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach a conclusion. It involves taking existing knowledge and using it to solve new problems. Critical thinking is important because it allows people to form opinions and conclusions based on facts. In the 21st century, critical thinking is especially crucial due to the abundance of information available online, including false information. Teaching students critical thinking skills will help them make effective use of information and question claims. An example of applying critical thinking is evaluating whether the US Constitution remains a living document by considering elements like the Elastic Clause and amendments. Technology like WebQuests can also facilitate critical thinking by guiding research on problems.
Assessment, Grading, Motivation and Instruction Jonathan Vervaet
The document discusses assessment, grading, motivation, and instruction. It presents research showing that extrinsic rewards can undermine intrinsic motivation for learning. Grades and levels often tell students more about success and failure than how to improve. Formative assessment done with students, not to them, can help students grow in their learning. The core competencies of thinking, communication and social/personal skills should be addressed across subjects and grades. Teachers should involve students in assessment to help them become self-evaluating.
This chapter discusses how teachers must think like assessors to determine if students have understood the material. It emphasizes using multiple forms of assessment over time, including performance tasks, to gather evidence of understanding. The chapter also covers developing valid rubrics to evaluate student work, with criteria focused on facets of understanding rather than just correctness. Rubrics should be refined based on analyzing student work to ensure they accurately measure understanding.
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideJonathan Vervaet
The document discusses the importance of formative assessment and moving away from traditional grading practices. It highlights research showing that intrinsic motivation is undermined by extrinsic rewards like grades. The presentation emphasizes using assessment to inform instruction and promote student ownership of learning.
This document outlines a presentation on differentiated assessment given by three educators from Prairie View A&M University. It discusses what differentiated assessment is, how it involves gathering data from students before, during and after instruction to understand their needs and strengths. The presentation covers knowing individual learners, implementing formative assessments like turn-and-talk and stop-and-jot to check understanding, and applying differentiated strategies in group activities and presentations. The overall goal is to teach students based on their learning needs and abilities.
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.
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 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
This document discusses 10 effective methods for infusing critical thinking into online education. It begins by explaining why critical thinking is important as it cultivates student curiosity and encourages engagement, integrity, empathy and responsibility. It then outlines 10 methods which include: providing thoughtful curriculum and critical thinking questions, using Bloom's taxonomy, arousing student curiosity with assignments, stressing the importance of critical thinking, providing in-depth assignments, teaching transferable decision making skills, developing effective online groups, exposing students to cultural conditioning, and implementing and evaluating virtual learning. The goal is to prepare students to be visionary leaders with strong critical thinking skills.
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.
This document summarizes a presentation about approaches to assessment in education. It discusses using learning intentions and success criteria to provide clear goals for students. Formative assessment strategies are outlined, including activities to elicit evidence of learning, providing feedback to move learning forward, peer assessment, and fostering student ownership. The gradual release of responsibility model is presented as an instructional approach. Throughout, the focus is on using assessment to understand students and inform instruction, not for assigning marks. The overall message is that thoughtful assessment is essential for effective teaching and learning.
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.
This document contains information about critical thinking and leadership development. It discusses the importance of critical thinking, defines what critical thinking is, and lists some characteristics of critical thinkers. It also provides strategies for developing critical thinking skills like problem solving, decision making, developing discussion questions, and using techniques like Just-in-Time Teaching. Additionally, it discusses ways to develop leadership in ESL/EFL classrooms through activities and lists behaviors students can demonstrate to show they have developed leadership skills.
The chapter discusses the design process for curriculum and instruction. It recommends framing curriculum around essential questions rather than specific content, in order to foster deeper understanding. This approach involves identifying enduring understandings, key performance tasks, and rubrics to assess understanding. Developing curriculum this way allows students to explore big ideas and make connections across subjects. However, shifting away from traditional textbook-driven models presents challenges for educators accustomed to more linear scope and sequences. Overall, taking a backward design approach and focusing on essential questions is argued to lead to more effective and meaningful learning for students.
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.
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.
How people learn, exploring the key findings from Chapter 1 of "How People Learn." Plus, implications for teaching including peer instruction. A weekly workshop by the Center for Teaching Development at UCSD.
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.
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 Fa15 Meeting 5: Active LearningPeter Newbury
This document summarizes an active learning workshop that discusses various teaching strategies to engage students in the learning process. It describes techniques like think-pair-share, peer instruction with clickers, demonstrations, and videos. The workshop emphasizes that passive lecturing is less effective for learning than active methods where students participate through predictions, discussions, problem-solving, and receiving feedback. Research evidence is presented showing active learning improves student performance, particularly for underrepresented groups in STEM fields. The goal is to help instructors design more interactive classroom experiences.
How People Learn (Preventative Medicine edition)Peter Newbury
1) The traditional lecture model is scientifically outdated as it treats students as empty vessels. Constructivist theory recognizes that students come to class with preexisting understandings and instruction must draw on these.
