College Classroom - Week 1

The College ClassroomJanuary 9, 2013

Week 1: Introduction

Who Am I – Peter

Peter Newbury PhD (Univ. of British Columbia, Vancouver, Canada)

1998in applied math

Carl Wieman Science Education Initiative, 2008 – 2012 Associate Director, Center for Teaching Development

since August, 2012

Teaching and learning interests: how people learn astronomy, physics, math how to convince instructors to transform the way they

teach finding the most effective ways to implement peer

instruction (clickers) Establishing and maintaining an online personal learning

network

@polarisdotca peternewbury.org

collegeclassroom.ucsd.edu #tccucsd

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Who Am I – Liz

Liz Specht PhD candidate in Stephen Mayfield’s lab in the UCSD

Division of Biological Sciences The College Classroom alumnus (Fall 2012) @lizspecht

In addition to her research on algae, she is interested in science education at all levels, and has been actively involved in several teaching endeavors beyond the TA requirements for the department. She has taught a lab course for post-graduate adults, a summer course for high school students, and she volunteers regularly at local middle schools through the Salk Mobile outreach program.collegeclassroom.ucsd.edu #tccucsd

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Who are you?


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Why are you taking The College Classroom?A) I’m looking for a tenure-track academic

position and knowing about teaching will help me get a job.

B) I have little/no teaching experience and I want to get some.

C) I’ve taught before and I want to become a better instructor.

D) I’m interested in the theory and pedagogy of teaching and learning.

E) other

Who are you?


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Why are you taking The College Classroom?A) I’m looking for a tenure-track academic

position and knowing about teaching will help me get a job.

B) I have little/no teaching experience and I want to get some.

C) I’ve taught before and I want to become a better instructor.

D) I’m interested in the theory and pedagogy of teaching and learning.

E) other

Turn to your neighbor:1. Introduce yourself2. Explain why you made the

choice you did

A quick survey:

We have people with different backgrounds in our audience: Raise your hand if this is you:

Who experienced undergraduate education in the US?Who has had a teaching experience before?Who has given a technical talk?Who has English as a second language?Who has been a student in a large (150+ students) class?


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Introduction to teaching and learningin higher education

Clicker question


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Which of these do you associate with a typical university lecture?A) listeningB) absorbingC) note-takingD) learning

The traditional lecture is based on the transmissionist learning model


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(Image by um.dentistry on flickr CC)

Scientifically Outdated, Culturally (in US) a Known Failure


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How People Learn [1]

People actively construct their own knowledge

Individual Based in pre-existing understanding

Biologically, learning changes the brain Proteins form, Neurons fire Technology allowing us to observe learning

as it happens (fMRI)

[1] How People Learn: Brain, Mind, Experience and School Expanded Edition. Ed. Bransfordcollegeclassroom.ucsd.edu #tccucsd

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How People Learn [1]

[1] How People Learn: Brain, Mind, Experience and School Expanded Edition. Ed. Bransfordcollegeclassroom.ucsd.edu #tccucsd

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Learning is not about whatprofessors do.

It’s about what THE LEARNER does!

Corollary: Students do not LEARN just

by listening to the professor explain

Let’s have a learning experience…


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Here is an important new number system. Please learn it.

1 = 4 = 7 =

2 = 5 = 8 =

3 = 6 = 9 =


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Test

What is this number?


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New Number System

Here’s the structure of the code:

1 2 3

4 5 6

7 8 9


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Test

What is this number?


New learning is based in pre-existing knowledge that you hold.

You store things in long term memorythrough a set of connections that aremade with previous existing memories.

Constructivist Theory of Learning


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(Images by Rebecca-Lee on flickr CC)

Creating memories (aka learning) involves having neurons fire and neurons link up in networks or patterns.

Course Information

What are the goals of TCC?


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Course-level learning outcomes (that support, and are supported by, the topic-level outcomes)

you’ll be reflective about your teaching you’ll be able to explain why certain instructional

activities are successful and why others are not you’ll be able to identify and support student-

centered learning environments you’ll know how to succeed as a professional

educator in higher education you’ll be able to recognize and build upon the

diversity of your students



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Many topic-level learning outcomes in1. modern theory of Constructivist learning

For example, by the end of the course, you’ll be able to have an elevator conversation describing the importance of metacognition in learning.



