Presentations

    Turning lectures into learning, at Turning Technologies User Conference, University of Manchester (Manchester, UK), Monday, September 22, 2014:
    The world is abuzz with talk about "clickers" or classroom response systems. Clicker are not just simple polling tools, but can be used to achieve significant learning gains. In this presentation we explore using clickers with Peer Instruction, a pedagogy that encourages students to interact and solve problems during class.
    Engaging Students One-on-One, All At Once Session 2 , at Peer Instruction Online Course, Hong Kong Polytecnic University (online) (Hong Kong, China), Friday, September 26, 2014:
    This short-course introduces participants to the ideas of Peer Instruction (PI) and Just- in-Time-Teaching (JiTT), two research-based methods for engaging students, improving conceptual understanding, increasing retention in courses and programs, and enhancing academic performance. Participants will also learn about a new approach to instructional design. Finally, participants will apply the knowledge gained to a specific course module they are (or will be) teaching, by re-designing (or designing) the syllabus for this course module and developing a plan for implementing PI and JiTT. The... Read more about Engaging Students One-on-One, All At Once Session 2 
    Assessment: The Silent Killer of Learning, at 2014 Robert A. Welch Conference in Chemical Research (Houston, TX), Monday, October 27, 2014:
    Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Assessment has been called the "hidden curriculum" as it is an important driver of students' study habits. Unless we rethink our approach to... Read more about Assessment: The Silent Killer of Learning
    Engaging Students One-on-One, All At Once Session 2, at Peer Instruction Online Course, Taibah University (online) (Medina, Saudi Arabia), Monday, November 10, 2014:
    This short-course introduces participants to the ideas of Peer Instruction (PI) and Just- in-Time-Teaching (JiTT), two research-based methods for engaging students, improving conceptual understanding, increasing retention in courses and programs, and enhancing academic performance. Participants will also learn about a new approach to instructional design. Finally, participants will apply the knowledge gained to a specific course module they are (or will be) teaching, by re-designing (or designing) the syllabus for this course module and developing a plan for implementing PI and JiTT. The... Read more about Engaging Students One-on-One, All At Once Session 2
    Engaging Students One-on-One, All At Once Session 1 , at Peer Instruction Online Course, Singapore Polytechnic (online) (Singapore), Wednesday, November 12, 2014:
    This short-course introduces participants to the ideas of Peer Instruction (PI) and Just- in-Time-Teaching (JiTT), two research-based methods for engaging students, improving conceptual understanding, increasing retention in courses and programs, and enhancing academic performance. Participants will also learn about a new approach to instructional design. Finally, participants will apply the knowledge gained to a specific course module they are (or will be) teaching, by re-designing (or designing) the syllabus for this course module and developing a plan for implementing PI and JiTT. The... Read more about Engaging Students One-on-One, All At Once Session 1 
    Confessions of a converted lecturer, at Masterclass, Harvard Graduate School of Education (Cambridge, MA), Thursday, November 13, 2014:
    I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly
    Innovating Education, at Talks at Google, Google (Cambridge, MA), Friday, November 14, 2014:
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this 2-3 hour long workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is... Read more about Innovating Education
    Confessions of a converted lecturer, at 25th Anniversary of Bilingual Education in the Netherlands, Europees Platform (Utrecht, Netherlands), Wednesday, November 26, 2014:
    I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly
    Assessment: The silent killer of learning, at University of Waterloo (Waterloo, Ontario, Canada), Thursday, December 11, 2014:
    Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Assessment has been called the "hidden curriculum" as it is an important driver of students' study habits. Unless we rethink our approach to... Read more about Assessment: The silent killer of learning
    Peer Instruction, at Shanghai Jiao Tong University (Shanghai, China), Monday, December 15, 2014:
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this short workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is... Read more about Peer Instruction
    Memorization or understanding: are we teaching the right thing?, at Shanghai Jiao Tong University (Shanghai, China), Monday, December 15, 2014:
