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Do you want Auburn to be your
5-Minute University?
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Do you want Auburn to be your
5-Minute University?
http://www.youtube.com/watch?v=DRBW8eJGTVs
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Avoid the illusion of knowledge…
“The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge.”
― Daniel J. Boorstin, The Discoverers: A History of Man's Search to Know His World and Himself
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Avoid the illusion of knowledge…
“The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge.”
― Daniel J. Boorstin, The Discoverers: A History of Man's Search to Know His World and Himself
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Traditional lecture is breeding ground for the illusion of knowledge
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There is a better way…
Confessions of a Converted Lecturer
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There is a better way…
Confessions of a Converted Lecturer
https://www.youtube.com/watch?v=WwslBPj8GgI
(key section is from about 21 minutes to 1:04)
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The gist of Mazur’s talk:
Quality of lecture/lecturer makes no detectable difference in learning
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The gist of Mazur’s talk:
Quality of lecture/lecturer makes no detectable difference in learning
Learning has two parts:
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The gist of Mazur’s talk:
Quality of lecture/lecturer makes no detectable difference in learning
Learning has two parts:
delivery of information (to the learner)
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The gist of Mazur’s talk:
Quality of lecture/lecturer makes no detectable difference in learning
Learning has two parts:
delivery of information (to the learner)
assimilation of information (by the learner)
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The gist of Mazur’s talk:
Quality of lecture/lecturer makes no detectable difference in learning
Learning has two parts:
delivery of information (to the learner)
assimilation of information (by the learner)
Delivery is the easy part, assimilation is the hard part.
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Active Learning
Supported more and more by researchRecent summary article:
Active learning increases student performance in science, engineering, and mathematics (Freeman et al., PNAS 2014 111: 8410-8415)http://www.pnas.org/content/111/23/8410.full?sid=6cea46e0-a849-4092-a1fb-64772855c039
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Active Learning
Active learning increases student performance in science, engineering, and mathematics (Freeman et al., PNAS 2014 111: 8410-8415)http://www.pnas.org/content/111/23/8410.full?sid=6cea46e0-a849-4092-a1fb-64772855c039
Upshot, from an email by one of the authors: We reviewed 642 studies, 225 made it into the study. Studies were from 1942-2009
across all STEM undergrad courses. Bottom line:*fail rate with active learning is 21.8%, fail rate with lecture is 33.8% - that is an increase of 55%!
*grades in active learning classes increase by half a standard deviation, which in our courses equals half a letter grade
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Informed by research into the psychology of learning…
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Learning
desirable difficulties (Robert Bjork)STTTspacinginterleaving
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Learning
Value of:Being testedTeachingFailing
Effect on affect
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The good:
An active learning course format will:
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The good:
An active learning course format will:Force you to be more engaged
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The good:
An active learning course format will:Force you to be more engagedAllow you to better assess your knowledge
(and better avoid the illusion of knowledge)
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The good:
An active learning course format will:Force you to be more engagedAllow you to better assess your knowledge
(and better avoid the illusion of knowledge)Give you low-stakes opportunities to fail
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The good:
An active learning course format will:Force you to be more engagedAllow you to better assess your knowledge
(and better avoid the illusion of knowledge)Give you low-stakes opportunities to failImprove your ability to move to HOTS
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The good:
An active learning course format will:Force you to be more engagedAllow you to better assess your knowledge
(and better avoid the illusion of knowledge)Give you low-stakes opportunities to failImprove your ability to move to HOTSLead to better retention of knowledge and
skills (both short-term and long-term)
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The good:
An active learning course format will:Force you to be more engagedAllow you to better assess your knowledge
(and better avoid the illusion of knowledge)Give you low-stakes opportunities to failImprove your ability to move to HOTSLead to better retention of knowledge and
skills (both short-term and long-term)Most likely lead to higher grades
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The good:
(If he walks around the classroom enough Dr. Bowling might lose a little weight!)
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The bad:
Shattering illusions can be sad.
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The bad:
Shattering illusions can be sad.More engaged = more work
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The bad:
Shattering illusions can be sad.More engaged = more workYour brain probably won’t like it.
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The bad:
Shattering illusions can be sad.More engaged = more workYour brain probably won’t like it.Your brain may decide that it doesn’t like
me very much.
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The bad:
Shattering illusions can be sad.More engaged = more workYour brain probably won’t like it.Your brain may decide that it doesn’t like
me very much.
That’s fine. My job it to help you learn, not win a popularity contest.
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how to succeed in this class
preclassgo to open website and get the lecture notes
and slideshow
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how to succeed in this class
preclassgo to open website and get the lecture notes
and slideshowread through the notes activities at the start
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how to succeed in this class
preclassgo to open website and get the lecture notes
and slideshowread through the notes activities at the startskim through rest of the notes (5 min max)
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how to succeed in this class
preclassgo through slideshow
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how to succeed in this class
preclassgo through slideshow
Look at the framing questions before you start a section
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how to succeed in this class
preclassgo through slideshow
Look at the framing questions before you start a section
Add your own notes as needed
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how to succeed in this class
preclassgo through slideshow
Look at the framing questions before you start a section
Add your own notes as neededUse your book (figures especially) and other online
resources as needed
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how to succeed in this class
preclassgo through slideshow
Look at the framing questions before you start a section
Add your own notes as neededUse your book (figures especially) and other online
resources as neededAddress the framing questions when you finish a
section
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how to succeed in this class
preclassgo through slideshow
Look at the framing questions before you start a section
Add your own notes as neededUse your book (figures especially) and other online
resources as neededAddress the framing questions when you finish a
sectionDo this in study groups to enhance the value
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how to succeed in this class
preclass (generally)do MasteringBiology assignments
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how to succeed in this class
preclass (generally)do MasteringBiology assignments
open note/open book
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how to succeed in this class
preclass (generally)do MasteringBiology assignments
open note/open booktry to decide on what you would answer first
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how to succeed in this class
preclass (generally)do MasteringBiology assignments
open note/open booktry to decide on what you would answer firstuse hints as needed
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how to succeed in this class
preclass (generally)do MasteringBiology assignments
open note/open booktry to decide on what you would answer firstuse hints as neededtry again as needed
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how to succeed in this class
preclass (generally)do MasteringBiology assignments
open note/open booktry to decide on what you would answer firstuse hints as neededtry again as neededcan work in study groups for this
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how to succeed in this class
preclass
be ready to ask questions in class!
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how to succeed in this class
in classpay attention to short lectures, etc.; ask
questions
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how to succeed in this class
in classpay attention to short lectures, etc.; ask
questionsactively participate in any group
activities/discussions, ask questions then, too
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how to succeed in this class
in classpay attention to short lectures, etc.; ask
questionsactively participate in any group
activities/discussions, ask questions then, toouse activities and discussions to test yourself - do
not look at notes, book, etc., except when told that you can do so
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how to succeed in this class
in classpay attention to short lectures, etc.; ask
questionsactively participate in any group
activities/discussions, ask questions then, toouse activities and discussions to test yourself - do
not look at notes, book, etc., except when told that you can do so
follow up with notes etc. towards the end of the activity/discussion
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how to succeed in this class
post classlook over your material and results, decide
where you still need more work or explanation
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how to succeed in this class
post classlook over your material and results, decide
where you still need more work or explanationdo the extra work that you need, seek the
explanations that you need
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how to succeed in this class
post classlook over your material and results, decide
where you still need more work or explanationdo the extra work that you need, seek the
explanations that you needuse study groups, SI, etc.
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how to succeed in this class
overall, expect to spend 6-9 hrs per week working on class material outside of class
