The document is a presentation on developing expertise. It discusses the concept of deliberate practice, which involves setting explicit goals, focusing on the task, getting feedback, and regularly practicing over a long period of time. It notes that expertise takes around 10,000 hours of deliberate practice. The presentation also discusses different levels of mastery from incompetent to expert and unconscious competence. It emphasizes that expertise is developed through practice, not innate talent, and encourages students to engage in deliberate practice to continue improving.

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What do you notice? What do you wonder?
(All images by ttrentham on flickr CC)
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu

2. Teaching Methods in Public Health Week 2: Developing Expertise
Peter Newbury pnewbury@ucsd.edu @polarisdotca
Unless otherwise noted, content is licensed under a Creative Commons Attribution- Non Commercial 3.0 License.
Cheryl Anderson c1anderson@ucsd.edu
October 22, 2014

3. 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
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Developing Expertise - teachingmethodsinpublichealth.ucsd.edu

4. Expertise Development
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Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Eric Clapton (Image by yummifruitbat on Wikimedia commons CC BY SA
Serena Williams (Image by Carine06 on flickr CC)
Chris Hadfield (Image: NASA)
10,000 hours of deliberate practice:
4 hrs / day for 12 years
3 hrs / day for 16 years

5. Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
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There’s something about this that bothers me: a 5-foot NBA star? Huh?
1.If it’s bothering me, then 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 would raise their hands if I asked?

6. 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
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Developing Expertise - teachingmethodsinpublichealth.ucsd.edu

7. True or False
With 10,000 hours of deliberate practice, a 5-ft tall man can be a basketball star in the NBA.
A) totally true – I’m so sure about this, I could stand up in class and convince everyone
B) maybe true – I think it’s true but I’m not exactly sure why
C) maybe false – I think it’s false but I’m not exactly sure why
D) absolutely false – I’m so sure about this, I could stand up in class and convince everyone
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Developing Expertise - teachingmethodsinpublichealth.ucsd.edu

8. 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]
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Developing Expertise - teachingmethodsinpublichealth.ucsd.edu

9. 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 your 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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1
2
3
4
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Developing Expertise - teachingmethodsinpublichealth.ucsd.edu

10. 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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1
2
3
4
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
In a moment but not yet, each table will discuss how one tip is revealed in your fields of expertise. Use the whiteboard to capture ideas. Choose someone to share your group’s ideas with the class.
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11. Intelligence is grown
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
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Dr. Carol Dweck – Stanford
Convincing people to adopt a “growth mindset” (not “fixed mindset”) leads to higher GPAs, higher graduation rates. [Week 4: Fixed/Growth Mindsets]
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
New meta-analysis suggests “10,000 hr rule” does not always apply. Some reach expert levels quicker.[3]

12. Part 2: Teaching the development of expertise
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
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14. Development of Mastery [4]
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conscious
unconscious
incompetent
competent
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Behavior
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

15. Development of Mastery [4]
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incompetent
competent
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Level of Expertise

16. Development of Mastery [4]
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conscious
unconscious
adikko.deviantart.com
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Behavior

17. Development of Mastery [4]
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conscious
unconscious
incompetent
competent
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Behavior
Level of Expertise

18. Development of Mastery [4]
18
conscious
unconscious
incompetent
competent
1
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Behavior
Level of Expertise

19. Development of Mastery [4]
19
conscious
unconscious
incompetent
competent
1
2
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Behavior
Level of Expertise

20. Development of Mastery [4]
20
conscious
unconscious
incompetent
competent
1
2
3
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Behavior
Level of Expertise

21. Development of Mastery [4]
21
conscious
unconscious
incompetent
competent
1
2
3
4
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Behavior
Level of Expertise

22. Development of Mastery [4]
22
conscious
unconscious
incompetent
competent
1
2
3
4
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Behavior
Level of Expertise

23. Development of Mastery [4,5]
23
conscious
unconscious
incompetent
competent
1
2
3
4
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
Behavior
Level of Expertise
5

24. Think about the house you grew up in
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
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How many windows?
As you counted the windows, did you see them from the outside or from the inside of the house?
Did you magically teleport from room to room or did you imagine walking there?
Constructivism says, “It’s hard for the professor to explain things so students can understand: the professor has different pre-existing knowledge.”

25. The next time you teach a course, what will you do to help your students do these things?
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 your 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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1
2
3
4
5
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu

26. Deliberate Practice: for you
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Reach for objectives JUST beyond where you are:
Work on incrementally harder problems.
Try variations on ones from class, homework, quizzes.
Practice consistently (every day)
And practice a LOT
Get FEEDBACK on your practice
Or at least self-analyze “continuously observing results, making appropriate adjustments”
What to practice?
Maybe harder, but exam questions (if they are understandable)

27. Deliberate Practice: for you
Developing Expertise - teachingmethodsinpublichealth.ucsd.edu
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Reach for objectives JUST beyond where you are:
Work on incrementally harder problems.
Try variations on ones from class, homework, quizzes.
Practice consistently (every day)
And practice a LOT
Get FEEDBACK on your practice
Or at least self-analyze “continuously observing results, making appropriate adjustments”
What to practice?
Maybe harder, but exam questions (if they are understandable)
your students
Set
Provide
Give
Help them
Suggest

28. Big Question
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Where does the motivation to engage in deliberate practice come from?

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Colvin: “People hate abandoning the notion that they could coast to fame and riches if only they found their talent.”
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?” [6]
Gladwell: “Love is not the complete explanation: love is the way in.” [6]

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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.

31. Next week: Learning Outcomes
Watch the blog for next week’s readings and assignments
short paper
math worksheet
read resources about teaching statements
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32. References
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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