CIRTL Class Meeting 8: They're not dumb, they're different
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The document discusses challenges faced in a college physics classroom, highlighting issues such as ineffective teaching methods, lack of student engagement, and the need for a supportive learning environment. It emphasizes the importance of understanding learning outcomes, cooperative learning, and communication skills among students. Suggested improvements include fostering classroom culture, encouraging discussion, and avoiding condescending pedagogy to enhance student experiences and learning outcomes.
![Today, you are instructors, not students.
collegeclassroom.ucsd.edu6
On each slide, Eric orTobias[1] describe an issue or problem
that occurred in Eric’s physics class. In your discussions
1. Try to identify the cause or origin of the problem, using
your knowledge of
Assessment Expertise Development Backward Design
How People Learn Learning Outcomes Co-op. Learning
Other
2. What would you do about it? Start your response with
“When I’m the instructor…”
“If this was *my* class…”](https://image.slidesharecdn.com/cirtltccclassmeeting8notdumbdiff-150327141559-conversion-gate01/85/CIRTL-Class-Meeting-8-They-re-not-dumb-they-re-different-6-320.jpg)
![Eric:
10
[My classmates] will have had no training in working collectively.
In fact, their experience will have taught them to fear cooperation,
and that another person’s intellectual achievement will be
detrimental their own.
(p. 24)
collegeclassroom.ucsd.edu
**
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Backward Design](https://image.slidesharecdn.com/cirtltccclassmeeting8notdumbdiff-150327141559-conversion-gate01/85/CIRTL-Class-Meeting-8-They-re-not-dumb-they-re-different-10-320.jpg)
![Eric’s professor:
11
One structural problem exists at the outset: the professor
is training physicists; the students, for a variety of reasons,
are taking physics.
Professor: I assume the students in [introductory physics] are
pre-professionals who have already decided on a career in science
and are in class to lean problem-solving techniques that will be
required of them in their careers. (p. 30)
collegeclassroom.ucsd.edu
*
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Backward Design](https://image.slidesharecdn.com/cirtltccclassmeeting8notdumbdiff-150327141559-conversion-gate01/85/CIRTL-Class-Meeting-8-They-re-not-dumb-they-re-different-11-320.jpg)
![Eric:
16
[Eric] attributed his classmates’ inability to articulate their
subject matter directly to the fact that they got no practice
“talking physics” in class. (p. 30)
I wonder if this is because they lack communication skills or
because they haven’t yet had the time to reflect on what they have
learned, or perhaps because they don’t really know much about
their subject – if knowledge is defined to mean a deep, thoughtful
understanding, rather than a superficial ability to regurgitate
formulas. (p. 27)
* *
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Backward Design](https://image.slidesharecdn.com/cirtltccclassmeeting8notdumbdiff-150327141559-conversion-gate01/85/CIRTL-Class-Meeting-8-They-re-not-dumb-they-re-different-16-320.jpg)
CIRTL Class Meeting 8: They're not dumb, they're different
- 1. 1 collegeclassroom.ucsd.edu The College Classroom – Spring 2015 Class Meeting 8: They’re not dumb, they’re different
- 2. The College Classroom – Spring 2015 Class Meeting 8: They’re not dumb, they’re different Dave Gross dgross@ biochem.umass.edu Thursday, March 19, 2015 1:00-2:30p ET, 12:00-1:30p CT, 11:00a-12:30p MT, 10:00-11:30a PT Peter Newbury pnewbury@ucsd.edu @polarisdotca
- 3. Welcome collegeclassroom.ucsd.edu3 Terri Stoner, Ph.D Postdoctoral Scholar Pharmacology, School of Medicine UC San Diego
- 4. The first day of class disappointed Eric collegeclassroom.ucsd.edu4 ** The instructor was not particularly good at explaining why he did what he did to solve the problems, nor did he have any real patience for people who wanted explanations.(p.20)
- 5. The first day of class disappointed Eric collegeclassroom.ucsd.edu5 To prevent this from happening,what would you consider first? A) Expertise Development B) How People Learn C) Learning Outcomes D) Collaborative / Cooperative Learning E) Design of course (backward design) ** The instructor was not particularly good at explaining why he did what he did to solve the problems, nor did he have any real patience for people who wanted explanations.(p.20)
- 6. Today, you are instructors, not students. collegeclassroom.ucsd.edu6 On each slide, Eric orTobias[1] describe an issue or problem that occurred in Eric’s physics class. In your discussions 1. Try to identify the cause or origin of the problem, using your knowledge of Assessment Expertise Development Backward Design How People Learn Learning Outcomes Co-op. Learning Other 2. What would you do about it? Start your response with “When I’m the instructor…” “If this was *my* class…”
- 7. Discussion procedure collegeclassroom.ucsd.edu7 1. You’ll be sent to a breakout room for the first discussion. Please remember which room you’re in so you can return there later. 2. For the first discussion, the participant whose first name comes first in the alphabet will start the conversation. 3. For subsequent discussions, someone who hasn’t spoken recently, please jump in and give the first comment. 4. Please watch the timer and return to the Main Room when the timer runs out. (We’ll drag everyone back to the Main Room shortly after that.)
