Changing Landscape of Teaching - SPS 4500 - April 2015
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1-hour discussion with future TAs about teaching.
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Changing Landscape of Teaching - SPS 4500 - April 2015
- 1. … THE CHANGING LANDSCAPE OF TEACHING @SPS 4500 APRIL 10TH, 2015 DR. JEFF LOATS DEPARTMENT OF PHYSICS
- 2. WARM-UP: BORN VS. MADE "I've had great teachers and awful teachers... the whole spectrum.The ones that are great seem to have a natural knack for it while others seem to have been born clueless about how to teach. I'm not sure there will ever be teaching methods that will make a bad teacher into a good one."
- 3. WARM-UP: BORN VS. MADE 1/4 → Agree that teaching quality is essentially innate 2/4 → Improvement is a matter of desire, effort and time spent.
- 4. WARM-UP: BORN VS. MADE “I agree. Some people are natural teachers. While there are programs designed to teach teachers, they will only benefit from them if they already are an effective teacher or have the love of teaching.” “Where there is a will there is a way. If somebody is willing to work hard at learning new methods and/or strategies then they can absolutely become a better teacher! If somebody does not have the desire to do so then they probably would not.”
- 5. DWECK: FIXED VS. GROWTH MINDSET 5
- 6. DWECK: FIXED VS. GROWTH MINDSET 6
- 7. DWECK: FIXED VS. GROWTH MINDSET 7
- 8. DWECK: FIXED VS. GROWTH MINDSET 8
- 9. WARM-UP: LECTURE TIME Think about the "average" college class you have had.What fraction of class time was spent on lecture-based delivery of content? 0/4 → % - 19% 1/4 → 20% - 39% 1/4 → 40% - 59% 2/4 → 60% - 79% 0/4 → 80% - 100% 2% 10% 14% 38% 35% (86 others)
- 10. WARM-UP: BIGGEST “TAKE AWAY” What was the biggest "take away" idea that you got from the article? 4/4 → Active engagement is key and Lecture performs poorly 2/4 → Research can give better teaching 1/4 → Students enjoy interactive methods 1/4 → Faculty have fears/reluctance 1/4 → Implied this is only for science
- 11. WARM-UP: BIGGEST “TAKE AWAY” “The biggest take away from this article is that interactive teaching is favored among students in this science class. However, these instructors are worried about changing their teaching style to do fears the students will reject the change. ”
- 12. WARM-UP: BIGGEST “TAKE AWAY” “Instructors whose teaching style incorporates primarily lectures may see substantially less positive student outcomes than those who incorporate research-based interactive learning. Simply put — students benefit from hands-on learning where they can put their ideas into action and evaluate the outcomes.”
- 13. THE EVIDENCE STANDARD 13 Teachers can feel bombarded… I strive to be a scholarly teacher … • Apply the rigor we bring to the discipline of physics to the discipline of teaching. • Choose teaching methods that are strongly informed by the best empirical evidence available. Contrast teaching your subject with treating diabetes
- 14. PHYSICS EDUCATION REVOLUTION Eric Mazur, Physicist at Harvard: 14
- 16. 16 University of Washington University of Colorado University of Illinois at Urbana-Champaign
- 17. Think about an the “typical” college class you’ve had. Is there a method for holding students accountable for preparing for class? A) Stern threats and/or playful pleading. B) A paper method (quiz, journal, others?) C) A digital method (clickers, others?) D) Just inTimeTeaching. E) Some other method. 17 18% 49% 10% 5% 17% From ~190 others
- 18. JUST IN TIME TEACHING Online pre-class assignments (“WarmUps”) First half: • Conceptual questions, answered in sentences • Graded on thoughtful effort Learner Teacher 18
- 19. JUST IN TIME TEACHING Online pre-class assignments (“WarmUps”) First half: • Conceptual questions, answered in sentences • Graded on thoughtful effort Second half: • Responses are read “just in time” • Instructor modifies the plan accordingly • Aggregate and individual (anonymous) responses are displayed in class. Learner Teacher 19
- 20. JUST IN TIME TEACHING A different student role: • Actively prepare for class (not just reading/watching) • Actively engage in class • Compare your progress & plan accordingly A different instructor role: • Actively prepare for class with you (not just going over last year’s notes ) • Modify class accordingly • Create interactive engagement opportunities Learner Teacher 20
- 21. Students have developed a robot dog and a robot cat, both of which can run at 8 mph and walk at 4 mph. A the end of the term, there is a race! The robot cat must run for half of its racing time, then walk. The robot dog must run for half the race distance, then walk. Who wins the race?Why? 21
- 22. WARM-UP: ROBODOG VS. ROBOCAT Predict which one will win the race, and explain why you think so. ~1/4 → Robocat! ~1/4 → Robodog! ~2/4 → They tie! ~0/4 → Can’t tell! Others before you… ~12% → Good math ~4% → Bad math ~27% → Good reasoning ~35% → Bad reasoning ~19% → Invalid arguments
- 23. WARM-UP: ROBODOG VS. ROBOCAT “Cats rule - dogs drool!” “Robot dog. Because dogs naturally walk more thaan cats. ” “The cat--it won the flip of the coin.”