2) Learning requires interaction between students and engagement with their preconceptions. Students learn best when instruction is student-centered rather than focused on lectures.
3) For deep learning, students must develop factual knowledge within a conceptual framework and organize knowledge in a way that facilitates application. Instructors should provide opportunities for students to practice metacognition and monitor their own learning.
The document discusses methods for teaching critical thinking skills in the classroom. It recommends using lesson plans that anticipate, build, and consolidate knowledge. Teachers should ask high-order questions that require applying concepts rather than just recalling facts. An effective classroom environment models thinking, challenges students to think independently, and uses techniques like cooperative learning. The goal is to encourage students to ask questions, apply what they learn, and debate ideas rather than just memorizing information.
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
This document discusses critical thinking skills and strategies for teaching critical thinking. It begins by outlining the session objectives, which include reviewing connections between critical thinking and the real world, exploring what critical thinking is, and sharing strategies to increase students' critical thinking skills. It then provides startling statistics about adults' lack of skills like understanding financial documents. The document advocates teaching critical thinking explicitly and integrating it across the curriculum. It provides examples of how to develop critical thinking skills, such as using real-world materials, student questioning, and graphic organizers. It emphasizes applying knowledge in new contexts and allowing time for reflection.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
The document discusses the importance of teaching critical thinking skills to students. It provides examples of famous people like Einstein, Beethoven, and Edison who struggled in traditional education but excelled in creative and critical thinking. The document defines critical thinking as processing information to solve problems, make decisions, and anticipate the future. It recommends teaching critical thinking by asking open-ended questions, connecting lessons to student experience, and encouraging group work and problem solving.
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 document discusses various theories and techniques for motivating language learners. It describes intrinsic motivation as coming from within the learner, such as a desire to learn, versus extrinsic motivation which comes from external rewards or punishments. Several theories are examined, including behaviorism, social learning theory, humanism, attribution theory, and constructivism. Specific motivation techniques are suggested such as giving learners control over their learning, incorporating fantasy and imagination, providing recognition and feedback, and ensuring tasks are appropriately challenging. The document emphasizes building rapport with students and a relaxed learning environment to maximize learner motivation.
Developing deep thinking mathematical questions [autosaved]Christine
This document provides guidance for teachers on developing deep-thinking mathematical questions for elementary students. It explains that open-ended questions that require analysis, criticism, and justification promote higher-order thinking skills. The document recommends using a "backwards by design" approach of first identifying a topic, then writing a closed question with an expected answer, and finally developing another question that addresses the expected answer. Teachers are encouraged to practice this process so they can more easily create good questions that develop deep conceptual understanding rather than having just one right answer.
Similar to Teaching students to think like experts using peer instruction - CSUgrit (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
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.
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.
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
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 1 - How People LearnPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 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 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.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
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Teaching students to think like experts using peer instruction - CSUgrit
1. Thinking like experts1
“Cows,” said the
frog.“Cows!They
have four legs,
horns, eat grass
and carry pink bags
of milk.”
From “Fish is Fish” by Leo Lionni (1970)
How to teach your students
to think like experts
2. How to Teach Your Students
to Think Like Experts
Peter Newbury
Center forTeaching Development, UC San Diego
Unless otherwise noted, content is licensed under
a Creative CommonsAttribution-Non Commercial 3.0 License.
pnewbury@ucsd.edu peternewbury.org
@polarisdotca #CSUgrit
March 13, 2015
3. My goals for you
3
By the end of this workshop, you will be able to
illustrate with examples how effective peer instruction
builds on the key findings of how people learn, in
particular, how it help to develop expertise
recount the “choreography” of peer instruction
critique peer instruction questions, identifying their
strengths and weaknesses
show excitement, not anxiety, when someone suggests
you use “clickers” in your class
walk out with a collection of questions you can adapt to
your own discipline
4. Why are we here?
Thinking like experts4
What do you think students are doing in a typical
university class?
A) listening
B) absorbing
C) learning
D) note-taking
E) distracted
5. How People Learn
Thinking like experts5
3 Key Findings
3 Implications forTeaching
3 Designs for Classroom Environment
6. Key Finding 1
Thinking like experts6
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)
7. Implications for Teaching 1
Thinking like experts7
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
8. Key Finding 2
Thinking like experts8
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)
10. Implications for Teaching 2
Thinking like experts10
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.)
11. Key Finding 3
Thinking like experts11
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)
12. Aside: metacognition
Thinking like experts12
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.
([2], [3])
cognitionmeta
13. Key Finding 3
Thinking like experts13
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)
14. Implications for Teaching 3
Thinking like experts14
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)
15. What the best college teachers do
Thinking like experts15
More than anything else, the best teachers try to create a
natural critical learning environment: natural
because students encounter skills, habits, attitudes, and
information they are trying to learn embedded in questions
and tasks they find fascinating – authentic tasks that arouse
curiosity and become intrinsically interesting, critical
because students learn to think critically, to reason from
evidence, to examine the quality of their reasoning using a
variety of intellectual standards, to make improvements
while thinking, and to ask probing and insightful questions
about the thinking of other people.
