College Classroom - Week 3

The College ClassroomJanuary 23, 2013

Week 3: Developing Expertise

Connecting2

Engage preconceptions instudent-centered ways

Teach in depth, context,appropriate mastery goals

Support metacognitionformative assessments to benefit teachers and students

Impact of effortful learning on neurons

Expertise developed through extended, deliberate practice

Week 2: How People Lean Week 3: Expertise

Supporting deliberatepractice

collegeclassroom.ucsd.edu #tccucsd

Plan for today…3

Development

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Plan for today…4

Development

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supporting learning

how do we?


Expertise Development5


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)10,000 hours 4 hours/day deliberate practice

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 builds on natural (often physical) ability

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Clicker question

With 10,000 hours of deliberate practice, a 5-ft tall man can be a basketball star in the NBA.

A) trueB) false

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Wait! How can I stimulate conversation

for everyone in the classroom?

How can I build on existing knowledge and

preconceptions?

Clicker question

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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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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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

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1’s

2’s

3’s

4’s

5’s


Gather in groups of three – three 1’s, three 2’s, etc. Introduce yourselves. In your field, in which you’re becoming an expert, describe the component of deliberate practice matching your group’s number.

What do experts in your discipline do?

analysis using prior knowledge (features in images) read the literature critical analysis of others’ work in your field look for new technologies to enable your work plan several steps ahead reflect upon mistakes getting AND giving feedback presenting your work communicate outside your field to broaden your

work’s applicability discuss professional problems

socially/casually/drunk

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What do experts in your discipline do?

Identify appropriate sources Identify appropriate models (equations…) Compare and contrast Critique/Argue/Prove Solve/Create Analyze Interpret

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Intelligence is grown

Dr. Carol Dweck – StanfordShown that convincing people to adopt a “growth mindset” (not “fixed mindset”) leads to higher GPAs, higher graduation rates. [See Week 5: Assessment]

Dr. Anders Ericcson – Florida State Univ.

Studies development of expertise (sports figures, pianists, chess players). Expertise is not an innate trait, it is developed through

Long (10,000 hours) Daily (4 hours a day) Deliberate Practice

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Learning requires effort: you grow your brain [2]

When you learn a cognitively challenging concept, you are changing the brain:

Growing neurons Building protein

Two key efforts: Generating understanding Retrieving learned information

Tracey J. Shors [2]

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Part 2: Teaching the development of expertise

Development of Mastery [3]17

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Level of Expertise

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Level of Expertise


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Level of Expertise

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Level of Expertise

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Level of Expertise

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Level of Expertise

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Level of Expertise

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Why Students Don’t UnderstandYour LecturesExpert brains differ from novice brains because novices: Lack rich, networked connections, cannot make

inferences Have preconceptions that distract or confuse

(“You do not grow new brain cells.”) Lack automization, resulting in cognitive overload

“Comparing Students’ and Experts’ Understanding of the Content of a Lecture” [4]

“Why should I use peer instruction in my class?” [5]

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conscious

unconscious


1

2 3

4


Level of Expertise

Behavio

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An Example:The House You Grew Up In


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Constructivism says of course it’s hard for the professor to say it so you can understand it because

he has different pre-existing knowledge






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1’s

2’s

3’s

4’s

5’s


The next time you teach a course, what will you do to get your students to do these things?

Based on Biology and Expertise:How do we support learning?

Spaced engagement (time to rest between sessions)

Repeated, effortful testing (not passive studying)

Appropriate-level tasks Expert, detailed, frequent feedback

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Students in Beth’s CSE course (heavy use of peer instruction with clickers)

Couldn’t you PLEASE just tell it to me?

I know how to learn from lecture! Can’t you just explain it?

Well, clickers were fun, but the professor made me learn it myself! It would have

been easier if she’d just lectured!

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Deliberate Practice Findings: for you

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” [1]

What to practice? Maybe harder, but exam questions (if they are

understandable)

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Deliberate Practice Findings: for you

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)

Setth

ey

Givetheir

help them to

Prov

ide

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yourstudents

References


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1. Colvin, G. (2006, October 19). What it takes to be great. Fortune, 88- 96. Available atmoney.cnn.com/magazines/fortune/fortune_archive/2006/10/30/8391794/index.htm

2. Shors, T.J. (2009, March). Saving new brain cells. Scientific American, 47 - 54. (PDF available at 66.96.218.117/~rcirutge/wp-content/uploads/2011/08/Saving New-Brain-Cells-Scientific-American-2009.pdf )

3. Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX: Harcourt College Publishers.

4. Hrepic, Z., Zollman, D.A., & Rebello, N.S. (2007) Comparing Students’ and Experts’ Understanding of the Content of a Lecture. Journal of Science Education and Technology 16, 213-224.Available at http://ksuperg.blogspot.com/2009/06/hrepic-zollman-rebello-journal-of.html

5. Newbury, P. (2011, June 15) Why should I use peer instruction in my class? Available at www.peternewbury.org/2011/06/why-should-i-use-peer-instruction-in-my-class/

Watch the blog for next week’s readings and assignments

See you Wednesday, January 30!

Next week: Learning Outcomes

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College Classroom - Week 3

Education

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