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What do you
notice?
What do you
wonder?
(All im
ages by ttrentham on flickr C
C) Developing Expertise - collegeclassroom.ucsd.edu
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The College Classroom
Session 2: Developing Expertise
January 13 and 15, 2015
Unless otherwise noted, content is
licensed under a Creative Commons Attribution-
Non Commercial 3.0 License.
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How many of these do you think
are “deliberate practice”?
Developing Expertise - collegeclassroom.ucsd.edu 3
writing: writing 30 minutes per day
running: running 5 miles a day, 5 days per week
guitar: playing the guitar for an hour after school each day
language: after moving to a new country, learning the
language by interacting only with locals
A) 1 of them
B) 2
C) 3
D) all 4 of them
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Recall: Deliberate practice [1]
Developing Expertise - collegeclassroom.ucsd.edu 4
activity that’s explicitly intended to improve
performance
that reaches for objectives just beyond one’s level of
competence
provides feedback on results
involves high levels of repetition
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Expertise Development
5 Developing Expertise - collegeclassroom.ucsd.edu
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10,000 hours of deliberate practice:
4 hrs / day for 12 years
3 hrs / day for 16 years
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Developing Expertise - collegeclassroom.ucsd.edu 6
There’s something about this that bothers me:
A 5-foot-tall NBA star? Huh?
• If it’s bothering me, then it’s probably bothering some of
my students.
• Maybe one of my students has a solution or explanation –
their diversity is an asset
• How can I stimulate a conversation for everyone in the
classroom rather than the few who would raise their
hands if I asked?
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True or False
With 10,000 hours of deliberate practice, a 5-ft tall man
can be a basketball star in the NBA.
A) true
B) false
7 Developing Expertise - collegeclassroom.ucsd.edu
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Certainly some important traits are partly inherited, such as
physical size and particular measures of intelligence, but those
influence what a person doesn’t do more than what he does; a five-
footer will never be an NFL lineman, and a seven-footer will never
be an Olympic gymnast.
Geoffrey Colvin [1]
8 Developing Expertise - collegeclassroom.ucsd.edu
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Intelligence is grown
Developing Expertise - collegeclassroom.ucsd.edu 9
Dr. Anders Ericcson – Florida State Univ. Studies development of expertise (sports figures,
pianists, chess players).[2] Expertise is not an innate trait, it is developed through
Long duration (10,000 hours)
Daily (4 hours a day)
Deliberate Practice
Dr. Carol Dweck – Stanford Convincing people to adopt a “growth mindset” (not
“fixed mindset”) leads to higher GPAs, higher graduation rates. [Week 4: Fixed/Growth Mindsets]
New meta-analysis suggests
“10,000 hr rule” does not
always apply. Some reach
expert levels quicker.[3]
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Tip Sheet: Perfect Practice [1]
Approach each critical task with an explicit goal of getting much
better at it.
As you do the task, focus on what’s happening and
why you’re doing it the way you are.
After the task, get feedback on your performance from multiple
sources. Make changes in your behavior as necessary.
Continually build mental models of your situation –
your industry, your company, your career. Enlarge the
models to encompass more factors.
Do these steps regularly, not sporadically. Occasional practice
does not work.
10
1
2
3
4
5
Developing Expertise - collegeclassroom.ucsd.edu
discipline area of research
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Approach each critical task with an explicit goal of getting much
better at it.
As you do the task, focus on what’s happening and
why you’re doing it the way you are.
After the task, get feedback on your performance from multiple
sources. Make changes in your behavior as necessary.
Continually build mental models of your situation –
your industry, your company, your career. Enlarge the
models to encompass more factors.
Do these steps regularly, not sporadically. Occasional practice
does not work
11
1
2
3
4
Developing Expertise - collegeclassroom.ucsd.edu
In a moment but not yet, each table will discuss how one tip is
revealed in your fields of expertise. Use the whiteboard to capture
ideas. Choose someone to share your group’s ideas with the class.
5
discipline area of research
If you have instructions for
students, this can keep their
attention until YOU are ready for
them to start the activity.[8]
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Approach each critical task with an explicit goal of getting much
better at it.
As you do the task, focus on what’s happening and
why you’re doing it the way you are.
After the task, get feedback on your performance from multiple
sources. Make changes in your behavior as necessary.
Continually build mental models of your situation –
your industry, your company, your career. Enlarge the
models to encompass more factors.
Do these steps regularly, not sporadically. Occasional practice
does not work
12
1
2
3
4
Developing Expertise - collegeclassroom.ucsd.edu
In a moment but not yet, each table will discuss how one tip is
revealed in your fields of expertise. Use the whiteboard to capture
ideas. Choose someone to share your group’s ideas with the class.
5
discipline area of research
Students put their finished ideas on
poster paper. Whiteboards can
(should!) be used to capture
thinking along the way.
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Teaching students to think more like
experts
Part 2:
Teaching expertise
Developing Expertise - collegeclassroom.ucsd.edu 13
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How People Learn - collegeclassroom.ucsd.edu 14
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How People Learn - collegeclassroom.ucsd.edu 15
knowledge
framework
retrieval
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How People Learn - collegeclassroom.ucsd.edu 16
knowledge
framework
retrieval
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knowledge
framework
retrieval
How People Learn - collegeclassroom.ucsd.edu
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Development of Mastery [4]
18
conscious
unconscious
incompetent competent
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
Wait! When introducing
a graph for the first time,
explain the “architecture” of the
graph before addressing the data
and message the graph contains.