- 24. WARM-UP: ROBODOG VS. ROBOCAT “Wouldn't they both finish at the same time? I think the question was worded wrong...” “It would be a tie because they both run and walk at the same rate!” “Here's a wild guess:The cat because it is programmed to run half of the time. It may alternate running and walking.The dog is programmed to run half the distance — how will it know when it gets there?” “I would say the dog because I don't know the racing time of the cat, so I don't know how long it would take him to complete the race. ”
- 25. WARM-UP: ROBODOG VS. ROBOCAT “The cat.The fact the cat is programed to run for half of its racing time will probably mean that it will get past the half way point, but by the time it starts to walk, it will be much further ahead than the dog (considering it runs 8 mph). ”
- 26. For your “typical” college class, estimate the fraction of students who do their preparatory work before class? A) 0% - 20% B) 20% - 40% C) 40% - 60% D) 60% - 80% E) 80% - 100% 26 28% 33% 21% 13% 5% ~215 others
- 28. ELSEWHERE? 28
- 29. YOUR SUMMARY For yourself… or to share? What one “nugget” do you most want to keep from our discussion today? Contact Jeff: Jeff.Loats@gmail.com Slides: www.slideshare.net/JeffLoats 29
- 30. JITT REFERENCES & RESOURCES 30 Simkins, Scott and Maier, Mark (Eds.) (2010) Just inTimeTeaching:Across the Disciplines, Across the Academy, Stylus Publishing. Gregor M. Novak, AndrewGavrini,Wolfgang Christian, Evelyn Patterson (1999) Just-in-TimeTeaching: BlendingActive Learning with WebTechnology. Prentice Hall. Upper Saddle River NJ. K.A. Marrs, and G. Novak. (2004). Just-in-TimeTeaching in Biology: Creating an Active LearnerClassroom Using the Internet. Cell Biology Education, v. 3, p. 49-61. Jay R. Howard (2004). Just-in-TimeTeaching in Sociology or How I Convinced My Students toActually Read the Assignment. Teaching Sociology,Vol. 32 (No. 4 ). pp. 385-390. Published by:American SociologicalAssociation StableURL: http://www.jstor.org/stable/3649666 S. Linneman,T. Plake (2006). Searching for the Difference:A ControlledTest of Just-in-TimeTeaching for Large-Enrollment IntroductoryGeologyCourses. Journal of Geoscience Education,Vol. 54 (No. 1) StableURL:http://www.nagt.org/nagt/jge/abstracts/jan06.html#v54p18
Notas del editor
- From: http://www.danpink.com/2010/11/the-3-rules-of-mindsets/ Dweck’s broad argument is that what people believe shapes what they achieve — mostly irrespective of their innate talent. Some people, she says, have a fixed view of intelligence: They believe that intelligence is an entity, that we’re each endowed with a particular finite supply. Others have a growth view of intelligence: They believe that intelligence can expand through practice and effort. Your starting assumption about intelligence — your mindset, as she calls it in a popular book — heavily determines what you’re able to accomplish. And people with growth mindsets generally accomplish more and learn more deeply. In the lecture, Dweck set out three rules that nicely summarize the differences between the two mindsets along with quotations from students that demonstrate the rules. RULE #1 Fixed mindset: Look clever at all costs. (“The main thing I want when I do my school work is to show how good I am at it.”) Growth mindset: Learn, learn, learn. (“It is much more important for me to learn things in my classes than it is to get the best grades.”) RULE #2 Fixed mindset: It should come naturally. (“To tell you the truth, when I work hard at my school work it makes me fee like I’m not very smart.”) Growth mindset: Work hard, effort is key. (“The harder you work at something, the better you’ll be at it.”) RULE #3 Fixed mindset: Hide your mistakes and conceal your deficiencies. (After a disappointing exam score, “I’d spend less time on this subject from now on. I’d try not to take this subject ever again, and I would try to cheat on the next test.”) Growth mindset: Capitalize on your mistakes and confront your deficiencies. (After a disappointing exam score, “I’d work harder in this class and spend more time studying for the tests.”)
- Bombarded: hybrid courses, brain-based learning, blended courses, technology in the classroom, learner-centered teaching, etc.
- About ~20 years ago, physics teachers began treating education as a research topic! Their findings were pretty grim "But the students do fine on my exams!“ It appeared that students had been engaging in “surface learning” allowing them to solve problems algorithmically without actually understanding the concepts.
- Was this just at Harvard (silly question)! Data from H.S., 2-year, 4-year, universities, etc. 0.23 Hake gain on the FCI means that of the newtonian physics they could have learned in physics class, they learned 23% of it. Conclusion: Traditional physics lectures are all similarly (in)effective in improving conceptual understanding.
- Enter Physics Education Research: An effort to find empirically tested ways to improve the situation.
- Jeff’s results: Depending on the class 60-80% of my students do their WarmUps, self-reporting that they spend ~40 minutes reading/responding (very consistent average) Others results come from ~ 40 faculty, ~30 higher ed technology folks and ~10 students For this group:
- Is this just about new energy being put into an old class? (This is a difficult confounding factor in assessing new teaching techniques.)
- Is this just about new energy being put into an old class?