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(1)

Confessions of a converted lecturer

Distinguished Lecture on Teaching and Learning National Taiwan University

Taipei, Taiwan, 31 May 2010

(2)

My message

shift focus from “teaching” to helping students learn

(3)

Outline

• Education

(4)

Outline

• Education

• Peer Instruction

(5)

Outline

• Education

• Peer Instruction

• Results

(6)

Education

(7)

Education

lectures focus on delivery of information

(8)

Education

education is not just information transfer

25 20 15 10 5 0

25 20

15

score

10 5

0

count

1990 FCI pretest

(9)

Education

education is not just information transfer

25 20 15 10 5 0

25 20

15

score

10 5

0

count

1990 FCI posttest

(10)

Education

education is not just information transfer

25 20 15 10 5 0

25 20

15

score

10 5

0

count

1990 combined

(11)

Education

100 80 60 40 20

change in score, S f S i (%)

100 80

60 40

20 0

initial score, Si (%) 0

1990 combined

(12)

Education

100 80 60 40 20

change in score, S f S i (%)

100 80

60 40

20 0

initial score, Si (%) 0

1990 combined

(13)

Education

100 80 60 40 20

change in score, S f S i (%)

100 80

60 40

20 0

initial score, Si (%) 0

perfect scor e

(14)

Education

100 80 60 40 20

change in score, S f S i (%)

100 80

60 40

20 0

initial score, Si (%) 0

perfect scor e

R.R. Hake, Am. J. Phys. 66, 64 (1998)

(15)

Education

only one quarter of maximum gain realized

100 80 60 40 20

change in score, S f S i (%)

100 80

60 40

20 0

initial score, Si (%) 0

perfect scor e 1.00

0.23

g = Sf – Si 1 – Si

R.R. Hake, Am. J. Phys. 66, 64 (1998)

(16)

Education

not transfer but assimilation of information is key

(17)

Education

conventional problems misleading

12 V

8 V

4 2

6 P Q

H

(18)

Education

conventional problems misleading

12 V

8 V

4 2

6 P Q

H

Calculate:

(a) current in 2-W resistor (b) potential difference between P and Q

(19)

Education

are the basic principles understood?

S

A B

C

H

(20)

Education

are the basic principles understood?

S

A B

C

H

When S is closed, what happens to:

(a) intensities of A and B?

(b) intensity of C?

(c) current through battery?

(d) potential difference across A, B, and C?

(e) the total power dissipated?

(21)

Education

0 0 20 40 60 80

2 4 6 8 10

score

count

0 0 20 40 60 80

2 4 6 8 10

score

count

conventional conceptual

(22)

Education

0 0 20 40 60 80

2 4 6 8 10

score average 4.9 average 6.9

count

0 0 20 40 60 80

2 4 6 8 10

score

count

conventional conceptual

(23)

Education

100 80 60 40

conceptual problem 20

100 80

60 40

20 0

conventional problem 0

(24)

Education

100 80 60 40

conceptual problem 20

100 80

60 40

20 0

conventional problem 0

9%

52%

39%

(25)

So what should we do?

(26)

Peer Instruction

Give students more responsibility for gathering information…

(27)

Peer Instruction

Give students more responsibility for gathering information…

so we can better help them assimilate it.

(28)

Peer Instruction

Main features:

• pre-class reading

• in-class: depth, not ‘coverage’

• ConcepTests

(29)

Peer Instruction

ConcepTest:

1. Question 2. Thinking

3. Individual answer 4. Peer discussion

5. Revised/Group answer 6. Explanation

(30)
(31)

Results

is it any good?

(32)

Results

first year of implementing PI

25 20 15 10 5 0

25 20

15

score

10 5

0

count

1991 FCI pretest

(33)

Results

first year of implementing PI

25 20 15 10 5 0

25 20

15

score

10 5

0

count

1991 FCI posttest

(34)

Results

first year of implementing PI

25 20 15 10 5 0

25 20

15

score

10 5

0

count

1991 combined

(35)

Results

100 80 60 40 20

change in score, S f S i (%)

100 80

60 40

20 0

initial score, Si (%) 0

perfect scor e 1.00

0.23

g = Sf – Si 1 – Si

(36)

Results

100 80 60 40 20

change in score, S f S i (%)

100 80

60 40

20 0

initial score, Si (%) 0

perfect scor e 1.00

0.23

g = Sf – Si 1 – Si

(37)

Results

100 80 60 40 20

change in score, S f S i (%)

100 80

60 40

20 0

initial score, Si (%) 0

perfect scor e 1.00

0.23

g = Sf – Si 1 – Si

R.R. Hake, Am. J. Phys. 66, 64 (1998)

(38)

Results

100 80 60 40 20

change in score, S f S i (%)

100 80

60 40

20 0

initial score, Si (%) 0

perfect scor e 1.00

0.23

g = Sf – Si 1 – Si

0.48

R.R. Hake, Am. J. Phys. 66, 64 (1998)

(39)

Results

what about problem solving?

