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teaching

teaching. Lang, James M. Small Teaching: Everyday Lessons from the Science of Learning. San Francisco: Jossey -Bass, 2016. Brief, 5-10 min. classroom learning activity One-time activities (part of one class, a whole class session)

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teaching

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  1. teaching

  2. Lang, James M. Small Teaching: Everyday Lessons from the Science of Learning. San Francisco: Jossey-Bass, 2016. • Brief, 5-10 min. classroom learning activity • One-time activities (part of one class, a whole class session) • Small modifications in course design or communication with your students.

  3. Criteria for inclusion in the book • Foundation in learning science (neuroscience & cognitive theory, such as Daniel Schacter, Daniel Willingham, Peter Brown, Henry Roediger, Mark McDaniel) • Positive impact in real-world education environments • Author had to observe principles himself. Test of personal experience.

  4. Two drivers of the Pedagogical Theory • Is Google/Siri/Alexa Knowledge?

  5. Plato, Phaedrus, 275a-b (4thc. BC) Theuth (Egyptian god who invented letters), talking to Ammon (Amun), Egyptian supreme god. “This invention [writing with letters], O king, will make the Egyptians wiser and will improve their memories; for it is an elixir of memory and wisdom that I have discovered.”

  6. Plato, Phaedrus, 275a-b “For this invention will produce forgetfulness in the minds of those who learn to use it, because they will not practice their memory. Their trust in writing—produced by external characters which are no part of themselves—will discourage the use of their own memory within them. You have invented an elixir not of memory, but of reminding; and you offer your pupils the appearance of wisdom, not true wisdom, for they will read many things without instruction and will therefore seem to know many things, when they are for the most part ignorant and hard to get along with, since they are not wise, but only appear wise.”

  7. Two drivers of Pedagogical Theory • Is Google Knowledge? • “Knowledge if foundational: we won’t have the structures in place to do deep thinking if we haven’t spent time mastering a body of knowledge related to that thinking” (15). • Best Practices for Bloom’s Taxonomy • “One cannot get to the top levels of creative and critical thinking, after all, without a broad and solid foundation of knowledge beneath them. As Willingham put it, ‘Thinking well requires knowing facts…you need something to think about. [Additionally], the very critical thinking processes such as reasoning and problem-solving are intimately intertwined with factual knowledge that is stored in long-term memory (not just found in the environment)’ (Willingham 2009, p. 28)” (15-16).

  8. Bloom’s Taxonomy of Educational Objectives: The Classification ofEducational Goals

  9. Knowledge: Retrieving • "Put as simply as possible, the retrieval effect means that if you want to retrieve knowledge from your memory, you have to practice retrieving knowledge from your memory” (20). • Opening Question • Closing Question • NB, closed book, closed notes. • Syllabus information • Frequency, alignment to assessment “You play how you practice”

  10. Knowledge: Predicting • If retrieving is looking back, predicting is looking forward. Doesn’t matter if predictions are wrong, as long as you give quick, corrective feedback. • Prediction-Exposure-Feedback: written or verbal • Closing Predictions for next class • Mid-lecture predictions for content • Clicker Presentation predictions (e.g., Poll Everywhere) • KWL at the beginning of content • Run a little before they can walk • Stay conceptual; point is creativity & connections • Quick, correct, feedback • Induce reflection, “Memory is the residue of thought” (Daniel Willingham, How the Mind Works, 54).

  11. Knowledge: Interleaving

  12. Knowledge: Interleaving • Interleaving trades short-term pain for long-term learning. • Cumulative Quiz/Test Questions (even 1-2 per quiz/test) • Class sessions open or close with review of older material • End-of-week 15 minute sessions applying week’s content to new problem/question • Course Structure (see previous slide) • Content Appropriateness: Some material works best in blocks. Can start with blocks and then move towards interleaving • NB, explain the method because students don’t always understand

  13. Understanding: Connecting • “In short, they have knowledge, in the sense that they can produce individual pieces of information in specific contexts; what they lack is understanding or comprehension. And they lack comprehension…because they lack connections…Neurons that fire together, wire together” (93, 95). • KWL • At end of class, have them write 3 questions they have or 3 things they want to learn. • Provide the framework for lecture via notes, whiteboard TOC

  14. Understanding: Connecting • The Minute Thesis • Take turns connecting 1 themeto 2 titles • After all themes are connected, spend 1 minute explaining how the 2 titles are connected to the same theme (e.g., thesis) • After 5-10 min, repeat process

  15. Understanding: Practicing • Relearn the fundamentals • “Give students small and regular opportunities in class to practice whatever [fundamental] cognitive skills you would like them to develop and that they will need to succeed on your assignments” (126). • Think through the constituent parts of your major assignments, then schedule time to practice each part in a low-risk situation. • Can be assignments, or 10-15 minutes of class time working on a skill, building a slide of a presentation, discussing a thesis, discussing a paragraph, etc. • Make sure to provide feedback

  16. Understanding: Self-Explaining • “See one, do one, teach one.” When you explain what you’re doing, you tend to self-correct. • Select The Principle • Why Are You Doing That? • Peer Instruction • Eric Mazur, Harvard physicist, developed clickers in the classroom for self-explanation • Explaining to peers can be as useful as explaining to the instructor

  17. Inspiration: Motivating • “The final three chapters of this book stem from an acknowledgment of the fact that both learners and teachers are more than collections of neural networks, or receptacles of information, or practitioners of cognitive skills. They are fully realized human beings with emotions, attitudes, and other attributes that intersect with both teaching and learning. They need inspiration as much as, if not more than, they need knowledge and skills” (161).

  18. Inspiration: Motivating • Get to Class Early, Part 1 • Get to Class Early, Part 2 • Tell Great Stories • Invoke Purpose • Share Your Enthusiasm • “Be kind, for everyone is fighting a hard battle” – Ian Maclaren

  19. Inspiration: Growing • Praise effort, not talent • Carol S. Dweck, Mindset: The New Psychology of Success (2008). • “Growth mindset” • Incrementally increase value of sequential assignments: 10%, 15%, 20%, 25%, rather than 15%, 15%, 15%, 25%. • Allow retakes of certain assignments • Allow them to fail faster: lessons of video game design. • Extra Credits, “Design Club: Super Mario Bros: Level 1-1 –How Super Mario Mastered Level Design” (2014). YouTube.

  20. Inspiration: Expanding • Activity-based learning: http://ablconnect.Harvard.edu • Service learning: Connect learning to local, regional, & global impact • Games & Simulations: Reacting to the Past, Mark Carne. Gamification in general.

  21. BibTheo.com/FIS Today’s PowerPoint and handouts are posted to BibTheo.com/FIS “Small Teaching”

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