CIRTL Spring 2016 The College Classroom Meeting 2 - Developing Expertise

CIRTL – The College Classroom

Meeting 2: Developing Expertise

February 4, 2016

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Peter Newbury

Center for Engaged Teaching, UC San Diego

[email protected]

Tom Holme

Department of Chemistry, Iowa State University

[email protected]

collegeclassroom.ucsd.edu

Key Finding 2

How People Learn - collegeclassroom.ucsd.edu 2

To develop competence in an area, students must:

a) have a deep foundation of factual knowledge,

b) understand facts and ideas in the context of a conceptual framework, and

c) organize knowledge in ways that facilitate retrieval and application.

(How People Learn, p 16.)



knowledge

framework

retrieval


knowledge

framework

retrieval

6

knowledge

framework

retrieval

How People Learn - collegeclassroom.ucsd.edu

Colvin: Deliberate practice [2]

Developing Expertise - collegeclassroom.ucsd.edu 7

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

How many of these do you think

are “deliberate practice”?


writing 30 minutes per day

running 5 miles a day, 5 days per week

playing the guitar for an hour after school each day

after moving to a new country, learning the

language by interacting with locals

A) 1 of them

B) 2

C) 3

D) all 4 of them


There’s something about this that bothers me:

A 5-foot-tall NBA star? Huh?

1. If it’s bothering me, it’s probably bothering some of

my students.

2. Maybe one of my students has a solution or explanation?

Their diversity is an asset!

3. How can I stimulate a conversation for everyone in

the classroom rather than the few who will raise

their hands?

What do you think?

With 10,000 hours of deliberate practice, a 5-ft tall man

can play basketball in the NBA.

A) true

B) false

10 Developing Expertise - collegeclassroom.ucsd.edu

Geoffrey Colvin [2]

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.


Availability of resources & opportunities?

experts had / have access to resources and privilege not

available to novices

the high school basketball coach should not deny the

5-foot-tall student access to the gym, practice,

feedback

instructors must not make decisions about students

based on appearance. Every student needs opportunity

& support to succeed


Intelligence is grown


Dr. Anders Ericcson – Florida State Univ. Studies development of expertise (sports figures, pianists, chess players).[3] 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. [Meeting 4: Fixed/Growth Mindsets]

Development of Expertise [5]

14

conscious

unconscious

novice expert

Developing Expertise - collegeclassroom.ucsd.edu

Beh

avio

r

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 14


15

novice expert



images by Peter Newbury CC-BY


16

conscious

unconscious

adikko.deviantart.com


Beh

avio

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16


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conscious

unconscious


Beh

avio

r

17


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unconscious

novice expert


Beh

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unconscious

novice expert

1


Beh

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20

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1

2


Beh

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21

conscious

unconscious

novice expert

1

2 3


Beh

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conscious

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novice expert

1

2 3

4


Beh

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23

conscious

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1

2 3

4


Beh

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r


Du

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24

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Development of Expertise [5,7]

25

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novice expert

1

2 3

4


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Level of Expertise

5

25

Think about the house you grew up in


How many windows?



How many windows?

As you counted the windows, did you see them

from the outside or from the inside of the house?



How many windows?

As you counted the windows, did you see them

from the outside or from the inside of the house?

If a Stage 4 Professor of Window Counting is an

“outsider”, he thoughtfully creates lessons and practice for

counting from the outside. Many students will be lost.

A Stage 5 instructor knows there are other ways to count

windows and creates lessons where each student can connect

the concept to their own knowledge and skills.

4

5

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 that way.

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 discipline, your research community, your career.

Enlarge the models to encompass more factors.

Do these steps regularly, not sporadically. Occasional

practice does not work.

Tip Sheet: Perfect Practice [2]

29

1

2

3

4

5


Deliberate Practice Jigsaw


Step 1: Develop your expertise with others thinking and

learning about the same concept.

1 1

1 1 1

4 4

4 4 4

2 2

2 2 2

3 3

3 3 3

5 5

5 5 5

Deliberate Practice Jigsaw


Step 2: Share your expertise and learn from other experts.

1 2

3 5 4

4 5

1 3 2

4 5

1 3 2

1 2

3 5 4

1 2

3 5 4


What ways of thinking, behaviors, and skills do experts

in your field have? Go to your assigned Breakout Room and

share how you practice your Room’s “Perfect Practice Tip.”

Room 1 Room 3 Room 5 Room 7 Room 9

Room 2 Room 4 Room 6 Room 8 Room 10

1 2 3 4 5

Room1

Room 2



Room3

Room 4



Room5

Room 6



necessary.

Room7

Room 8




Room9

Room 10



What ways of thinking, behaviors, and

skills do experts in your field have?

33

1

2

3

4

5



Go to your assigned Breakout Room and take turns sharing your

“tips” with the others in the Room.

Room 1

Room 2

Room 3

Room 4

Room 5

1 2 3 4 5

1 2 3 4 5







necessary.






Tip Sheet: Perfect Practice [2]

35

1

2

3

4

5








necessary.






When you teach a course, what will you

do to help your students do these things?

36

1

2

3

4

5


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”

Choose carefully what you practice

what skills do 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”

Choose carefully what you practice

what skills do experts in your field have?

your students

Set

Provide

Give

Help them

Learning requires interaction [8]


1 2

3 4

deliberate

practice?

practice?

Big Question


Where does the motivation to

engage in deliberate practice

come from?

Thoughts about motivation…


Colvin: “People hate abandoning the notion that they could

coast to fame and riches if only they found their talent.” [2]

Gladwell: “Why are we so hostile to the notion that what

separates the genius from the rest of us is that the genius

loves that he or she does more than we do?” [9]

Gladwell: “Love is not the complete explanation: love is the

way in.” [9]


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 [10]

Thoughts about motivation…

Next week: Learning Outcomes

Watch the blog for next week’s

readings and assignments


References


1. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. J.D. Bransford, A.L

Brown & R.R. Cocking (Eds.),Washington, DC: The National Academies Press.

2. 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

3. 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.

4. 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.

5. Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX: Harcourt College Publishers.

6. Evans, J. S. B. (2008). Dual-processing accounts of reasoning, judgment, and social cognition. Annu. Rev. Psychol., 59, 255-

278.

7. DiPeitro, M. (2014). 2.4.3 Classroom Climate [video file] Retrieved from

https://www.coursera.org/course/stemteaching

8. Prather, E.E, Rudolph, A.L., Brissenden, G., & Schlingman, W.M. (2009). A national study assessing the teaching and learning

of introductory astronomy. Part I. The effect of interactive instruction. Am. J. Phys. 77, 4, 320-330.

9. Malcolm Gladwell, in “Radiolab: Secrets of Success”, aired 26 July 2010.

www.radiolab.org/blogs/radiolab-blog/2010/jul/26/secrets-of-success/

10. 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