(40)

Results

25 20 15 10 5 0

100 80

60

exam score (%)

40 20

0

count

1985 exam scores

(41)

Results

25 20 15 10 5 0

100 80

60

exam score (%)

40 20

0

count

1991 exam scores

(42)

Results

25 20 15 10 5 0

100 80

60

exam score (%)

40 20

0

count

1985/91 exam scores

(43)

Summary

So better understanding leads to better problem solving!

(44)

Summary

So better understanding leads to better problem solving!

(but “good” problem solving doesn’t always indicate understanding!)

(45)
(46)

Summary

Traditional indicators of success misleading

(47)

Summary

Traditional indicators of success misleading

Education is no longer about information

(48)

Funding:

National Science Foundation

for a copy of this presentation:

http://mazur-www.harvard.edu

Follow me! eric_mazur Follow me! eric_mazur Follow me! eric_mazur Follow me! eric_mazur

(49)
(50)
(51)
(52)
(53)

Funding:

National Science Foundation

for a copy of this presentation:

http://mazur-www.harvard.edu

Follow me! eric_mazur Follow me! eric_mazur Follow me! eric_mazur Follow me! eric_mazur

(54)

Confessions of a converted lecturer

Distinguished Lecture on Teaching and Learning National Taiwan University

Taipei, Taiwan, 31 May 2010

(55)

Peer Instruction: a primer

brief presentation

(56)

Peer Instruction: a primer

brief presentation

ConcepTest

(57)

Peer Instruction: a primer

brief presentation

ConcepTest

clicker poll 1

(58)

Peer Instruction: a primer

brief presentation

ConcepTest

clicker poll 1

> 70%

correct

(59)

Peer Instruction: a primer

brief presentation

ConcepTest

clicker poll 1

> 70%

correct explanation

(60)

Peer Instruction: a primer

brief presentation

ConcepTest

clicker poll 1

> 70%

correct explanation

repeat from start

(61)

Peer Instruction: a primer

brief presentation

ConcepTest

clicker poll 1

> 70%

correct explanation

repeat from start 30–70%

correct

(62)

Peer Instruction: a primer

brief presentation

ConcepTest

clicker poll 1

> 70%

correct explanation

repeat from start 30–70%

correct discussionpeer

(63)

Peer Instruction: a primer

brief presentation

ConcepTest

clicker poll 1

> 70%

correct explanation

repeat from start 30–70%

correct discussionpeer

clicker poll 2

(64)

Peer Instruction: a primer

brief presentation

ConcepTest

clicker poll 1

> 70%

correct explanation

repeat from start 30–70%

correct discussionpeer

clicker poll 2

< 30 % correct

(65)

Peer Instruction: a primer

brief presentation

ConcepTest

clicker poll 1

> 70%

correct explanation

repeat from start 30–70%

correct discussionpeer

clicker poll 2 brief lecture ConcepTest

clicker poll 1

explanation

repeat from start 30–70%

correct discussionpeer

clicker poll 2

< 30 % correct revisit concept

(66)

Peer Instruction: a primer

brief presentation

ConcepTest

clicker poll 1

> 70%

correct explanation

repeat from start 30–70%

correct discussionpeer

clicker poll 2

< 30 % correct revisit concept

(67)

Let’s try it!

When metals heat up, they expand because all atoms get far- ther away from each other.

(68)

Let’s try it!

When metals heat up, they expand because all atoms get far- ther away from each other.

(69)

Let’s try it!

Consider a rectangular metal plate with a circular hole in it.

(70)

Let’s try it!

Consider a rectangular metal plate with a circular hole in it.

When the plate is uniformly heated, the diameter of the hole

1. increases.

2. stays the same.

3. decreases.

(71)

Let’s try it!

It’s easy to fire up the audience!

(72)

Let’s try it!

remember: all atoms must get farther away from each other!

(73)

Let’s try it!

remember: all atoms must get farther away from each other!

(74)

Let’s try it!

consider the atoms at the rim of the hole

(75)

Let’s try it!

consider the atoms at the rim of the hole

(76)

Let’s try it!

consider the atoms at the rim of the hole

(77)

Let’s try it!

consider the atoms at the rim of the hole

(78)

Setting the stage

What constitutes a good problem?

(79)

Setting the stage

On a Saturday afternoon, you pull into a parking lot with unme- tered spaces near a shopping area. You circle around, but there are no empty spots. You decide to wait at one end of the lot, where you can see (and command) about 20 spaces.

