Mazur - Confessions of a converted lecturer.pdf
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Transcript of Mazur - Confessions of a converted lecturer.pdf
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Confessions of a converted lecturer
International Conference onTeaching and Learning in Higher Education
Melaka, Malaysia 21 November 2011
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How do we learn?
Think of something you are good at something that
you know you do well.
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How do we learn?
Think of something you are good at something that
you know you do well.
Howdid you become good at this?
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How do we learn?
Became good at it by:
1. trial and error
2. lectures
3. practicing
4. apprenticeship
5. other
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How we teach
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Learning spaces
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Learning spaces
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Learning spaces
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Education
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Education
Some people talk in their sleep.
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Education
Some people talk in their sleep.
Lecturers talk while other people are sleeping.
Albert Camus
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Education
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Education
lectures focus on information transfer
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Education
education is not just information transfer
25
20
15
10
5
0252015
score
1050
count
1990
FCI pretest
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Education
education is not just information transfer
25
20
15
10
5
0252015
score
1050
count
1990
FCI posttest
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Education
education is not just information transfer
25
20
15
10
5
0
252015
score
1050
count
1990
combined
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Education
100
80
60
40
20
changeinscore,
Sf
Si(%)
100806040200
initial score, Si (%)
0
1990
combined
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Education
100
80
60
40
20
changeinscore,
Sf
Si(%)
100806040200
initial score, Si (%)
0
1990
combined
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Education
100
80
60
40
20
changeinscore,
Sf
Si(%)
100806040200
initial score, Si (%)
0
perfectscore
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Education
100
80
60
40
20
changeinscore,
Sf
Si(%)
100806040200
initial score, Si (%)
0
perfectscore
R.R. Hake,Am. J. Phys. 66, 64 (1998)
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Education
only one quarter of maximum gain realized
100
80
60
40
20
changeinscore,
Sf
Si(%)
100806040200
initial score, Si(%)
0
perfectscore
1.00
0.23
g =Sf Si
1 Si
R.R. Hake,Am. J. Phys. 66, 64 (1998)
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So what should we do?
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Peer Instruction
Give students more responsibility for gathering information
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Peer Instruction
Give students more responsibility for gathering information
so we can better help them assimilate it.
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Peer Instruction
Main features:
pre-class reading
in-class: depth, not coverage
ConcepTests
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Peer Instruction
ConcepTest:
1. Question
2. Thinking
3. Individual answer
4. Peer discussion
5. Revised/Group answer
6. Explanation
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Results
is it any good?
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Results
first year of implementing PI
25
20
15
10
5
0252015
score
1050
count
1991
FCI pretest
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Results
first year of implementing PI
25
20
15
10
5
0252015
score
1050
count
1991
FCI posttest
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Results
first year of implementing PI
25
20
15
10
5
0
252015
score
1050
count
1991
combined
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Results
100
80
60
40
20
changeinscore,
SfSi(%)
100806040200
initial score, Si(%)
0
perfectscore
1.00
0.23
g =Sf Si
1 Si
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Results
100
80
60
40
20
ch
angeinscore,
SfSi(%)
100806040200
initial score, Si(%)
0
perfectscore
1.00
0.23
g =Sf Si
1 Si
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Results
100
80
60
40
20
ch
angeinscore,
SfSi(%)
100806040200
initial score, Si(%)
0
perfectscore
1.00
0.23
g =Sf Si
1 Si
R.R. Hake,Am. J. Phys. 66, 64 (1998)
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Results
100
80
60
40
20
ch
angeinscore,
SfSi(%)
100806040200
initial score, Si(%)
0
perfectscore
1.00
0.23
g =Sf Si
1 Si
0.48
R.R. Hake,Am. J. Phys. 66, 64 (1998)
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Results
what about problem solving?
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Results
25
20
15
10
5
01008060
exam score (%)
40200
count
1985
exam scores
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Results
25
20
15
10
5
01008060
exam score (%)
40200
count
1991
exam scores
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Results
25
20
15
10
5
01008060
exam score (%)
40200
count
1985/91
exam scores
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Conclusion
So better understanding leads to better
problem solving!
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Conclusion
So better understanding leads to better
problem solving!
(but good problem solving doesnt always
indicate understanding!)
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Summary
Traditional indicators of success misleading
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Summary
Traditional indicators of success misleading
Education is no longer about information
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Funding:
National Science Foundation
for a copy of this presentation:
http://mazur.harvard.edu
Follow me! eric_mazur
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Funding:
National Science Foundation
for a copy of this presentation:
http://mazur.harvard.edu
Follow me! eric_mazur