Confessions of a converted lecturer
Distinguished Lecture on Teaching and Learning National Taiwan University
Taipei, Taiwan, 31 May 2010
My message
shift focus from “teaching” to helping students learn
Outline
• Education
Outline
• Education
• Peer Instruction
Outline
• Education
• Peer Instruction
• Results
Education
Education
lectures focus on delivery of information
Education
education is not just information transfer
25 20 15 10 5 0
25 20
15
score
10 5
0
count
1990 FCI pretest
Education
education is not just information transfer
25 20 15 10 5 0
25 20
15
score
10 5
0
count
1990 FCI posttest
Education
education is not just information transfer
25 20 15 10 5 0
25 20
15
score
10 5
0
count
1990 combined
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
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
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
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)
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)
Education
not transfer but assimilation of information is key
Education
conventional problems misleading
12 V
8 V
4 2
6 P Q
H
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
Education
are the basic principles understood?
S
A B
C
H
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?
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
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
Education
100 80 60 40
conceptual problem 20
100 80
60 40
20 0
conventional problem 0
Education
100 80 60 40
conceptual problem 20
100 80
60 40
20 0
conventional problem 0
9%
52%
39%
So what should we do?
Peer Instruction
Give students more responsibility for gathering information…
Peer Instruction
Give students more responsibility for gathering information…
so we can better help them assimilate it.
Peer Instruction
Main features:
• pre-class reading
• in-class: depth, not ‘coverage’
• ConcepTests
Peer Instruction
ConcepTest:
1. Question 2. Thinking
3. Individual answer 4. Peer discussion
5. Revised/Group answer 6. Explanation
Results
is it any good?
Results
first year of implementing PI
25 20 15 10 5 0
25 20
15
score
10 5
0
count
1991 FCI pretest
Results
first year of implementing PI
25 20 15 10 5 0
25 20
15
score
10 5
0
count
1991 FCI posttest
Results
first year of implementing PI
25 20 15 10 5 0
25 20
15
score
10 5
0
count
1991 combined
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
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
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)
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)
Results
what about problem solving?
Results
25 20 15 10 5 0
100 80
60
exam score (%)
40 20
0
count
1985 exam scores
Results
25 20 15 10 5 0
100 80
60
exam score (%)
40 20
0
count
1991 exam scores
Results
25 20 15 10 5 0
100 80
60
exam score (%)
40 20
0
count
1985/91 exam scores
Summary
So better understanding leads to better problem solving!
Summary
So better understanding leads to better problem solving!
(but “good” problem solving doesn’t always indicate understanding!)
Summary
Traditional indicators of success misleading
Summary
Traditional indicators of success misleading
Education is no longer about information
Funding:
National Science Foundation
for a copy of this presentation:
http://mazur-www.harvard.edu
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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
Confessions of a converted lecturer
Distinguished Lecture on Teaching and Learning National Taiwan University
Taipei, Taiwan, 31 May 2010
Peer Instruction: a primer
brief presentation
Peer Instruction: a primer
brief presentation
ConcepTest
Peer Instruction: a primer
brief presentation
ConcepTest
clicker poll 1
Peer Instruction: a primer
brief presentation
ConcepTest
clicker poll 1
> 70%
correct
Peer Instruction: a primer
brief presentation
ConcepTest
clicker poll 1
> 70%
correct explanation
Peer Instruction: a primer
brief presentation
ConcepTest
clicker poll 1
> 70%
correct explanation
repeat from start
Peer Instruction: a primer
brief presentation
ConcepTest
clicker poll 1
> 70%
correct explanation
repeat from start 30–70%
correct
Peer Instruction: a primer
brief presentation
ConcepTest
clicker poll 1
> 70%
correct explanation
repeat from start 30–70%
correct discussionpeer
Peer Instruction: a primer
brief presentation
ConcepTest
clicker poll 1
> 70%
correct explanation
repeat from start 30–70%
correct discussionpeer
clicker poll 2
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
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
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
Let’s try it!
When metals heat up, they expand because all atoms get far- ther away from each other.
Let’s try it!
When metals heat up, they expand because all atoms get far- ther away from each other.
Let’s try it!
Consider a rectangular metal plate with a circular hole in it.
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.
Let’s try it!
It’s easy to fire up the audience!
Let’s try it!
remember: all atoms must get farther away from each other!
Let’s try it!
remember: all atoms must get farther away from each other!
Let’s try it!
consider the atoms at the rim of the hole
Let’s try it!
consider the atoms at the rim of the hole
Let’s try it!
consider the atoms at the rim of the hole
Let’s try it!
consider the atoms at the rim of the hole
Setting the stage
What constitutes a good problem?
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.
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?
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
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?
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
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?
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
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?
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
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
Setting the stage
Need to test meaningful skills!
Setting the stage
Setting learning goals
Setting the stage
Setting learning goals
• approach, not content
• focus on understanding
• backward design
Setting the stage
Traditional approach to course planning
course content
Setting the stage
Traditional approach to course planning
assessment course
content
Setting the stage
Traditional approach to course planning
course defined by content
assessment course
content
Setting the stage
Backward design
desired outcomes
Setting the stage
Backward design
desired outcomes acceptable
evidence
Setting the stage
Backward design
desired outcomes acceptable
evidence instructional
approach
Setting the stage
Backward design
course defined by desired outcomes
desired outcomes acceptable
evidence instructional
approach
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.
?
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.
?
Let’s try it!
We all make mistakes!
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
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