think outside the lecture: heads on hands on active learning in the classroom

active learning inside the classroom Heads-on, hands-on

Simon Bates simon.bates@ubc.ca

@simonpbates bit.ly/batestalks

Overview !

Examples !

Evidence of effectiveness

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Challenges & considerations

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Resources

On any web-enabled device !!

!!!!!!!

m.socrative.com !

room number ubc1

Overview !

Examples !

Evidence of effectiveness

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Challenges & considerations

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Resources

Acquisition !

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Assimilation

Context - flipped classrooms

CC BY-NC 2.0 https://flic.kr/p/f3ynHx

Derek Bruff: Class time reconsidered http://prezi.com/donq036eunko/class-time-reconsidered/

https://www.brookes.ac.uk/services/ocsld/resources/20reasons.html

Weekly rhythm for our 1A class

Poh,  M.Z.,  Swenson,  N.C.,  Picard,  R.W.,  "A  Wearable  Sensor  for  Unobtrusive,  Long-­‐term  Assessment  of  Electrodermal  AcEvity,"  IEEE  TransacEons  on  Biomedical  Engineering,  vol.57,  no.5,  pp.1243-­‐1252,    May  2010.  doi:  10.1109/TBME.2009.2038487  

Weekly rhythm for our 1A class

Overview !

Examples !

Evidence of effectiveness

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Challenges & considerations

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Resources

Learning gains on PI

1. Pre class material

© Jorge Royan / http://www.royan.com.ar / CC-BY-SA-3.0, via Wikimedia Commons

Learning gains on PI

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2

3

A ball initially at rest is thrown upwards, comes back down & is caught !

Which of the following is a plausible graph of the acceleration of the ball with time?

Reproduced from Eric Mazur (search “Confessions of a converted lecturer” on YouTube)

http://www.pedagogyunbound.com/tips-index/2014/3/12/prepare-for-class-with-an-annotated-set-list

Overview !

Examples !

Evidence of effectiveness

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Challenges & considerations

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Resources

R R Hake American Journal of Physics: Volume 66, Issue 1, Pages 64-74 http://dx.doi.org/10.1119/1.18809

Freeman et al PNAS www.pnas.org/cgi/doi/10.1073/pnas.1319030111

Wieman commentary PNAS http://www.pnas.org/cgi/doi/10.1073/pnas.1407304111

“This meta-analysis makes a powerful case that any college or university that is teaching its STEM courses by traditional lectures is providing an inferior education to its students”

Overview !

Examples !

Evidence of effectiveness

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Challenges & considerations

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Resources

1. Real (and perceived) workloads

2. Dealing with resistance

3. Suitability of teaching spaces

4. About ‘covering content’

5. Loss of (total) control

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… and the upsides too.

Overview !

Examples !

Evidence of effectiveness

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Challenges & considerations

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Resources

www.cwsei.ubc.ca

http://blog.peerinstruction.net/

http://flippedlab.learning.ubc.ca/

“At first, it was very difficult to adjust to Dr. Bates’ teaching style after having a <<>> prof that taught through taking notes together. !

After a few weeks, however, I came to understood that this approach was extremely effective. In contrast to my other conventional stern and dull lectures, physics class was a very lively, interactive and inspiring environment; a class that I looked most forward to. !

Dr. Bates lead an interactive environment in which students were stimulated to think amongst themselves and learn from each other.”

simon.bates@ubc.ca @simonpbates bit.ly/batestalks