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Summer Graduate Teaching Scholars Preparing to Teach 3: Active Learning Strategies May 26 and 27, 2016 1 sgts.ucsd.edu Name Course Dept/School Summer I or II # students Peter Newbury

Preparing to Teach 3: Active Learning Strategies

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Page 1: Preparing to Teach 3: Active Learning Strategies

Summer Graduate Teaching Scholars

Preparing to Teach 3:

Active Learning Strategies

May 26 and 27, 2016

1 sgts.ucsd.edu

Name Course Dept/School

Summer I or II # students

Peter Newbury

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Scholarly Approach to Teaching

(backward design[1])

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What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn?

Carl Wieman

Science Education Initiative

cwsei.ubc.ca

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formative & summative assessment

instructional strategy

learning outcome

last week

today

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Active Learning

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student-centered instruction traditional instruction

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think – pair – share (TPS)

peer instruction with clickers

interactive demonstrations

What do you notice?

What do you wonder?

surveys of opinions

whiteboards

discussions

videos

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student-centered instruction

Active Learning

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Think-Pair-Share (European History)

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To what extent is should governments intervene

when a population is actively being persecuted?

What is the role of government in promoting

equality and tranquility between majority and

minority groups within its populations?

Write down your response on your card.

Then discuss it with your neighbors.

(Emily Goodman, UC San Diego)

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Think – Pair – Share (TPS)

The instructor

1. poses interesting question or thought prompt

2. asks each student to think and write thoughts

on an index card

3. invites students to pair with a neighbor to

discuss their thinking

4. moderates class-wide discussion where

students share their thinking with the entire

class

(TPS can be source for peer instruction questions next time you teach.)

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(Question: Sujatha Raghu from Braincandy via LearningCatalytics)

(Image: CIM9926 by number657 on flickr CC)

Discussion (Chemistry)

Melt chocolate over low heat. Remove the

chocolate from the heat. What will happen to the

chocolate?

A) It will condense.

B) It will evaporate.

C) It will freeze.

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Typical Episode of Peer Instruction

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1. Instructor poses a conceptually-challenging

multiple-choice question.

2. Students think about question on their own

and vote (clickers, colored ABCD cards,…)

3. Instructor asks students to turn to their

neighbors and “convince them you’re right.”

4. After that “peer instruction,” students may

vote again.

5. Instructor leads a class-wide discussion

concluding with why the right answer(s) is

right and the wrong answers are wrong.

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clarity Students waste no effort trying to figure out

what’s being asked.

context Is this topic currently being covered in class?

learning

outcome

Does the question make students do the right

things to demonstrate they grasp the concept?

distractors What do the “wrong” answers tell you about

students’ thinking?

difficulty Is the question too easy? too hard?

stimulates

thoughtful

discussion

Will the question engage the students and

spark thoughtful discussions? Are there

openings for you to continue the discussion?

What makes a good question?

Peer Instruction - collegeclassroom.ucsd.edu 11

(Adapted from Stephanie Chasteen, CU Boulder)

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Make up a TPS prompt or peer

instruction question for your

learning outcome.

Remember, the goal is to spark expert-like

thinking and communicating.

Think very carefully about points-of-view, ways

of thinking, misconceptions you want to hear in

the students’ discussions. Use the thought

prompt and question choices to drive the

conversation there.

Share your question with your neighbors…

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Anticipate the responses

What do you think the students will think?

How do you think the students will vote?

Anticipate one or two scenarios and plan how

you’ll respond.

If you anticipate the discussions

will not go where you want them,

revise the thought prompt or question choices.

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Next week:

Setting up and supporting your

course on TritonEd (TED)

Watch the blog

sgts.ucsd.edu

for details about what you should do to

prepare for next week’s meeting.

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References

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1. Wiggins, G. P., & McTighe, J. (2005). Understanding by design.

Acsd.

2. Sadler, P. M., Sonnert, G., Coyle, H. P., Cook-Smith, N., & Miller, J. L.

(2013). The influence of teachers’ knowledge on student learning

in middle school physical science classrooms. American Educational

Research Journal, 50(5), 1020-1049.