Level of Expertise
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Development of Mastery [4]
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incompetent competent
Developing Expertise - collegeclassroom.ucsd.edu
Level of Expertise
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Development of Mastery [4]
20
conscious
unconscious
adikko.deviantart.com
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
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Development of Mastery [4]
21
conscious
unconscious
incompetent competent
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
Level of Expertise
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Development of Mastery [4]
22
conscious
unconscious
incompetent competent
1
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
Level of Expertise
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Development of Mastery [4]
23
conscious
unconscious
incompetent competent
1
2
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
Level of Expertise
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Development of Mastery [4]
24
conscious
unconscious
incompetent competent
1
2 3
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
Level of Expertise
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Development of Mastery [4]
25
conscious
unconscious
incompetent competent
1
2 3
4
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
Level of Expertise
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Development of Mastery [4]
26
conscious
unconscious
incompetent competent
1
2 3
4
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
Level of Expertise
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Development of Mastery [4,5]
27
conscious
unconscious
incompetent competent
1
2 3
4
Developing Expertise - collegeclassroom.ucsd.edu
Beh
avio
r
Level of Expertise
5
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Think about the house you grew up in
Developing Expertise - collegeclassroom.ucsd.edu 28
How many windows?
As you counted the windows, did you see them
from the outside or from the inside of the house?
If a Stage 4, professor of Window-Counting is an
“outsider”, he will thoughtfully create lessons and practice
for counting from the outside. Many students will be lost.
A Stage 5 professor will know there are other ways to count
windows and will create lessons where each student can
connect the concept to his/her own knowledge and skills.
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The next time you teach a course, what will
you do to help your students do these things?
Approach each critical task with an explicit goal of getting much
better at it.
As you do the task, focus on what’s happening and
why you’re doing it the way your are.
After the task, get feedback on your performance from multiple
sources. Make changes in your behavior as necessary.
Continually build mental models of your situation –
your industry, your company, your career. Enlarge the
models to encompass more factors.
Do these steps regularly, not sporadically. Occasional practice
does not work.
29
1
2
3
4
5
Developing Expertise - collegeclassroom.ucsd.edu
discipline area of research
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Deliberate Practice: for you
Developing Expertise - collegeclassroom.ucsd.edu 30
Reach for objectives JUST beyond where you are:
work on incrementally harder problems
try variations on ones from work, class, homework, quizzes
Practice consistently (every day)
Get FEEDBACK on your practice
Or at least self-analyze “continuously observing results,
making appropriate adjustments”
What to practice
what skills to experts in your field have?
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Deliberate Practice: for you
Developing Expertise - collegeclassroom.ucsd.edu 31
Reach for objectives JUST beyond where you are:
work on incrementally harder problems
try variations on ones from work, class, homework, quizzes
Practice consistently (every day)
Get FEEDBACK on your practice
Or at least self-analyze “continuously observing results,
making appropriate adjustments”
What to practice
what skills to experts in your field have?
your students
Set
Provide
Give
Help them
Suggest
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Big Question
Developing Expertise - collegeclassroom.ucsd.edu 32
Where does the motivation to
engage in deliberate practice
come from?
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Developing Expertise - collegeclassroom.ucsd.edu 33
Colvin: “People hate abandoning the notion that they could
coast to fame and riches if only they found their talent.”
Gladwell: “Why are we so hostile to the notion that what
separates the genius from the rest of us is that the genius
loves that he or she does more than we do?” [6]
Gladwell: “Love is not the complete explanation: love is the
way in.” [6]
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Developing Expertise - collegeclassroom.ucsd.edu 34
The discovery that students don't love the new teacher's content
area is one of those school of hard knock lessons. Graduate
education reinforces the centrality of discipline-based content
knowledge. Having immersed themselves in its study for years and
having been surrounded with colleagues equally enamored with the
area, new faculty arrive at those first teaching jobs no longer
objective about how the rest of the world views their content
domain.
Maryellen Weimer [7]
Instructor has different pre-existing
knowledge. And motivation.
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Next week: Learning Outcomes
Watch the blog for next week’s
readings and assignments
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References
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1. Colvin, G. (2006, October 19). What it takes to be great. Fortune, 88- 96. Available at money.cnn.com/magazines/fortune/fortune_archive/2006/10/30/8391794/index.htm
2. Ericsson, K.A., Krampe, R. Th., & Tesch-Romer, C. (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review 100, 3, 363-406.
3. Mcnamara, B.N., Hambrick, D.Z., & Oswald, F.L. (2014). Deliberate Practice and Performance in Music, Games, Sports, Education, and Professions: A Meta-Analysis. Psychological Science 25, 8, 1608-1618.
4. Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX: Harcourt College Publishers.
5. DiPeitro, M. (2014). 2.4.3 Classroom Climate [video file] Retrieved from https://www.coursera.org/course/stemteaching
6. Malcolm Gladwell, in “Radiolab: Secrets of Success”, aired 26 July 2010. www.radiolab.org/blogs/radiolab-blog/2010/jul/26/secrets-of-success/
7. Weimer, M. (2010). New Faculty: Beliefs That Prevent and Promote Growth, in the book Inspired College Teaching: A Career-Long Research for Professional Growth. San Francisco, Jossey-Bass. (Reprinted in Tomorrow’s Professor email Newsletter October 15, 2013) Available at http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=1279
8. “In a moment but not yet” by Linda Williams at http://store.training-wheels.com/inmobutnotye.html