21 st -Century Teaching Initiative Workshop 1 Dr . Jeff Loats Department of Physics

1. 21st-Century Teaching InitiativeWorkshop 1Dr. Jeff LoatsDepartment of Physics

2. How would you rate your comfort with technology in general? • Pretty uncomfortable, avoid it if possible • Slightly uncomfortable • Comfortable • I like it, but no one calls me for tech support • Technophile, family/friends tech support

3. How many years have you taught in higher education? • 0-2 • 3-7 • 7-15 • 15-25 • 25+

4. Introductions… • Tell us… • Who you are • What course you will be focusing on • What technique you expect to work on

5. Warm-Up: Born vs. Made "I've had great teachers and awful teachers... the whole spectrum. The ones that are great seem to have a natural knack for it while others seem to have been born clueless about how to teach. I'm not sure there will ever be teaching methods that will make a bad teacher into a good one." What is your response? ~0% → Teaching quality is essentially innate, you either have it or you don’t ~100% → Natural ability contributes a bit, improvement is a matter of desire, effort and time spent.

6. Warm-Up: Born vs. Made “There are many reasons for a "bad teacher." It is often a matter of self-confidence. Professors who want to be good teachers will find a way, but drop any class with someone who is uninterested in the craft of teaching.”

7. Warm-Up: Born vs. Made “Most of us are not trained to teach. We earn credentials in disciplinary knowledge, not in teaching. We also get stuck in old ways because we are uncomfortable with newer forms of technology, and don't know where to start.” “If the teacher is willing to understand, learn, and try other methods using the feedback from students and other professionals, I'm sure they could improve markedly. Many "who have a natural knack" may be good lecturers, excited about their topic, but lecturing isn't the only modality for making a good class or good teacher.”

8. Dweck: Fixed vs. Growth Mindset

9. Dweck: Fixed vs. Growth Mindset

10. Dweck: Fixed vs. Growth Mindset

11. Dweck: Fixed vs. Growth Mindset

12. Last Year: Two Initiatives • Spring 2013: • Course Redesign Initiative: Individualized applications, work in pairs, start from the ground. • Blended Learning Initiative: Invite high-impact instructors, specific techniques, work with coordinator

13. Blended Learning Initiative (2013) Common: Target intro courses with large enrollments(instructors teaching First Year Success courses) Offer small incentive/acknowledgement (laptop) Perhaps uncommon: Offer a small “menu” of teaching techniques Sustained support - 6-8 “meetings”1-on-1, small-group meetings, workshops.

14. WarmUp: More Efficient I feel the technology I currently use in my focus course offers more-efficient methods for doing what could also be done using other methods.

15. WarmUp: Unique Opportunities I feel the technology I currently use in my focus course offers learning opportunities that could not be achieved without the technology.

16. WarmUp: Teaching Heritage In tracing your "teaching heritage" where do you feel your current teaching methods come from? ~75% → How I was taught ~50% → Training/study of teaching ~25% → My experience teaching ~12% → Colleagues/observations ~12% → Trial & error

17. WarmUp: Teaching Heritage “Practices that I adopted a couple of decades ago.” “My teaching heritage comes from a number of sources, but I am most heavily influenced by my undergraduate teachers.” “I suppose I have largely copied instructors in my past, but also do a bit from trainings in terms of group work.”

18. WarmUp: Teaching Heritage “Using the cliched term, when beginning instructors begin to teach, they usually start the way they were taught. I know this is true for me. Then I attended several professional conferences, in-school development, joined professional societies, and shared with colleagues what they do. Now, I know that I am not the same type of instructor than when I started.”

19. 21st CTI - Goals Adapt current course topics and objectives Apply evidence-based techniques(be a “scholarly teacher”) Do most “heavy lifting” work by June 30th Share in some public format

20. 21st-Century Teaching Initiative • Lessons for this time: • Set time slot, to make scheduling easier • Teams are very effective • More check-ins/accountability

21. WarmUp: BLI Concerns What concerns or questions do you have about participating in the Blended Learning Initiative? ~50% → Time commitment ~12% → Large classes and/or first-year students ~38% → Class time required & covering material ~12% → Student pushback ~25% → None, but give it time

22. Warm-Up: Biggest “Take Away” What was the biggest "take away" idea that you got from the article? ~63% → Engagement is key andLecture performs poorly ~25% → Pre-class prep is crucial ~12% → Training can trump experience ~12% → Multimodal practice really works ~12% → Student level of interest ~12% → Good questions are key

23. Warm-Up: Biggest “Take Away” “Active participation resulted in better learning and more engagement.” “Cool-- the results of that study are inspiring. The idea that these techniques can make a novice stronger than a skilled "pro" is awesome news for newbies. I want to see more studies replicating such an effect.”

