What everyone should know about teaching others

What everyone should know out how people learn Beth Simon Science Teaching and Learning Fellow UBC Carl Wieman Science Education Initiative and Univ. of California, San Diego

How un-distinguished is this? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

At the end of today you will be able to…* ,[object Object],[object Object],[object Object],[object Object],These are examples of “learning goals” -- they are explicit, learner-focused, and something a newbie can tell whether they know or not immediately.

At the end of today you will be able to do… ,[object Object],[object Object],[object Object],These are examples of “learning goals” -- they are explicit, learner-focused, and something a newbie can tell whether they know or not immediately.

Who am I? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Research  Teaching ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],*Ask Beth for examples

Constructivism: How the Brain Works ,[object Object]

Constructivism: How the Brain Works ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Learners and Instructors are rarely on the same page ,[object Object],[object Object],Ask how many. Then ask everyone: --when you were counting, were in looking from outside or inside the house? --inside people: what room did you start in? --inside people: how did you get from room to room (through doors or teleporting?)

Learners and Instructors are rarely on the same page ,[object Object],[object Object]

Recent Brain Science: Connections

Constructivism: The Winner ,[object Object],[object Object],*Construct is an active word, oodles of research shows no one** learns from traditional, passive lecture

Since We’re Talking about Work… ,[object Object]

Recent Brain Science: More Like a Muscle Than We Thought ,[object Object],Stronger?

Recent Brain Science: More Like a Muscle Than We Thought ,[object Object],Smarter? F=ma

Quick Aside: Passivity is Biological ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Discuss/Argue with your Neighbor: ,[object Object],[object Object],[object Object]

Effortful Practice (!couch) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],**Meta-cognitive Skills: How do I know if I know, How do I learn new things

Motivation: The single most important factor for success ,[object Object],[object Object],[object Object]

Quick Aside: Motivation is Biological ,[object Object]

Effortful “Time on Task” is one of the largest predictors of success ,[object Object],[object Object]

New Experiment at UCSD ,[object Object],[object Object],[object Object],[object Object],[object Object]

The Success Story To Model: Expert Tutors ,[object Object],[object Object],[object Object],* Bloom et al Educational Researcher , Vol. 13, pg. 4

Best Practices of Expert Tutors ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What everyone should know about teaching others

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