think outside the lecture: heads on hands on active learning in the classroom
DESCRIPTION
Invited keynote at the University of Alberta Centre for Teaching and Learning Summer Symposium, Edmonton, AL August 2014TRANSCRIPT
active learning inside the classroom Heads-on, hands-on
Simon Bates [email protected]
@simonpbates bit.ly/batestalks
Overview !
Examples !
Evidence of effectiveness
!
Challenges & considerations
!
Resources
Overview !
Examples !
Evidence of effectiveness
!
Challenges & considerations
!
Resources
Acquisition !
!
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
!
Challenges & considerations
!
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
1
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
!
Challenges & considerations
!
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
!
Challenges & considerations
!
Resources
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.
Overview !
Examples !
Evidence of effectiveness
!
Challenges & considerations
!
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.”
[email protected] @simonpbates bit.ly/batestalks