24. Warm-Up: Biggest “Take Away” “The high level of interest from the students. I have similar concerns that students will not like a "different" method that requires "more" of them. I was surprised and encouraged that these students wanted this style of teaching to continue.”

25. Warm-Up: Biggest “Take Away” “Need to develop the questions for discussion that generate the learning of the concepts. Emphasis on preparation by students. Engagement of students in the process and the evidence of learning.”

26. Teaching Techniques Menu Just in Time Teaching Flipped Teaching Interaction with Classroom Response

27. Just in Time Teaching Learner Teacher • Online pre-class assignments (“WarmUps”) • First half - Students • Conceptual questions, answered in sentences • Graded on thoughtful effort • Second half - Instructor • Responses are read “just in time” • Instructor modifies that day’s plan accordingly. • Aggregate and individual (anonymous) responses are displayed in class.

28. Just in Time Teaching Learner Teacher • A different student role: • Actively prepare for class(not just reading/watching) • Actively engage in class • Compare your progress & plan accordingly • A different instructor role: • Actively prepare for class with you(not just going over last year’s notes ) • Modify class accordingly • Create interactive engagement opportunities

29. Consider a typical day in your class. What fraction of students did their preparatory work before coming to class? • 0% - 20% • 20% - 40% • 40% - 60% • 60% - 80% • 80% - 100%

30. Student Feedback on JiTT 315 students in 7 classes over 4 terms (roughly ±6%)

31. JiTT in 21-CTI • Just-in-Time Teaching • Easily “added” to nearly any teaching style • Proven effectiveness across disciplines

32. WarmUp: Class Time Division Out of an average 60 minutes of class time, roughly how many minutes of class time are spent on lecture-based delivery of content?

33. WarmUp: Class Time Division Previous respondents Out of an average 60 minutes of class time, roughly how many minutes of class time are spent on lecture-based delivery of content?

34. Flipped Teaching "the Flipped Classroom isn't a methodology. It's an ideology.“ – Brian Bennet “Lecture at home, homework in class” Take the passive delivery portions of traditional teaching and move them online. Online portions are usually video, either “screencasts” or lecture capture. Students held responsible, directly or indirectly

35. Flipped Teaching vs. Lecture Capture Jeff’s take: Capturing an entire lecture has limited benefits. It somewhat extends a passive technique. A good in-person lecture does not make a good online video, and vice-versa.

36. Flipped Teaching Tools • Free: • screencast-o-matic.com* • Camstudio • Screenr* • Jing* • *extra features if you pay • Paid: • Camtasia • Adobe Captivate • Echo 360 • iShowU HD Pro (Mac) • Check with ETC!

37. Flipped Teaching Features • Important: • Embed scripts for ADA compliance • Useful: • Separate audio & video tracks • Adjust time (time-lapse, freeze frame, etc)

38. Flipped in 21-CTI • Flipped Teaching: • Shifts class time toward engagement • Requires relatively more up-front work • Needs a “jump in any try it” attitude toward the technology • Preparation accountability is needed

39. What kind of experience do you have with “clickers” or classroom response systems? • I’ve never used them in any way • I’ve used them as a learner • I’ve used them as a teaching tool • I’ve used as both a learner and a teacher

40. Clickers: Very Well Studied Quick/easy attendance in large class sizes. Everyone participates and retains anonymity Encourages active learning Improved concentration Improved learning and retention Improved exam scores Efficient use of class time Engages students in metacognition.

41. A Variety of Good Question Types Factual recall Peer Instruction (a.k.a. vote-share-vote) Polling/survey Poll-teach-poll Thought questions Teach-Test-Review or Teach-Test-Retest

42. Technology • Hardware (iClicker or others) • Software • Poll Everywhere • Top Hat (I’ve been using this one)

43. Clickers in 21-CTI • Engagement via a classroom response system: • Strong evidence base • Good questions are really important • Preparation accountability is needed

44. Combinations! • The most effective blend may be a combination: • JiTT with Classroom response (my model) • Flipped teaching videos with JiTT questions • Flipped teaching videos with classroom resp.

45. Resources • Pedagogies: • Look “in-house” by searching within your own discipline/topic. • Look at generalized resources: Books, blogs, videos, etc. • Technologies: • Explore some options for creating and/or delivering your materials. • Get involved with the ETC!

46. Coming Up • Workshop follow-up survey • Next three weeks: • Meet with Jeff either individually or in a small groups (~1 hour) • Work on your own (1-2 hours) • Workshop 2: • “The Sales Pitch” is in 3 weeks on February 21st, 10 AM.

47. Laptops! Go to MSU Denver’s IT site to see the standard options (Dell, Apple, iPad2) Let me know if you have a different idea(Windows Surface, Android Tablet, Hybrid, etc.)