strategies to enhance student engagement and learning in class: blending and flipping
TRANSCRIPT
STRATEGIES TO ENHACE STUDENT ENGAGEMENT AND LEARNING IN CLASS: BLENDING AND FLIPPING Simon Bates [email protected] @simonpbates http://bit/ly/batestalks
Context - class time (specifically lectures)
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
Take a vote: m.socrative.com enter room ubc1
Source ar)cle : Poh, M.Z., Swenson, N.C., Picard, R.W., "A Wearable Sensor for Unobtrusive, Long-‐term Assessment of Electrodermal Ac)vity," IEEE Transac)ons on Biomedical Engineering, vol.57, no.5, pp.1243-‐1252, May 2010. doi: 10.1109/TBME.2009.2038487 !Ac)vity: Jared Stang, UBC Physics
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 Ac)vity," IEEE Transac)ons on Biomedical Engineering, vol.57, no.5, pp.1243-‐1252, May 2010. doi: 10.1109/TBME.2009.2038487
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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?
http://www.pedagogyunbound.com/tips-index/2014/3/12/prepare-for-class-with-an-annotated-set-list
Choreography matters!
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”
1. Real (and perceived) workloads
2. Dealing with resistance
3. Suitability of teaching spaces
4. About ‘covering content’
5. Loss of (total) control
!
… and the upsides too.
“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.”
[email protected] @simonpbates bit.ly/batestalks