CTD WEEKLY WORKSHOPS: ALTERNATIVES TO LECTURE Peter Newbury Center for Teaching Development, University of California, San Diego [email protected]@polarisdotca ctd.ucsd.edu #ctducsd slides and resources: http://tinyurl.com/Alt2LecSp2013 Tuesday, April 16, 2013 11:00 am – 12:00 pm Center Hall, Room 316
Spring 2013 Teaching and Learning Workshops: Alternatives to Lecture April 9, 2013 Peter Newbury CC-BY
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slides and resources: http://tinyurl.com/Alt2LecSp2013
Tuesday, April 16, 2013 11:00 am – 12:00 pm
Center Hall, Room 316
Key Finding 1
Alternatives to Lecture 2
Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for the purposes of a test but revert to their preconceptions outside of the classroom.
(How People Learn [1], p. 14)
Instructors must
draw out students’
pre-existing
understandings.
Instruction must be
student-centered.
Key Finding 2
Alternatives to Lecture 3
To develop competence in an area, students must:
a) have a deep foundation of factual knowledge,
b) understand facts and ideas in the context of a conceptual framework, and
c) organize knowledge in ways that facilitate retrieval and application.
(How People Learn [1], p. 16)
These are
characteristics of
expertize
Instructors need to
give students
opportunities to be
more expert-like.
Key Finding 3
Alternatives to Lecture 4
A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.
(How People Learn [1], p. 18)
Instructors need to provide
opportunities for students to
practice being metacognitive –
thinking about their own thinking
Constructivist theory of learning
Alternatives to Lecture 5
Students need to construct their own understanding of
the concepts, where
each student assimilates new material into his/her
own framework of initial understanding and
preconception
each student confronts their understanding of the
concepts (metacognition)
A traditional, one-way lecture doesn’t give students an
opportunity to construct their own knowledge, practice a
skill or receive formative feedback.
Alternatives to Lecture 6
student-centered instruction traditional lecture
Alternatives to Lecture
Alternatives to Lecture 7
peer instruction w clickers
worksheets
interactive demonstrations
videos
surveys of opinions
reading quizzes
discussions
In-class worksheets
Alternatives to Lecture 8
Before beginning an in-class worksheet, be sure the students are properly prepared:
Looking at Distant Objects
Recall that a light-year (ly) is a distance, the distance light travels in one year (about 9.5 trillion km.)
In groups of 2 or 3, work on the worksheet. Try to ensure everyone in your group agrees on the answer to each question before you write it down.
(Wikimedia Commons CC)
Clicker question
Alternatives to Lecture 9
Imagine that you simultaneously receive two pictures of two people that live on planets orbiting two different stars. Each picture shows the people at their 21st birthday parties.
Which of the following do you think is the most plausible interpretation?
A) Both people are the same age but at different distances from you.
B) The people are actually different ages but at the same distance from you.
C) The person that is closer to you is actually the older of the two people.
D) The person that is farther from you is actually the older of the two people.
(Prather et. al [4])
In-class worksheets
Alternatives to Lecture 10
Worksheets guide students through a concept
students can learn from the worksheet, not just practice
a skill
Do not “go over” the worksheet afterwards
encourages students to not do the work and just wait for
the answers
Assess their work by, for example, asking a follow-up
clicker question
successful on worksheet successful on clicker question
(not successful on clicker q not successful on worksheet)
In-class worksheets: structure
Alternatives to Lecture 11
Worksheet is “stand-alone” and complete.
students can complete it later, do it again when studying
easier to integrate into lessons
First questions are “trivial”
check that student read intro, understands context
gives them confidence to proceed
Last question is the “zinger”
questions build towards the deep question, each one