Changing Landscape of Teaching - SPS 4500 #1 - Jeff Loats

1. THE CHANGING LANDSCAPE OF TEACHING PART I ACTIVE ENGAGEMENT DR. JEFF LOATS DEPARTMENT OF PHYSICS SPS 4500 , SEPT 26THTH, 2013

2. INTRODUCTIONS 2 Tell me Who you are What kind of teaching you are doing Is teaching a part of your future plans?

3. 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." What is your response?

4. WARM-UP: BORN VS. MADE ~22% Agree that teaching quality is essentially innate ~44% Improvement is a matter of desire, effort and time spent. ~22% Mismatch of learning styles

5. ASIDE: LEARNING STYLES Not every student's learning style is going to match every teacher's teaching style. It is possible that the teachers you thought were bad just had a different teaching style that didn't work for you.You should talk to teachers that you think are bad and see if they can try to incorporate your learning style into their class. References: The Myth of Learning Styles by Cedar Riener and Daniel Willingham YouTube: Learning Styles Dont Exist Scholarly review: Learning styles: Concepts and evidence, Pashler et al, 2008

6. WARM-UP: BORN VS. MADE Some teachers are naturally better at interacting or captivating a group of people but I believe that teaching skills can be learned by anyone who is willing to put in the effort. A teacher must be self aware and willing to take feedback to improve. Classically "bad" teachers are a product of a problem, perhaps they did not receive teaching specific education but more subject education. I would agree. Some teachers are better than other. However, the best way to learn is from each other.

7. DWECK: FIXED VS. GROWTH MINDSET 7

11. 11 Can you think of areas in your own life where you have a fixed or growth mindset? A) I cant think of an example of either B) I can think of a fixed mindset example C) I can think of a growth mindset example D) I can think of an example of each

12. WARM-UP: LECTURE TIME Out of an average 60 minutes of class time, roughly how many minutes of class time are spent on lecture-based delivery of content?

13. WARM-UP:TEACHING HERITAGE [] Now that I am taking program specific classes the style of teaching varies quite a bit. I think their methods and attitudes come from their experience in the field. I think they teach this way because they are preparing us to be practitioners. I believe that traditional ways of teaching continues, even though it may not be the most effective, because educators fear that new forms of teaching may be difficult to do and might result in student failure.

14. WARM-UP:TEACHING HERITAGE They do not all use an interactive approach, but most have, which is quite nice. I would have to think that they teach the way they do because they know it works.Those who just lecture the whole time might not be totally into it, despite being professionals of their field, and that is why they teach the way they do. A lot of people are just dry.

15. WARM-UP: BIGGEST TAKE AWAY What was the biggest "take away" idea that you got from the article? ~66% Engagement is key and Lecture performs poorly ~11% Training can trump experience ~11% Change is needed ~11% No single technique is the trick ~11% Creative classes already do this ~11% Not all classes can use this

16. WARM-UP: BIGGEST TAKE AWAY Active leaning is nothing new; however, the research in the article failed to test creative or art classes. The biggest idea that I got from this article is that engaging students is not only important but can be done by teachers without expertise in the field. [] Not one teaching style alone did the trick, better outcomes occurred when "deliberate practice" was utilized.

17. WARM-UP: BIGGEST TAKE AWAY I feel that it is only a matter of time before we drasticly change our teaching methods.We know longer need to train young people to complete tasks for factory work so we should revamp our teaching styles. Of course I do not see how a more interactive approach could work in all classes. A history class might not have that option.

18. 18 What kind of experience do you have with clickers or another classroom response system in an educational setting? A) Ive never used them in any way B) Ive used them as a learner C) Ive used them as a teaching tool D) Ive used as both a learner and a teacher

19. GUIDING PRINCIPLES 20 Technology is not an educational panacea Seek tools that offer new approaches As always, let evidence guide our attention

20. PHYSICS EDUCATION REVOLUTION Eric Mazur, Physicist at Harvard: 21

21. 22 ALL SIMILARLY (IN)EFFECTIVE

22. 23 University of Washington University of Colorado University of Illinois at Urbana-Champaign

23. TECHNOLOGIES VS.TECHNIQUES 25 Hands Colored cards Hardware clickers Virtual response tools Peer Instruction Factual recall Polling/survey Poll-Teach-Poll Thought Questions Teach-Test-Retest

24. MAZURS PERSONAL REVOLUTION 26 (added) Pre-class reading, enforced (removed) Nearly all watch me do this portions of class: sample problems, derivations, etc. (modified) Lecture broken up into small bites (added) Depth over coverage (added) ConceptTests with Peer Instruction

25. PEER INSTRUCTION 27 Multiple choice questions Conceptual Hard 1. Students answer Individually 2. Discussion with peers 3. Students answer post-discussion 4. Class-wide discussion

