Confessions of A Converted Lecturer

Confessions of a converted lecturer
Centre for Leadership in Learning Lecture McMaster University Hamilton, ON, May 3, 2011
My message
shift focus from teaching to helping students learn
Outline
Education
Outline
Education
Peer Instruction
Outline
Education
Peer Instruction
Results
Education
Education
lectures focus on delivery of information
Education
education is not just information transfer
25 20
1990 FCI pretest
count
15 10 5 0
10
15
20
25
score
Education
25 20
1990 FCI posttest
count
15 10 5 0
10
15
20
25
score
Education
25 20
1990 combined
count
15 10 5 0
10
15
20
25
score
Education
change in score, Sf Si (%)
100 80 60 40 20 0 0 20 40 60 80 100
1990 combined
initial score, Si (%)
Education
100 80 60 40 20 0 0 20 40 60 80 100
1990 combined
Education
100 80 60 40 20 0 0 20 40 60 80 100
pe rfe ct sc
or e
Education
100 80 60 40 20 0 0 20 40 60 80 100
pe rfe ct sc
or e
R.R. Hake, Am. J. Phys. 66, 64 (1998)
Education
only one quarter of maximum gain realized
100 80 60 40 20 0 0
1.
00 pe rfe
g=
ct
Sf Si 1 Si
sc
or e
0.23
20
40
60
80
100
R.R. Hake, Am. J. Phys. 66, 64 (1998)
Education
not transfer but assimilation of information is key
Education
conventional problems misleading
12 V
4 Q
P 6 8V
Education
conventional problems misleading
Calculate: (a) current in 2-W resistor (b) potential difference between P and Q
8V P 6 12 V 4 Q
Education
are the basic principles understood?
Education
are the basic principles understood?
When S is closed, what happens to: (a) intensities of A and B? (b) intensity of C? (c) current through battery? (d) potential difference across A, B, and C? (e) the total power dissipated?
H S A B
Education
conventional
80 60 count 40 20 0 0 2 4 6 score 8 10 count 80 60 40 20 0 0
conceptual
4 6 score
10
Education
conventional
80 60 count 40 20 0 0 2 4 6 score 8 10 average 6.9 count 80 60 40 20 0 0
conceptual
average 4.9
4 6 score
10
Education
100
conceptual problem
80 60 40 20 0 0 20 40 60 80 100
conventional problem
Education
100
conceptual problem
80 60
9% 52%
40 20 0 0 20 40 60 39%
80
100
conventional problem
So what should we do?
Peer Instruction
Give students more responsibility for gathering information
Peer Instruction
Give students more responsibility for gathering information so we can better help them assimilate it.
Peer Instruction
Main features: pre-class reading in-class: depth, not coverage ConcepTests
Peer Instruction
ConcepTest: 1. Question 2. Thinking 3. Individual answer 4. Peer discussion 5. Revised/Group answer 6. Explanation
Results
is it any good?
Results
rst year of implementing PI
25 20
1991 FCI pretest
count
15 10 5 0
10
15
20
25
score
Results
25 20
1991 FCI posttest
count
15 10 5 0
10
15
20
25
score
Results
25 20
1991 combined
count
15 10 5 0
10
15
20
25
score
Results
100 80 60 40 20 0 0
1.
00 pe rfe
g=
ct
Sf Si 1 Si
sc
or e
0.23
20
40
60
80
100
Results
100 80 60 40 20 0 0
1.
00 pe rfe
g=
ct
Sf Si 1 Si
sc
or e
0.23
20
40
60
80
100
Results
100 80 60 40 20 0 0
1.
00 pe rfe
g=
ct
Sf Si 1 Si
sc
or e
0.23
20
40
60
80
100
R.R. Hake, Am. J. Phys. 66, 64 (1998)
Results
100 80 60 40 20 0 0
1.
00 pe rfe
g=
ct
Sf Si 1 Si
0.48
sc
or e
0.23
20
40
60
80
100
R.R. Hake, Am. J. Phys. 66, 64 (1998)
Results
what about problem solving?
Results
25 20
1985 exam scores
count
15 10 5 0
20
40
60
80
100
exam score (%)
Results
25 20
1991 exam scores
count
15 10 5 0
20
40
60
80
100
exam score (%)
Results
25 20
1985/91 exam scores
count
15 10 5 0
20
40
60
80
100
exam score (%)
Summary
So better understanding leads to better problem solving!
Summary
So better understanding leads to better problem solving!
(but good problem solving doesnt always indicate understanding!)
Summary
Traditional indicators of success misleading
Summary
Traditional indicators of success misleading
Education is no longer about information
Funding: National Science Foundation
for a copy of this presentation:
http://mazur.harvard.edu
Follow me!
eric_mazur
Funding: National Science Foundation
for a copy of this presentation:
http://mazur.harvard.edu
Follow me!
eric_mazur

Confessions of A Converted Lecturer

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Confessions of A Converted Lecturer

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Авторское право:

Доступные форматы

Confessions of a converted lecturer

shift focus from teaching to helping students learn

lectures focus on delivery of information

1990 FCI pretest

1990 FCI posttest

change in score, Sf Si (%)

initial score, Si (%)

change in score, Sf Si (%)

initial score, Si (%)

change in score, Sf Si (%)

initial score, Si (%)

change in score, Sf Si (%)

initial score, Si (%)

R.R. Hake, Am. J. Phys. 66, 64 (1998)

change in score, Sf Si (%)

initial score, Si (%)

R.R. Hake, Am. J. Phys. 66, 64 (1998)

not transfer but assimilation of information is key

So what should we do?

Give students more responsibility for gathering information

Main features: pre-class reading in-class: depth, not coverage ConcepTests

1991 FCI pretest

1991 FCI posttest

change in score, Sf Si (%)

initial score, Si (%)

change in score, Sf Si (%)

initial score, Si (%)

change in score, Sf Si (%)

initial score, Si (%)

R.R. Hake, Am. J. Phys. 66, 64 (1998)

change in score, Sf Si (%)

initial score, Si (%)

R.R. Hake, Am. J. Phys. 66, 64 (1998)

what about problem solving?

1985 exam scores

exam score (%)

1991 exam scores

exam score (%)

1985/91 exam scores

exam score (%)

So better understanding leads to better problem solving!

So better understanding leads to better problem solving!

(but good problem solving doesnt always indicate understanding!)

Traditional indicators of success misleading

Traditional indicators of success misleading

Education is no longer about information

Funding: National Science Foundation

for a copy of this presentation:

Funding: National Science Foundation

for a copy of this presentation:

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