    Education is more than just transfer of information, yet that is what is mostly done in large introductory courses -- instructors present material (even though this material might be readily available in printed form) and for students the main purpose of lectures is to take down as many notes as they can. Few students have the ability, motivation, and discipline to synthesize all the information delivered to them. Yet synthesis is perhaps the most important -- and most elusive -- aspect of education. I will show how shifting the focus in lectures from delivering information to synthesizing... Read more about Memorization or understanding: are we teaching the right thing?
    Peer Instruction, at Beijing Normal University (Beijing, China), Tuesday, December 16, 2014:
    Education is more than just transfer of information, yet that is what is mostly done in large introductory courses -- instructors present material (even though this material might be readily available in printed form) and for students the main purpose of lectures is to take down as many notes as they can. Few students have the ability, motivation, and discipline to synthesize all the information delivered to them. Yet synthesis is perhaps the most important -- and most elusive -- aspect of education. I will show how shifting the focus in lectures from delivering information to synthesizing... Read more about Peer Instruction
    Peer Instruction Part II, at Tsing Hua Univeristy (Beijing, China), Thursday, December 18, 2014:
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is demonstrated,... Read more about Peer Instruction Part II
    Peer Instruction, at Tsing Hua Univeristy (Beijing, China), Thursday, December 18, 2014:
    Education is more than just transfer of information, yet that is what is mostly done in large introductory courses -- instructors present material (even though this material might be readily available in printed form) and for students the main purpose of lectures is to take down as many notes as they can. Few students have the ability, motivation, and discipline to synthesize all the information delivered to them. Yet synthesis is perhaps the most important -- and most elusive -- aspect of education. I will show how shifting the focus in lectures from delivering information to synthesizing... Read more about Peer Instruction
    Confessions of a converted lecturer, at Teaching and Learning Initiative, Mt. Holoyoke College (South Hadley, MA), Friday, January 16, 2015:
    I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly
    The Tyranny of the Lecture, at Simon Fraser University (Burnaby, BC, Canada), Thursday, January 22, 2015:
    Most -- if not all -- of the important skills in our life are acquired outside the traditional classroom setting. Yet we continue to teach using lectures where students passively take down information. Instead, we should really focus on the assimilation of that information and shift the focus from teaching to helping students learn. Over the past 20 years, instructors world-wide have begun to adopt Peer Instruction to get students to think in class. With the advent of new technology the process can be significantly improved. A new data-analytics driven audience response system does away with... Read more about The Tyranny of the Lecture
    Assessment: The silent killer of learning, at Pearson Innovation Summit (Vancouver, BC, Canada), Friday, January 23, 2015:
    Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Assessment has been called the "hidden curriculum" as it is an important driver of students' study habits. Unless we rethink our approach to... Read more about Assessment: The silent killer of learning
    Assessment: The silent killer of learning, at Hope College (Holland, MI), Friday, February 13, 2015:
    Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Assessment has been called the "hidden curriculum" as it is an important driver of students' study habits. Unless we rethink our approach to... Read more about Assessment: The silent killer of learning
    Confessions of a converted lecturer, at University of Florida (Gainesville, FL), Monday, February 16, 2015:
    I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly
    Reflection on the implementation of Peer Instruction at SPU, at Program on Peer Instruction, Singapore Polytechnic (Singapore), Monday, March 16, 2015
    Part I: Three staff members who attended the Nov 2014 Peer Instruction online workshop will present their experience and challenges and have an open discussion on how to improve the implementation of Flipped with Peer Instruction lessons in their courses with Professor Mazur. See below for suggested structure.

    Part II: Three (different) staff members who participated in the Nov 2014 Peer Instruction online workshop will each demonstrate a ConcepTest (format: brief intro, ConcepTest in action, wrap up). Participants will then discuss and reflect on the merits of each ConcepTest.

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