CIRTL Class Meeting 2: Developing Expertise

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The College

Classroom

What do you

notice?

What do you

wonder?

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C) Developing Expertise - collegeclassroom.ucsd.edu

The College Classroom – Spring 2015

Class Meeting 2: Developing Expertise

Dave Gross dgross@ biochem.umass.edu

Thursday, February 5, 2015

1:00-2:30p ET, 12:00-1:30p CT, 11:00a-12:30p MT, 10:00-11:30a PT

Peter Newbury

[email protected]

@polarisdotca Unless otherwise noted, content is

licensed under a Creative Commons Attribution-

Non Commercial 3.0 License.

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 of them

Recall: Deliberate practice [1]


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

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


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?

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


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]


Intelligence is grown


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.

upcoming session on Fixed/Growth Mindsets

Intelligence is grown


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.

upcoming session on Fixed/Growth Mindsets

New meta-analysis suggests

“10,000 hr rule” does not

always apply. Some reach

expert levels quicker.[3]

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.

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2

3

4

5

Developing Expertise - collegeclassroom.ucsd.edu


better at it.









does not work

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1

2

3

4


5

discipline area of research

Tip Sheet: Perfect Practice [1]


better at it.









does not work.

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3

4

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Room 1 Room 6

Room 2 Room 7

Room 3

Room 8

Room 4 Room 9

Room 5 Room 10

In a moment but not yet, please describe how the indicated tip is

revealed in your development of your own expertise in your field.

Choose someone to share your Room’s ideas with the class.

Part 2:

Teaching expertise


Teaching students to think more like

experts

Part 2:

Teaching expertise



knowledge

framework

retrieval

19

knowledge

framework

retrieval


Development of Mastery [4]


conscious

unconscious

incompetent competent

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 20



incompetent competent Level of Expertise



conscious

unconscious

adikko.deviantart.com

Beh

avio

r



conscious

unconscious


Beh

avio

r

Level of Expertise



conscious

unconscious


1

Beh

avio

r

Level of Expertise



conscious

unconscious


1

2

Beh

avio

r

Level of Expertise



conscious

unconscious


1

2 3

Beh

avio

r

Level of Expertise



conscious

unconscious


1

2 3

4

Beh

avio

r

Level of Expertise

Development of Mastery [4,5]


conscious

unconscious


1

2 3

4

Beh

avio

r

Level of Expertise

5

Think about the house you grew up in




How many windows?

(enter number in the chat window)



How many windows?

(enter number in the chat window)

As you counted the windows, did you see them

from the outside or from the inside of the house?

(vote a for inside, b for outside)



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 may be lost.



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 may be lost.

A Stage 5 Professor will have read the literature and 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.


better at it.









does not work.

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Room 1 Room 6

Room 2 Room 7

Room 3

Room 8

Room 4 Room 9

Room 5 Room 10

Think about a course you will teach. What will you do to help your

students deliberately practice using the indicated tip?

Choose someone to share your Room’s ideas with the class.

Deliberate Practice: for you


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?

Deliberate Practice: for you


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

Big Question


Where does the motivation to

engage in deliberate practice

come from?


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.

Next week: Backward Design

Watch the blog for next meeting’s

readings and assignments

collegeclassroom.ucsd.edu

CIRTL Schedule


References


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

http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=1279







CIRTL Class Meeting 2: Developing Expertise

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