(Bain, p. 99)
16. In natural critical learning environments
Thinking like experts16
students encounter safe yet challenging conditions in
which they can try, fail, receive feedback, and try again
without facing a summative evaluation.
fail
receive
feedback
(Bain, p. 108)
try
18. Introductory Chemistry
Thinking like experts18
Today, we’ll be learning about changes of state. Remember,
there are 3 states (also called “phases”) of matter:
solid
liquid
gas
19. Thinking like experts19
Melt chocolate over low heat. Remove the chocolate
from the heat.What will happen to the chocolate?
A) It will condense.
B) It will evaporate.
C) It will freeze.
(Question: Sujatha Raghu from Braincandy via LearningCatalytics)
(Image: CIM9926 by number657 on flickr CC)
20. Chemistry learning outcomes
Thinking like experts20
Students will be able to
name all 6 changes of state
translate back and forth between technical (“melt”) and
plain English (“solid into liquid”)
Imagine… misconception?
21. PI promotes expert-like thinking
Thinking like experts21
students teach each other while
they may still hold or remember
their novice preconceptions
students discuss the concepts in
their own (novice) language
each student finds out what s/he does (not) know
the instructor finds out what the students (do not)
know and reacts, building on their initial understanding
and preconceptions.
students practice
how to think and
communicate
like experts
22. Typical Episode of Peer Instruction
Thinking like experts22
1. Instructor poses a conceptually-challenging,
multiple-choice question.
2. Students think on their own and vote using clickers,
ABCD cards, PollEverywhere,…
3. The instructor asks students to “turn to your neighbors
convince them you’re right.”
4. After that conversation, students may vote again.
5. The instructor leads a class-wide discussion concluding
with why the right answers are right and the wrong
answers are wrong.
24. clarity Students waste no effort trying to figure out what’s
being asked.
context Is this topic currently being covered in class?
learning
outcome
Does the question make students do the right things
to demonstrate they grasp the concept?
distractors What do the “wrong” answers tell you about
students’ thinking?
difficulty Is the question too easy? too hard?
stimulates
thoughtful
discussion
Will the question engage the students and spark
thoughtful discussions?Are there openings for you
to continue the discussion?
What makes a good question?
Thinking like experts24 (Adapted from Stephanie Chasteen, CU Boulder)
26. Try it yourself…
Thinking like experts26
1. Please form groups of 2 or 3 by discipline (look for
colored cards)
2. Critique questions in the collection closest to your
discipline
for pairs of questions, which one is better?Why?
for single questions, is it good or bad? Can you
write a better one?
clarity context learning outcome distractors
difficulty stimulates thoughtful discussion
39. t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Thinking like experts39
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
40. t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Thinking like experts40
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
The students have not
resolved Concept X.
But Concept X has been
activated and they know
why it is interesting.
41. t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Thinking like experts41
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
42. t h e l e a r n i n g c y c l e
Peer instruction helps students learn...
Thinking like experts42
BEFORE DURING AFTER
setting up
instruction
developing
knowledge
assessing
learning
Adapted from Rosie Piller, Ian Beatty, Stephanie Chasteen
44. Peer Instruction - collegeclassroom.ucsd.edu44
1. identifying key concepts, misconceptions
2. creating multiple-choice questions that
require deeper thinking and learning
3. facilitating episodes of peer instruction that
spark and support expert-like discussion
4. leading a class-wide discussion to clarify
the concept, resolve the misconception
5. reflecting on the question: note curious
things you overheard, how they voted, etc. so
next year’s peer instruction will be better
before
class
during
class
after
class
Effective peer instruction requires
45. reduce course content by 25%
Effective peer instruction requires
How (you can help) People Learn (using peer instruction)45
students come to class prepared to engage in
conceptually-challenging discussions
TIME! 5 minutes of student-centered
activity every 10 – 15 minutes
means 25% of class time is
not lecturing.
Where does that time come from?
But I’ve got
material to fill
(more than)
100% of my
lecture!
46. Traditional classroom
Thinking like experts46
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
47. Flipped classroom
Thinking like experts47
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
49. References
Peer Instruction - collegeclassroom.ucsd.edu49
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. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.),
The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum.
3. Brame, C. (2013).Thinking about metacognition. [blog] January, 2013,Available at:
http://cft.vanderbilt.edu/2013/01/thinking-about-metacognition/ [Accessed: 14
Jan 2013].
4. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University
Press.
50. How to Teach Your Students
to Think Like Experts
Peter Newbury
Center forTeaching Development, UC San Diego
Unless otherwise noted, content is licensed under
a Creative CommonsAttribution-Non Commercial 3.0 License.
pnewbury@ucsd.edu peternewbury.org
@polarisdotca #CSUgrit
March 13, 2015
effective #peerinstruction gives students opps to try,
fail, receive feedback, try again, says @polarisdotca.
Develops expertise. #CSUgrit