Presentations

    Peer Instruction, at Health Workforce Initiative Conference (Ontario, CA), Monday, April 2, 2012:
    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 day-long workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is... Read more about Peer Instruction
    Peer Instruction: A Brains-on Workshop, at Taking Active Learning to the Next level: Real solutions for your classroom, Dawson College (Montreal, Quebec, Canada), Tuesday, April 3, 2012:
    How can I help my students learn in ways that pique their interest and enrich their subject matter understanding? We will explore this perennial question by considering an innovative, research-based teaching method called Peer Instruction (PI). Originally developed by Dr. Eric Mazur to address major gaps in students' conceptual knowledge of physics at Harvard University, this interactive pedagogical method is now widely used by thousands of instructors across the world. PI leverages the power of social learning and the latest advances in instructional technology to confront students'... Read more about Peer Instruction: A Brains-on Workshop
    To really teach something, stop lecturing and give a test! Rethinking student learning evaluation in higher education, at Innovative Teaching for Deep Learning - Universidad Diego Portales, Chile, LASPAU-Affiliated with Harvard University (Cambridge, MA, USA), Wednesday, April 11, 2012:
    Open the doors to any classroom across the globe and you will observe an almost universal model for the evaluation of student learning. Instructors stand at the front of a lecture hall, teach content, students (at least we hope) attempt to learn that content, and then instructors evaluate that content learning through traditional assessments such as multiple-choice exams, quizzes, or research papers. Most of these conventional approaches to evaluation are one-dimensional and not aligned with overarching learning goals that relate to competencies students actually need to progress successfully... Read more about To really teach something, stop lecturing and give a test! Rethinking student learning evaluation in higher education
    Engaging students one-on-one, all at once, at Penn State College of Medicine (Hershey, PA), Thursday, April 12, 2012:
    This workshop 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.
    Peer Instruction, at University of Rhode Island (Kingston, RI), Friday, April 13, 2012:
    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-hour long workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is... Read more about Peer Instruction
    Rethinking student learning evaluation in higher education, at Second Program on Innovative Teaching and Learning: Chile, LASPAU-Affiliated with Harvard University (Cambridge, MA, USA), Wednesday, May 2, 2012:
    Open the doors to any classroom across the globe and you will observe an almost universal model for the evaluation of student learning. Instructors stand at the front of a lecture hall, teach content, students (at least we hope) attempt to learn that content, and then instructors evaluate that content learning through traditional assessments such as multiple-choice exams, quizzes, or research papers. Most of these conventional approaches to evaluation are one-dimensional and not aligned with overarching learning goals that relate to competencies students actually need to progress successfully... Read more about Rethinking student learning evaluation in higher education
    Peer Instruction, at University of Groningen (Groningen, Netherlands), Wednesday, May 9, 2012:
    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
    Confessions of a converted lecturer, at University of Groningen (Groningen, Netherlands), Wednesday, May 9, 2012:
    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: Real strategies for your classroom, at Dr. Edwin Hodge, Jr. Institute for Teaching and Learning, Thiel College (Greenville, PA), Thursday, May 17, 2012:
    How can I help my students learn in ways that pique their interest and enrich their subject matter understanding? We will explore this perennial question by considering an innovative, research-based teaching method called Peer Instruction (PI). Originally developed by Dr. Eric Mazur to address major gaps in students' conceptual knowledge of physics at Harvard University, this interactive pedagogical method is now widely used by thousands of instructors across the world. PI leverages the power of social learning and the latest advances in instructional technology to confront students'... Read more about Peer Instruction: Real strategies for your classroom
    Educating the Innovators of the 21st Century, at University of Pretoria (Pretoria, South Africa), Tuesday, May 29, 2012:
    Can we teach innovation? Innovation requires whole-brain thinking — left-brain thinking for creativity and imagination, and right-brain thinking for planning and execution. Our current approach to education in science and technology, focuses on the transfer of information, developing mostly right-brain thinking by stressing copying and reproducing existing ideas rather than generating new ones. I will show how shifting the focus in lectures from delivering information to team work and creative thinking greatly improves the learning that takes place in the classroom and promotes independent... Read more about Educating the Innovators of the 21st Century
    Peer Instruction, at EDUVATE Forum, University of Pretoria (Pretoria, South Africa), Wednesday, May 30, 2012:
    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 Carleton University (Ottawa, ON, Canada), Wednesday, June 13, 2012:
    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 Curso de Innovación en la Enseñanza y el Aprendizaje, Universidad de los Andes (Santiago, Chile), Thursday, August 23, 2012:
    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 Universidad de Magallanes (Punta Arenas, Chile), Monday, August 27, 2012:
    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 Universidad de los Lagos (Osorno, Chile), Tuesday, August 28, 2012:
    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 Turning Technologies Learning Forum, Case Western Reserve University (Cleveland, OH), Friday, September 28, 2012:
    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: workshop & discussion, at Strategies for Innovation and Engineering Education in Brazil, Harvard Universtiy (Cambridge, MA), Tuesday, October 30, 2012:
    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: workshop & discussion
    Flipping the Classroom: How to turn your students' worlds upside down, at Academic Technology Group Roundtable Series, Wesleyan University (Middletown, CT), Monday, November 5, 2012:
    In a flipped classroom, instructors typically move information coverage outside the classroom so that that they can better leverage in-class time to address student misunderstandings and misconceptions about subject matter. The most basic and popular iteration of a flipped class is pre-recording lectures, called screencasting, on key concepts for students and putting them online for viewing and engagement before class. In this seminar, Dr. Julie Schell will provide an overview of the history of the flipped classroom and introduce a set of innovative tools that go far beyond screencasting,... Read more about Flipping the Classroom: How to turn your students' worlds upside down
    Flipping your classroom with Peer Instruction, at Wesleyan University (Middletown, CT), Monday, November 5, 2012
    This workshop will introduce on one popular flipped-class method called Peer Instruction, developed by Eric Mazur at Harvard University in the 1990s. The workshop will include a live demo of Peer Instruction and a new classroom response system developed in the Mazur Group at Harvard University that addresses the limitations of clickers.
    Flipping the STEM classroom: How to turn your students' worlds upside down, at Frontiers of Engineering Education Educational Innovation Seminar Series, Worcester Polytechnic Institute (Worcester, MA), Wednesday, November 7, 2012
    Instructors all over the globe are turning their students' worlds upside down by flipping their classrooms. In a flipped class, teachers typically move information coverage out of the lecture hall so that they can better leverage in-class time to address student misconceptions. In this workshop, Dr. Julie Schell will introduce the flipped classroom technique, review its history, and present some practical strategies teachers can use to design learning environments that facilitate student engagement with STEM subject-matter both in and outside of class. Attendees will experience live... Read more about Flipping the STEM classroom: How to turn your students' worlds upside down

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