Bates interactive lectures Pietermaritzburg UKZN
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The document discusses interactive engagement techniques for large class lectures, emphasizing the need to invert traditional classroom dynamics to enhance student engagement and learning effectiveness. It identifies problems with current teaching methods, such as passive learning and lack of active participation, and suggests leveraging tools like clickers and peer instruction. The summary highlights that effective, research-based strategies exist, but their adoption requires time and commitment from educators.
![ATHERTON J S (2010) Learning and
Teaching; Lectures [On-line] UK: Available:
http://www.learningandteaching.info/teaching/
lecture.htm
Sunday, 22 May 2011](https://image.slidesharecdn.com/batesinteractivelecturespmb-110525091949-phpapp02/85/Bates-interactive-lectures-Pietermaritzburg-UKZN-21-320.jpg)
Bates interactive lectures Pietermaritzburg UKZN
- 1. Interactive Engagement techniques for large class lectures Simon Bates Dean of Learning and Teaching Professor of Physics Education College of Science and Engineering School of Physics & Astronomy s.p.bates@ed.ac.uk UKZN May 2011 1 Sunday, 22 May 2011
- 2. or ‘Inverting your classroom’ Simon Bates Dean of Learning and Teaching Professor of Physics Education College of Science and Engineering School of Physics & Astronomy s.p.bates@ed.ac.uk 2 Sunday, 22 May 2011
- 3. or ‘Rousing the Dead’: getting students to come to, stay awake and participate in large class lectures Simon Bates Dean of Learning and Teaching Professor of Physics Education College of Science and Engineering School of Physics & Astronomy s.p.bates@ed.ac.uk 3 Sunday, 22 May 2011
- 4. Learning in phases Acquisition - reading, listening, lectures etc. Assimilation - making meaning, connections, practice, discussion, integrating …. 4 Sunday, 22 May 2011
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- 7. There are 2 problems: • We spend much class contact time in activities towards the bottom • We provide most access to expert help and guidance during class hours 7 Sunday, 22 May 2011
- 8. Consequences: • Lack of engagement • Strategic / shallow learning, geared totally towards passing exam • Helplessness, general despair. 8 Sunday, 22 May 2011
- 9. ‘Inverting the classroom’… Is about making more time for more cognitively demanding tasks in class hours And / or About finding new ways to engage participants outside class hours. 9 Sunday, 22 May 2011
- 10. Lectures 10 Sunday, 22 May 2011
- 11. “Despite the changes in the learning environment, teaching methods do not appear to have changed considerably. Initial findings from research suggest that many staff still see teaching primarily in terms of transmission of information, mainly through lectures.” Dearing, National Committee of Enquiry into Higher Education: Dept. for Education 1997 11 Sunday, 22 May 2011
- 12. Teaching is the art of leading students into a situation from which they can only escape by thinking Sunday, 22 May 2011
- 13. “Lectures (in physics) can be incredibly passive experiences for students, particularly dangerous for those who believe that if they follow the professor, they’ve mastered the material” Van Heuvelen “Learning to think like a Physicist” Am J Phys 59(10) 1991 891-897 13 Sunday, 22 May 2011
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- 20. Multi-mode delivery Sunday, 22 May 2011
- 21. ATHERTON J S (2010) Learning and Teaching; Lectures [On-line] UK: Available: http://www.learningandteaching.info/teaching/ lecture.htm Sunday, 22 May 2011
- 22. “ The complex cognitive skills required to understand Physics cannot be developed by listening to lectures… … any more than one can learn to play tennis by watching tennis matches.” Hestenes, D. Am. J. Phys., 66, 465-7 (1998) Sunday, 22 May 2011
- 23. • A “clicker”, a.k.a. – An Electronic Voting System – A Personal Response System – An Audience Response System Sunday, 22 May 2011
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- 27. Underpinned College Learning and Teaching strategy ‘Loanership’ of 3000 handsets Wide range of disciplines Science, Eng,Vet. Med. Sunday, 22 May 2011
- 28. “Although multiple choice questions may seem limiting, they can be surprisingly good at generating the desired student engagement and guiding student thinking. They work particularly well if the possible answers embody common confusions or difficult ideas.” Wieman, C. and Perkins K., Physics Today (2005) 36-42. Sunday, 22 May 2011
- 29. • What makes a good question? – Concept-testing – Where known misconceptions live – Spread of answers expected Sunday, 22 May 2011
- 30. • What if you don’t know what misconceptions exist? – Get students to tell you; the “1 minute paper” – Feedback loop from end-of-course assessment Sunday, 22 May 2011
- 31. “Electronic classroom response systems....are merely tools, not a 'magic bullet'. To significantly impact student learning (they) must be employed with skill in the service of a sound, coherent pedagogy. This is not easy.” Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Am. J. Phys 2006 Sunday, 22 May 2011
- 32. • The “friendly” question – “ What is your background study of subject X? ” – Useful as a test-how-it-works question early on – Can address attention span limit in lectures Sunday, 22 May 2011
- 33. • The recap question – “ In the last lecture we covered Y; let’s see what you can recall ” – Can be useful at the start of a lecture to engage – Use to reinforce key concepts. Sunday, 22 May 2011
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- 36. • Peer Instruction – Question – Individual poll – Students discuss – Repoll Sunday, 22 May 2011
- 37. Reproduced from Eric Mazur (search “Confessions of a converted lecturer” on YouTube) Sunday, 22 May 2011
- 38. • The reduction in coverage – Departure from the A-Z content transmission – The A-Z must be elsewhere (book, web, tutorial…) – The students must buy-in to “the learning contract” Sunday, 22 May 2011
- 39. • The first lecture is crucial – Why we are doing this – What we expect of them – Practice use with friendly questions • There is a learning curve – This is not an “out of the box” solution – Whole-team buy-in Sunday, 22 May 2011
- 40. • What makes a good question ? • How many to have each lecture ? • Where to place it / them ? • Beware shoe-horning content in Sunday, 22 May 2011
- 41. But does it work ? 41 Sunday, 22 May 2011
- 42. Am. J. Phys. 66 1, January 1998 42 Sunday, 22 May 2011
- 43. Reproduced from Eric Mazur (search “Confessions of a converted lecturer” on YouTube) 43 Sunday, 22 May 2011
- 44. Reproduced from Eric Mazur (search “Confessions of a converted lecturer” on YouTube) 44 Sunday, 22 May 2011
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- 47. Summary • There are effective, evidenced, research-based strategies out there • Adoption takes time • It’s a slippery slope….. 49 Sunday, 22 May 2011
- 48. EdPER group website http://bit.ly/EdPER s.p.bates@ed.ac.uk 50 Sunday, 22 May 2011