Presentations

    Using Questions to Catalyze Learning: Question Design Workshop, at Weill Cornell Medical College (New York, NY), Thursday, February 20, 2014:
    Questions are the heart of engaging students in any classroom. In this workshop, we will collaborate to discover the elements of effective questions. We will practice answering different question types as a large group via a classroom response system called Learning Catalytics and contrast that experience with other classroom response systems, such as flashcards and clickers. Finally, we will work individually and in pairs on a case study to learn promising practices for developing effective questions.
    More than Video: Using Innovative Pedagogies to Flip your Classroom, at Weill Cornell Medical College (New York, NY), Thursday, February 20, 2014:
    Contrary to popular belief, flipped learning is much more than watching videos and doing "homework" in class. In this hands-on session, Dr. Julie Schell will introduce two research-based flipped methods called Just-in-Time Teaching and Peer Instruction. A primary goal of Peer Instruction is to radically transform students’ in-class experiences. Originally developed for use in college physics at Harvard University, thousands of teachers currently use Peer Instruction in many disciplines with many different age groups, all over the world. Participants of this session will learn three teaching... Read more about More than Video: Using Innovative Pedagogies to Flip your Classroom
    Engaging Students One-on-One, All At Once Session 1 , at Peer Instruction Online Course, Hong Kong Polytecnic University (online) (Hong Kong, China), Wednesday, June 4, 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 
    Engaging Students One-on-One, All At Once Session 2, at Peer Instruction Online Course, Hong Kong Polytecnic University (online) (Hong Kong, China), Wednesday, July 2, 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, Hong Kong Polytecnic University (online) (Hong Kong, China), Wednesday, September 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 1 
    Engaging Students One-on-One, All At Once Session 1 , at Peer Instruction Online Course, Taibah University (online) (Medina, Saudi Arabia), Wednesday, September 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 1 
    Teaching students one-on-one, all at once, at 100K10 Partner Summit (Chicago, IL), Wednesday, May 13, 2015:
    Most of education focusses on the transfer of information, often in a lecture format. Yet, education is much more than just the transfer of information. In this Master Class, we explore Peer Instruction, an interactive pedagogy that encourages students to interact and engage in deep learning during class.
    Teaching Physics, Conservation Laws First, at Brigham Young University - Idaho (Rexburg, ID), Thursday, May 14, 2015:
    The Principles and Practice of Physics is a groundbreaking new calculus-based introductory physics textbook that uses a unique organization and pedagogy to allow students to develop a true conceptual understanding of physics alongside the quantitative skills needed in the course. The book organizes introductory physics around the conservation principles and provides a unified contemporary view of introductory physics. In this talk we will discuss the unique architecture of the book, the conservation-laws-first approach, and results obtained with this book.
    Flat space, deep learning, at Brigham Young University - Idaho (Rexburg, ID), Friday, May 15, 2015:
    The teaching of physics to engineering students has remained stagnant for close to a century. In this novel team-based, project-based approach, we break the mold by giving students ownership of their learning. This new course has no standard lectures or exams, yet students’ conceptual gains are significantly greater than those obtained in traditional courses. The course blends six best practices to deliver a learning experience that helps students develop important skills, including communication, estimation, problem solving, and team skills, in addition to a solid conceptual understanding... Read more about Flat space, deep learning
    How student learning transformed my teaching, at Brigham Young University - Idaho (Rexburg, ID), Friday, May 15, 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
    Peer Instruction, at Brigham Young University - Idaho (Rexburg, ID), Friday, May 15, 2015:
    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
    Flat space, deep learning, at EduTECH 2015 (Brisbane, Australia), Thursday, June 4, 2015:
    This masterclass will focus on how we can give students ownership of their learning using a team-based, project-based approach.

    This new approach has no standard lectures or exams, yet students’ conceptual gains are significantly greater than those obtained in traditional courses. The course blends six best practices to deliver a learning experience that helps students develop important skills, including communication, estimation, problem solving, and team skills, in addition to a solid conceptual understanding of the material. This masterclass will discuss the course philosophy and...

    Read more about Flat space, deep learning
    The Flipped Classroom - Confessions of a Harvard Professor, at Academic Staff Development, Universität Konstanz (Konstanz, Germany), Thursday, June 11, 2015:
    "If we continue to lecture, we will very quickly become obsolete," says Eric Mazur, professor of physics at Harvard University. In times of increasing availability of study material and recorded lectures online, one question is becoming more and more frequent: hy hold a lecture over and over again when you could simply record it and provide it to your students ? The method of the Flipped Classroom takes this idea and adds to it by creating a learning setting that facilitates students’ learning processes. Providing the students with the information input before class, the instructors use the... Read more about The Flipped Classroom - Confessions of a Harvard Professor
    Manipulating light at the nanoscale (Lectures 1 and 2), at Nano-optics: Principles enabling basic research and applications, Centro Ettore Majorana (Erice), Wednesday, July 8, 2015:
    In these interactive lectures we explore how light can be manipulated at the nanoscale. We begin by describing optical propagation in ordinary materials and then show how materials can be engineered to achieve a refractive index of zero. These zero-index materials have remarkable properties and can be integrated in photonic circuits. We also give an introduction to nonlinear optics and discuss how zero-index materials can be used to accomplish phase matching in nonlinear optics.

    Outline

     

    • Optical properties of materials
    • Dispersion of...
    Read more about Manipulating light at the nanoscale (Lectures 1 and 2)
    Manipulating light at the nanoscale (Lectures 3–5), at Nano-optics: Principles enabling basic research and applications, Centro Ettore Majorana (Erice), Thursday, July 9, 2015:
    In these interactive lectures we explore how light can be manipulated at the nanoscale. We begin by describing optical propagation in ordinary materials and then show how materials can be engineered to achieve a refractive index of zero. These zero-index materials have remarkable properties and can be integrated in photonic circuits. We also give an introduction to nonlinear optics and discuss how zero-index materials can be used to accomplish phase matching in nonlinear optics.

    Outline

     

    • Optical properties of materials
    • Dispersion of...
    Read more about Manipulating light at the nanoscale (Lectures 3–5)
    Peer Instruction, at Insper (São Paulo, Brazil), Monday, August 3, 2015:
    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 Peer Instruction
    Peer Instruction, at Pontifícia Universidade Católica do Paraná (Curitiba, Brazil), Tuesday, August 4, 2015:
    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 Peer Instruction
    Peer Instruction, at Korea Advanced Institute of Science and Technology (Daejeon, South Korea), Thursday, August 27, 2015:
    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 Peer Instruction

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