(80)

Setting the stage

On a Saturday afternoon, you pull into a parking lot with unme- tered spaces near a shopping area. You circle around, but there are no empty spots. You decide to wait at one end of the lot, where you can see (and command) about 20 spaces.

How long do you have to wait before someone frees up a space?

(81)

Setting the stage

On a Saturday afternoon, you pull into a parking lot with unme- tered spaces near a shopping area. You circle around, but there are no empty spots. You decide to wait at one end of the lot, where you can see (and command) about 20 spaces.

How long do you have to wait before someone frees up a space?

Requires:

Assumptions

Developing a model Applying that model

(82)

Setting the stage

On a Saturday afternoon, you pull into a parking lot with unme- tered spaces near a shopping area. You circle around, but there are no empty spots. You decide to wait at one end of the lot,

where you can see (and command) about 20 spaces. On average people shop for 2 hours.

How long do you have to wait before someone frees up a space?

(83)

Setting the stage

On a Saturday afternoon, you pull into a parking lot with unme- tered spaces near a shopping area. You circle around, but there are no empty spots. You decide to wait at one end of the lot,

where you can see (and command) about 20 spaces. On average people shop for 2 hours.

How long do you have to wait before someone frees up a space?

Requires:

Developing a model Applying that model

(84)

Setting the stage

On a Saturday afternoon, you pull into a parking lot with unme- tered spaces near a shopping area. You circle around, but there are no empty spots. You decide to wait at one end of the lot,

where you can see (and command) about 20 spaces. On average people shop for 2 hours.

Assuming people leave at regularly-spaced intervals, how long do you have to wait before someone frees up a space?

(85)

Setting the stage

On a Saturday afternoon, you pull into a parking lot with unme- tered spaces near a shopping area. You circle around, but there are no empty spots. You decide to wait at one end of the lot,

where you can see (and command) about 20 spaces. On average people shop for 2 hours.

Assuming people leave at regularly-spaced intervals, how long do you have to wait before someone frees up a space?

Requires:

Applying a (new) model

(86)

Setting the stage

On a Saturday afternoon, you pull into a parking lot with unme- tered spaces near a shopping area, where people are known to shop, on average, for 2 hours. You circle around, but there are no empty spots. You decide to wait at one end of the lot, where you can see (and command) about 20 spaces.

How long do you have to wait before someone frees up a space?

(87)

Setting the stage

On a Saturday afternoon, you pull into a parking lot with unme- tered spaces near a shopping area, where people are known to shop, on average, for 2 hours. You circle around, but there are no empty spots. You decide to wait at one end of the lot, where you can see (and command) about 20 spaces.

How long do you have to wait before someone frees up a space?

twait = Tshop Nspaces

(88)

Setting the stage

On a Saturday afternoon, you pull into a parking lot with unme- tered spaces near a shopping area, where people are known to shop, on average, for 2 hours. You circle around, but there are no empty spots. You decide to wait at one end of the lot, where you can see (and command) about 20 spaces.

How long do you have to wait before someone frees up a space?

Requires:

Using a calculator twait = Tshop

Nspaces

(89)

Setting the stage

Need to test meaningful skills!

(90)

Setting the stage

Setting learning goals

(91)

Setting the stage

Setting learning goals

• approach, not content

• focus on understanding

• backward design

(92)

Setting the stage

Traditional approach to course planning

course content

(93)

Setting the stage

Traditional approach to course planning

assessment course

content

(94)

Setting the stage

Traditional approach to course planning

course defined by content

assessment course

content

(95)

Setting the stage

Backward design

desired outcomes

(96)

Setting the stage

Backward design

desired outcomes acceptable

evidence

(97)

Setting the stage

Backward design

desired outcomes acceptable

evidence instructional

approach

(98)

Setting the stage

Backward design

course defined by desired outcomes

desired outcomes acceptable

evidence instructional

approach

(99)

Let’s try it!

A boat carrying a large boulder is

floating on a small pond. The boulder is thrown overboard and sinks to the bottom of the pond.

?

(100)

Let’s try it!

A boat carrying a large boulder is

floating on a small pond. The boulder is thrown overboard and sinks to the bottom of the pond.

After the boulder sinks to the bottom of the pond, the level of the water in the pond is

1. higher than 2. the same as 3. lower than

it was when the boulder was in the boat.

?

(101)

Let’s try it!

We all make mistakes!

(102)

Research Funding:

Pew Charitable Trust, Pearson/Prentice Hall, Davis Founda- tion, Engineering Information Foundation, Derek Bok Center

for Teaching and Learning, National Science Foundation for a copy of this presentation:

http://mazur-www.harvard.edu

response cards:

www.turningtechnologies.com

Follow me! eric_mazur

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