- 8. Eric: 8 The lack of community, together with the lack of interchange between the professor and the students combines to produce a totally passive classroom experience. (p. 25) collegeclassroom.ucsd.edu ** Assessment, Expertise Development, How People Learn, Learning Outcomes, Cooperative Learning, Backward Design
- 9. Eric: 9 There was a Hispanic woman who sits next to me who is already having trouble with the material. She tells me she spends seven hours a night on homework and needs to get an “A” to receive an ROTC scholarship next year. (p. 22) collegeclassroom.ucsd.edu ** Assessment, Expertise Development, How People Learn, Learning Outcomes, Cooperative Learning, Backward Design
- 10. Eric: 10 [My classmates] will have had no training in working collectively. In fact, their experience will have taught them to fear cooperation, and that another person’s intellectual achievement will be detrimental their own. (p. 24) collegeclassroom.ucsd.edu ** Assessment, Expertise Development, How People Learn, Learning Outcomes, Cooperative Learning, Backward Design
- 11. Eric’s professor: 11 One structural problem exists at the outset: the professor is training physicists; the students, for a variety of reasons, are taking physics. Professor: I assume the students in [introductory physics] are pre-professionals who have already decided on a career in science and are in class to lean problem-solving techniques that will be required of them in their careers. (p. 30) collegeclassroom.ucsd.edu * Assessment, Expertise Development, How People Learn, Learning Outcomes, Cooperative Learning, Backward Design
- 12. Eric: 12 I still get the feeling that unlike a humanities course, here the professor is the keeper of the information, the one who knows all the answers.This does little to propagate discussion or dissent. (p. 21) collegeclassroom.ucsd.edu * *
- 13. Tobias’ conclusions: collegeclassroom.ucsd.edu13 But as least as important as content…will be changes in the “classroom culture” more attention to an intellectual overview more context (even history) in the presentation of physical models less condescending pedagogy differently challenging examinations more discussion, more “dissent” (even if artificially constructed) more community in the classroom (p. 31)
- 14. References collegeclassroom.ucsd.edu14 1. Tobias, S. (1990). They’re Not Dumb,They’re Different:Stalking the SecondTier. Tuscon,AZ: Research Corporation.
- 15. Eric: 15 The best classes I had were classes in which I was constantly engaged, constantly questioning and pushing the limits of the subject and myself. (p. 25) collegeclassroom.ucsd.edu Assessment, Expertise Development, How People Learn, Learning Outcomes, Cooperative Learning, Backward Design
- 16. Eric: 16 [Eric] attributed his classmates’ inability to articulate their subject matter directly to the fact that they got no practice “talking physics” in class. (p. 30) I wonder if this is because they lack communication skills or because they haven’t yet had the time to reflect on what they have learned, or perhaps because they don’t really know much about their subject – if knowledge is defined to mean a deep, thoughtful understanding, rather than a superficial ability to regurgitate formulas. (p. 27) * * Assessment, Expertise Development, How People Learn, Learning Outcomes, Cooperative Learning, Backward Design
- 17. Eric: 17 The best classes I had were classes in which I was constantly engaged, constantly questioning and pushing the limits of the subject and myself. (p. 25) To create this kind of class,what would you consider first? A) Expertise Development B) How People Learn C) Learning Outcomes D) Cooperative Learning E) Assessment collegeclassroom.ucsd.edu
- 18. Eric’s physics professor: 18 Students not interested in the physical world have a harder time, since they don’t know and usually don’t care, how things, cars, bodies,weather,the heavens,work. (p. 30) collegeclassroom.ucsd.edu #tccucsd Assessment, Expertise Development, How People Learn, Learning Outcomes, Cooperative Learning, Backward Design
- 19. Brainstorm: Issues and Actions collegeclassroom.ucsd.edu19 What issue are you most concerned about when you look ahead to teaching a diverse group of students? What action could you take to address that issue? Issue Action