collegeclassroom.ucsd.edu #tccucsd 1 The College Classroom Tuesday, January 7 Thursday, January 9 Winter 2014 Image: Greinke and Bob McClure by ChrisM70 on flickr CC What do you notice? What do you wonder? Unless otherwise noted, this work is licensed under a Creative Commons Attribution- NonCommercial 3.0 Unported License.
Peter Newbury Center for Teaching Development University of California, San Diego 9 January 2014
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collegeclassroom.ucsd.edu #tccucsd
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The College
Classroom Tuesday, January 7
Thursday, January 9
Winter 2014
Image: Greinke and Bob McClure by ChrisM70 on flickr CC
What do you notice?
What do you wonder?
Unless otherwise noted, this work is licensed
under a Creative Commons Attribution-
NonCommercial 3.0 Unported License.
Who Am I – Peter
Peter Newbury
PhD (Univ. of British Columbia, Vancouver, Canada) 1998
in applied math
Carl Wieman Science Education Initiative, 2008 – 2012
Associate Director, Center for Teaching Development
since August, 2012
Teaching and learning interests:
how people learn
how to motivate instructors to transform the way they teach
finding the most effective ways to implement peer instruction (clickers)
Establishing and maintaining an online personal learning network
@polarisdotca peternewbury.org
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Who am I - Beth
Dr. Beth Simon
Faculty, Computer Science and
Engineering
Sr. Associate Director for Learning
Sciences and Technology,
Center for Teaching Development
Undergrad in Midwest (no TAs)
PhD UCSD 2001
Research: (Computer) Science Education
Mountain Biking, Cooking/Eating, Beer
Who Am I – Steph
Steph Carmack
PhD candidate in Stephan Anagnostaras’ lab in the UCSD Division of
Social Sciences
The College Classroom and Summer Graduate Teaching Scholar alum
(2013)
Research interests:
The relationship between memory and addiction
Pychostimulant mechanisms in ADHD
Moral attitudes toward academic doping
Teaching experience :
2 accelerated summer classes for high school students (Summer 2012-3)
Neurobiology of Learning and Memory (Summer 2013)
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Why are you taking TCC?
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[job] I’m looking for a tenure-track academic position and
knowing about teaching will help me get a job.
[teaching experience] I have little/no teaching experience and I
want to get some.
[better instructor] I’ve taught before and I want to become a
better instructor.
[pedagogy] I’m interested in the theory and
pedagogy of teaching and learning.
[required] I’m an SGTS or a GAANN Fellow
A) 1 reason B) 2 C) 3 D) 4 E) 5
A quick survey:
We have people with different backgrounds in our
audience: Raise your hand if this is you:
Who experienced undergraduate education in the US?
Who has had a teaching experience before?
Who has given a technical talk?
Who has English as a second language?
Who has been a student in a large (150+ students) class?
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Introduction to teaching and learning
in higher education
Survey
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Which of these do you most associate with a typical
university lecture?
A) listening
B) absorbing
C) note-taking
D) learning
E) other
The traditional lecture is based on the
transmissionist learning model
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(Image by um.dentistry on flickr CC)
Let’s have a learning experience…
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Here is an important new number
system. Please learn it.
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1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
Test
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What is this number?
Scientifically Outdated, a Known Failure
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We must abandon the tabula
rasa “blank slate” and “students
as empty vessels” models of
teaching and learning.
New Number System
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Here’s the structure of the “tic-tac-toe” code:
1 2 3
4 5 6
7 8 9
Test
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What is this number?
New learning is based on knowledge you already have.
You store things in long term memory through a set of connections that are made with your existing memories.
Constructivist Theory of Learning
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(Images by Rebecca-Lee on flickr CC)
Creating memories (aka learning) involves having neurons fire and link up in networks or patterns. (fMRI is allowing us to observe learning as it happens.)
learning is done
by individuals
How People Learn [1]
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Learning is not about what
professors do.
It’s about what THE LEARNER does!
Corollary:
Students do not LEARN just
by listening to the professor explain
What the best college teachers do [2]
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The best college teachers create environments where
“students encounter safe yet challenging conditions in
which they can
try,
fail,
receive feedback, and
try again
without facing summative evaluation”
a test that counts for marks
Course Information
What are the goals of TCC?
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Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
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Course-level LO #2
Course-level LO #3 Course-level
learning outcome (LO) #1
Topic-level
LO Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO Topic-level
LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-level
LO Topic-level
learning outcome
Course-level learning outcomes
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By the end of The College Classroom, you’ll be able to
be reflective and scholarly about your teaching
explain why certain instructional activities are successful and
why others are not
identify and support student-centered learning environments
recognize and build upon the diversity of your students
know how to succeed as a professional educator in higher
education
interact with the online teaching and learning community
through blogging and Twitter
Topic-level learning outcomes
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Many topic-level learning outcomes in
1. modern theory of Constructivist learning
by the end of the course, you’ll be able to have an
elevator conversation describing the importance of
metacognition in learning.
and many more…
Topic-level learning outcomes
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Many topic-level learning outcomes in
2. best practices for the college classroom
by the end of the course, you’ll be able to write a peer
instruction (clicker) question and explain to a colleague the
rationale behind the question and choices and describe
how it can be incorporated into the lesson.
and many more…
Throughout the classes, we’ll be
trying to model best practices
so try to watch how we teach
as well as what we teach.
Topic-level learning outcomes
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Many topic-level learning outcomes in
3. how to be a successful, professional educator
by the end of the course, you’ll be able to collaborate
with others using Google docs.
and many more…
How do we do all this in just
80 minutes per week?
Traditional classroom
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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
Flipped classroom
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student learns easy content at home: definitions,
basis skills, simple examples. Frees up class time for...
students come to class prepared to tackle
challenging concepts in class, with immediate
feedback from peers, instructor
learn hard
stuff together
learn easy
stuff alone
transfer assimilate
What is going to happen in this class
Weekly meetings in Center Hall, Room 316:
1hr 20 min “lecture” – mixture of theory and practice
interact in small groups (e.g. peer instruction with clickers)