Evidence-Based Classroom Strategies for Improving Student Learning in the Twenty-First Century

1. 2014 UCF Summer Development Conference Monday, May 5, 2014 Evidence-Based Classroom Strategies for Improving Student Learningin the Twenty-First Century Autar Kaw autarkaw.com

2. MOOC Panic Has Been Good for Teaching and Learning

3. Student’s Prior Knowledge Can Help or Hinder Learning

4. Misconceptions • Preconceived notions • Nonscientific beliefs • Conceptual misunderstandings • Vernacular misconceptions • Factual misconceptions Source: http://www.cirtl.net/node/2628

5. We have winter season because • the earth is farther from the sun in the winter than in the summer • of the tilt of the earth about its’ axis • the earth is not a perfect sphere

6. Why do we have seasons?

7. Personal Response Systems

8. What are the goals of using clickers? • Measure prior knowledge. • Engage students in active learning. • Promote peer-to-peer interaction. • Provide their own understanding.

9. What are the goals of using clickers (cont’d)? • Provide a voice to students. • Model the process of critical thinking. • Sends a message that instructor is vested in student learning.

10. What type of questions should I ask? • Stage 1: If you are new to clickers yourself, ask simple questions in the beginning. • Stage 2: Ask challenging conceptual questions. • Stage 3: Structure the clicker questions around the lecture.

11. What kind of questions are of HIGH impact? • prior knowledge, • conceptual understanding, • new context, • draw knowledge, and • relate different representations.

12. Which Learning Techniques are Best?

13. Ten Common Learning Techniques • Elaborative interrogation • Self-explanation • Summarization • Highlighting/underlining • Keyword mnemonic • Imagery for text • Rereading • Practice testing  • Distributed practice  • Interleaved practice Low Low Low Low Low

14. Ten Common Learning Techniques • Elaborative interrogation • Self-explanation • Summarization • Highlighting/underlining • Keyword mnemonic • Imagery for text • Rereading • Practice testing  • Distributed practice  • Interleaved practice Moderate Moderate Low Low Low Low Low Moderate

15. Ten Common Learning Techniques • Elaborative interrogation • Self-explanation • Summarization • Highlighting/underlining • Keyword mnemonic • Imagery for text • Rereading • Practice testing  • Distributed practice  • Interleaved practice Moderate Moderate Low Low Low Low Low High High Moderate

16. Interleaved Practice http://j2jenkins.com/2013/04/29/interleaved-practice-a-secret-enhanced-learning-technique/

17. Practice Testing

18. Distributed Practice

19. What is the Biggest Hindrance to Learning?

20. Multitasking

21. The Two Circuits in Brain Circuit 1: This one is for reactive attention Circuit 2:This one sets our mind to concentrate on something Source: psych.ucla.edu

22. Negative Consequences of Multitasking While Doing College Work • Time spent • Mental fatigue • Memory failure • Higher order learning suffers Source: The New Marshmallow Test: Students Can’t Resist Multitasking, Annie Paul, slate.com; blog.reyjunco.com/

23. A Taxonomy to Follow to Learn

24. What is Bloom’s Taxonomy?

25. Six Levels of Bloom’s Taxonomy • Knowledge: (repeating verbatim) • List, State • Comprehension: (demonstrate understanding) • Explain, Interpret • Application: (applying learned info to solve problem) • Calculate, Solve

26. Six Levels of Bloom’s Taxonomy • Analysis: (breaking things down, formulating mathematical models) • Derive, Explain • Synthesis: (creating something, combining elements) • Formulate, Makeup, Design • Evaluation: (making and justifying judgments, selection from alternatives) • Determine, Select, Critique

27. Flip the class

28. What is a flipped classroom? Transmission in class and assimilation at home Transmission at home and assimilation in class Source: CTL, University of Washington

29. Before, In, and After

30. What happens BEFORE class?

31. Assign video lectures before class.

32. What is done before class at home? Assign reading

33. What graded assignments are given before class? Automatically graded quizzes are assigned

34. What graded assignments are given before class? What did you not understand about the assigned chapter?

35. What other resources are available to students before class? • PPTs • MC questions and their full solutions • Extra examples • Real world applications • Wolfram demos • Piazza discussion board

36. What happens IN class?

37. Ask clicker questions 10-15 minutes: Clickers are used for quizzes • Answer • Pair • re-poll • instructor discussion.

38. Give microlectures 10-15 minutes: Micro-lecturesare based on questions asked

39. Outline in-class exercises 10-15 minutes: Advanced exercises on higher order thinking?

40. What happens AFTER class?

41. Assignments and help! • Take another automatically graded algorithmic quiz on the LMS • Complete and submit higher-order thinking exercise for grading. • Continue discussion on Piazza. Answers given via text, videos, links, Livescribe pen, and ShowMe App.

42. Learning Approaches

43. Two extreme approaches that work? Fully Guided Instruction Guided Discovery

44. Can we be in the middle of the spectrum? Fully Guided Instruction Guided Discovery

45. So is there an evidence-based middle approach? Universal Design Learning (UDL) http://udlcenter.org

46. The trinity of UDL? • Multiple means of representation • Multiple means of action and expression • Multiple means of engagement http://udlcenter.org

47. Evidence-Based Classroom Strategies for Improving Student Learningin the Twenty-First Century QUESTIONSAutar Kawkaw@usf.edu