think outside the lecture: heads on hand-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
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Resources
Overview !
Examples !
Evidence of effectiveness
!
Challenges & considerations
!
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
!
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
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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
“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