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Many topic-level learning outcomes in2. best practices for the college classroom

For example, by the end of the course, you’ll be able to write a peer instruction (clicker) question and explain to a colleague the rationale behind the question and choices and describe how it can be incorporated into the lesson.



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Many topic-level learning outcomes in3. how to be a successful, professional

educatorFor example, by the end of the course,

you’ll be able to begin to build a personal learning network (PLN) by, for example, posting to a Wordpress blog, interacting on Twitter and collaborating with others using google docs.

TCC goals: Executive Summary Not (all) nuts and bolts, not:

how to use a whiteboard Using Blackboard Significant feedback on teaching (will be some)

Will be: Learn about evidence-based (research-based) practices

(for application in the classroom) Learning theory, as it underlies or informs effective

classroom practices Anything we say, unless otherwise stated, will be

evidence based based on years of experience by us or colleagues will not be simply our opinion


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What is going to happen in this class

Weekly 11:00a -12:30p in Center Hall, Room 218: 1hr 20 min “lecture” – mixture of theory and

practice Interact in small groups (e.g. Peer Instruction)

To Prepare: Read research paper(s) Do an activity:

Post on the class blog, leave comments on others’ posts

Practice a technique Observe a class

Professional career preparation: write Teaching Statement, create Microteaching experience (details later in

quarter)collegeclassroom.ucsd.edu #tccucsd

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A Traditional Class


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The first time you see a concept is during class. If you don’t grasp a concept, there is very little opportunity for feedback from experts or peers (before it’s too late.)

First Exposure

Lecture Textbook

Read Hard Stuff

Homework

See if You Know Hard Stuff

Exam

Show KnowledgeMastery

The College Classroom


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You learn the basics before class so when you get there, your instructor can work on the hard stuff. You’re prepared to engage and learn. You can give expert feedback to your peers.

“flipped classroom”

Homework Lecture Lab/Homework Exam

Show KnowledgeMastery

First Exposure:With resources and

Feedback

Learn Hard Stuff:With teacher and

discussion

Practice Knowledge

Mastery

QUIZ

collegeclassroom.ucsd.edu


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All course information, presentations, links to readings, discussions, etc will be on the class blog.

Each of you will have a username and password so you can post to the blog. (You don’t need to login to access the course materials or leave comments, though.)

(Image by kitsu on flickr CC)

Clicker question


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Which best describes your experience with blogs?A) I don’t have any experience with blogs.B) I read blog occasionallyC) I read blogs often and leave commentsD) I’ve written posts on someone else’s blogE) I have my own blog

Course blog is public so


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I can only provide links to copyrighted articles, not the articles (PDF) themselves

you may need to be on-campus so you can use UCSD credentials to access subscriptions

you may be able to connect from home with the UCSD web proxy server (search Blink for “web proxy”)

Your posts and comments will be visible to the public: learn to be careful about what and how you write.

If you include pictures in your posts, they must not be protected by copyright (use Creative Commons pix?)

Course blog is public so


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Your posts will be part of your online identity. Privacy options:1. You can use your real name and UCSD

username.2. You can use a pseudonym and username to

protect your identity. (Only Liz and I will know your identity, though you may wish to share it with your classmates.)

3. You may already have an online identity because you already blog, use Google+, Twitter, Pinterest, Linkedin, facebook. You’re welcome to use that identity for this course.

How you will be assessed

The College Classroom is not an official UCSD course. You will not receive an grade on your transcript.To receive a completion certificate (and for SGTSs, to be qualified to teach in the summer), you must Attend all sessions Thoughtfully complete all assigned work. Contribute during class in a professional,

collegial manner.If you need to attend a conference, job interview or something of that nature, contact us in advance to

arrange an alternate learning experience.


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Syllabus

Week


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2) How people learn3) Development of expertise4) Learning outcomes5) Assessment6) Growth and fixed mindsets7) Cooperative learning strategies8) Diversity of learners9) Alternatives to lecture10) Succeeding in academia(topics and/or order may change as the course progresses)

Throughout the classes, I’ll be

trying to model best so try to watch how I

teach as well as what I teach.

Homework for Week 2:

Visit the course blog. Contact info for Peter and Liz is on the About page.

Find the homework for Week 2 (to be completed before the Week 2 session on Jan 16.)

You will need the password to access certain items. The password is ________________.


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College Classroom - Week 1

Education

Transcript of College Classroom - Week 1