26. 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 racing distance, then walk. Which one wins the race? A) Robot cat B) Robot dog C) They tie 28

27. MAZUR AFTER 1YEAR 29

28. ELSEWHERE? 30

29. WHY CLICKERS? 31 Alternatives: Hand raising Numbered/colored cards Anonymity + secrecy honesty Inclusive Fast Credit for learning

30. STILL CLICKERS? 32 Hardware clickers are (basically) obsolete Good options: PollEverywhere Top Hat LearningCatalytics

31. TECHNOLOGIES VS.TECHNIQUES 33 Clickers Colored cards Hands Virtual response tools Peer Instruction Factual recall Polling/survey Poll-Teach-Poll Thought Questions Teach-Test-Retest

32. THE EVIDENCE STANDARD 34 Research results: Quick/easy attendance in large class sizes. Provides anonymity (Banks, 2006). Every student participates (Banks, 2006). Encourages active learning (Martyn, 2007).

33. THE EVIDENCE STANDARD 35 Research results: Improved concentration (Hinde & Hunt, 2006) Improved learning and retention (Moreau, 2010). Improved exam scores (Poirier & Feldman, 2007) Efficient use of class time (Anderson, et al. 2011).

34. STUDENT FEEDBACK ON CLICKERS 315 students in 7 classes over 4 terms (roughly 6%) Rated on 5 point scale (strongly disagree to agree) The use of iClickers, and activities that used them have Agreed or Strongly Agreed helped me to stay more engaged in class than I would otherwise be. 93% helped me to learn the material better than I otherwise would 83% been worth the cost to buy them 78%

35. MY SUMMARY 37 Classroom response systems can be integrated into most teaching styles and disciplines to good effect. From an evidence-based perspective, classroom response systems addresses often-neglected areas. As with all reforms, be prepared to find that students know less than we might hope.

36. YOUR SUMMARY 38 For yourself or to share next week What was the biggest shift in your thinking during this discussion? What is the biggest question you feel needs more attention from the discussion? Contact Dr. Loats: [email protected] Todays slides: www.slideshare.net/JeffLoats

37. CLICKER REFERENCES & RESOURCES 39 Banks, D.A. (Ed.). (2006). Audience response systems in higher education:Applications and cases. Hershey, PA: Information Science Publishing. Hinde, K., & Hunt,A. (2006). Using the personal response system to enhance student learning: Some evidence from teaching economics. In Banks, D.A. (Ed.),Audience Response Systems in Higher Education:Applications and Cases. Hershey, PA: Information Science Publishing. Martyn, M. (2007). Clickers in the classroom: An active learning approach. EDUCAUSE Quarterly, 30(2), 71-74. (http://www.educause.edu/ir/library/pdf/EQM0729.pdf) Moreau, N.A. (2010). Do clickers open minds? Use of a questioning strategy in developmental mathematics,CAPELLA UNIVERSITY, 2010, 157 pages; 3389211 Poirier,C. R., & Feldman, R. S. (2007). Promoting active learning using individual response technology in large introductory psychology classes.Teaching of Psychology, 34(3), 194-196. Mazur, E. 2004 Introduction to Peer Instruction talk presented at New Physics & Astronomy FacultyWorkshop, 2004, UMD. Hake, R.R. 1998a. Interactive-engagement vs traditional methods:A six thousand-student survey of mechanics test data for introductory physics courses, Am. J. Phys. 66(1): 64-74; (www.physics.indiana.edu/~sdi/ajpv3i.pdf) Anderson, L., Healy,A., Kole, J., & Bourne, L. (2011). Conserving time in the classroom: the clicker technique.The Quarterly Journal of Experimental Psychology, 64(8): 1457-1462. ThoughtQuestions: A NewApproach to Using Clickers CU Science Education Initiative & UBC Science Education Initiative (http://www.cwsei.ubc.ca/resources/files/CU- SEI_Thought_Questions.pdf) Clicker Resource Guide from the CU Science Education Initiative & UBC Science Education Initiative (http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI _CU-SEI_04-08.pdf) Duncan, D. (2009).Tips for Successful Clicker Use. Retrieved January 31, 2009. (http://www.cwsei.ubc.ca/resources/files/Tips_for_Successful_C licker_Use_Duncan.pdf) WhyAre Clicker Questions HardToCreate? Blog post by Ian Beatty, Science Education Researcher and Professor of Physics at the University of NorthCarolina at Greensboro (http://ianbeatty.com/blog/archives/100) Good resource list at Carleton Colleges website: http://serc.carleton.edu/sp/library/classresponse/index.html

Changing Landscape of Teaching - SPS 4500 #1 - Jeff Loats

Education

information science publishing

audience response systems

higher education

learning styles

learning style

robot dog

growth mindset

robot cat