The College Classroom (Wi15) Session 2: Developing Expertise

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What do you

notice?

What do you

wonder?

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C) Developing Expertise - collegeclassroom.ucsd.edu

The College Classroom

Session 2: Developing Expertise

January 13 and 15, 2015

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licensed under a Creative Commons Attribution-

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How many of these do you think

are “deliberate practice”?

Developing Expertise - collegeclassroom.ucsd.edu 3

writing: writing 30 minutes per day

running: running 5 miles a day, 5 days per week

guitar: playing the guitar for an hour after school each day

language: after moving to a new country, learning the

language by interacting only with locals

A) 1 of them

B) 2

C) 3

D) all 4 of them

Recall: 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

Expertise Development

5 Developing Expertise - collegeclassroom.ucsd.edu

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10,000 hours of deliberate practice:

4 hrs / day for 12 years

3 hrs / day for 16 years


There’s something about this that bothers me:

A 5-foot-tall NBA star? Huh?

• If it’s bothering me, then it’s probably bothering some of

my students.

• Maybe one of my students has a solution or explanation –

their diversity is an asset

• How can I stimulate a conversation for everyone in the

classroom rather than the few who would raise their

hands if I asked?

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


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]


Intelligence is grown


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

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]

New meta-analysis suggests

“10,000 hr rule” does not

always apply. Some reach

expert levels quicker.[3]

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 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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Developing Expertise - collegeclassroom.ucsd.edu

discipline area of research


better at it.









does not work

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2

3

4


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.

5


If you have instructions for

students, this can keep their

attention until YOU are ready for

them to start the activity.[8]


better at it.









does not work

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1

2

3

4


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.

5


Students put their finished ideas on

poster paper. Whiteboards can

(should!) be used to capture

thinking along the way.

Teaching students to think more like

experts

Part 2:

Teaching expertise


How People Learn - collegeclassroom.ucsd.edu 14


knowledge

framework

retrieval

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knowledge

framework

retrieval

How People Learn - collegeclassroom.ucsd.edu

Development of Mastery [4]

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conscious

unconscious

incompetent competent


Beh

avio

r

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


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Level of Expertise


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conscious

unconscious

adikko.deviantart.com


Beh

avio

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conscious

unconscious



Beh

avio

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Level of Expertise


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conscious

unconscious


1


Beh

avio

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Level of Expertise


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conscious

unconscious


1

2


Beh

avio

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Level of Expertise


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conscious

unconscious


1

2 3


Beh

avio

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Level of Expertise


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conscious

unconscious


1

2 3

4


Beh

avio

r

Level of Expertise


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conscious

unconscious


1

2 3

4


Beh

avio

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Level of Expertise

Development of Mastery [4,5]

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conscious

unconscious


1

2 3

4


Beh

avio

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Level of Expertise

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Think about the house you grew up in


How many windows?

As you counted the windows, did you see them

from the outside or from the inside of the house?

If a Stage 4, professor of Window-Counting is an

“outsider”, he will thoughtfully create lessons and practice

for counting from the outside. Many students will be lost.

A Stage 5 professor will know there are other ways to count

windows and will create lessons where each student can

connect the concept to his/her own knowledge and skills.

The next time you teach a course, what will

you do to help your students do these things?


better at it.


why you’re doing it the way your are.







does not work.

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Deliberate Practice: for you


Reach for objectives JUST beyond where you are:

work on incrementally harder problems

try variations on ones from work, class, homework, quizzes

Practice consistently (every day)

Get FEEDBACK on your practice

Or at least self-analyze “continuously observing results,

making appropriate adjustments”

What to practice

what skills to experts in your field have?

Deliberate Practice: for you


Reach for objectives JUST beyond where you are:

work on incrementally harder problems

try variations on ones from work, class, homework, quizzes

Practice consistently (every day)

Get FEEDBACK on your practice

Or at least self-analyze “continuously observing results,

making appropriate adjustments”

What to practice

what skills to experts in your field have?

your students

Set

Provide

Give

Help them

Suggest

Big Question


Where does the motivation to

engage in deliberate practice

come from?


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]


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.

Next week: Learning Outcomes

Watch the blog for next week’s

readings and assignments


References


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

8. “In a moment but not yet” by Linda Williams at http://store.training-wheels.com/inmobutnotye.html

http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=1279







The College Classroom (Wi15) Session 2: Developing Expertise

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