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    Peer Instruction, at Institute for Pedagogy in the Liberal Arts 2013, Oxford College of Emory University (Oxford, GA), Tuesday, May 14, 2013:
    talk_2042.pdf
    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 Karlsruhe Institute of Technology and Karlsruhe University of Applied Sciences (Karlsruhe, Germany), Thursday, May 30, 2013:
    talk_2112.pdf
    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 CA Education Foundation Symposium, University of British Columbia (Vancouver, BC, Canada), Thursday, June 6, 2013
    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 CA Education Foundation Symposium, University of British Columbia (Vancouver, BC, Canada), Thursday, June 6, 2013:
    talk_2171.pdf
    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
    Showcase: A team-based, project-based approach to teaching introductory physics, at 2013 9th Annual International CDIO Conference, Harvard University (Cambridge, MA), Thursday, June 13, 2013:
    talk_2113.pdf
    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 Showcase: A team-based, project-based approach to teaching introductory physics
    Learning Catalytics: Socrates Meets Facebook and High Academic Standards, at BLC 2013 (Boston, MA), Tuesday, July 23, 2013:
    talk_2032.pdf
    Most -- if not all -- of the important skills in our lives are acquired outside the traditional classroom. Peer Instruction is a research-based pedagogy that introduces rigorous problem solving while providing teachers with invaluable real time data. The process has been shown to dramatically improve conceptual understanding and personalize instruction, even in large classes. While successfully implementing Peer Instruction doesn't require any technology, using the right technology can improve student engagement, and dramatically increase learning.

    In this workshop you will learn how to...

    Read more about Learning Catalytics: Socrates Meets Facebook and High Academic Standards
    Adjusting to Peer Instruction, at Hong Kong Polytechnic University (Hong Kong, Hong Kong), Thursday, August 1, 2013:
    talk_2189.pdf
    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 Adjusting to Peer Instruction
    Peer Instruction, at Welcome Back Meeting, Tustin Unified School District (Irvine, CA), Thursday, August 29, 2013:
    talk_2159.pdf
    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
    AP50: A team-based, project-based approach to teaching introductory physics, at Physics Department Faculty Meeting, Harvard University (Cambridge, MA), Monday, September 9, 2013:
    talk_2202.pdf
    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 AP50: A team-based, project-based approach to teaching introductory physics
    Promoting Innovations in Learning: PBL, TBL, and Learning Catalytics, at Center for Promotion of Excellence in Higher Education Workshop, Kyoto University (Kyoto, Japan), Thursday, October 10, 2013:
    talk_2208.pdf
    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 Promoting Innovations in Learning: PBL, TBL, and Learning Catalytics
    Peer Instruction and the Flipped Classroom, at Exemplary Practices and Educational Leadership Conference, Central Valley Educational Leadership Institute (Fresno, CA), Thursday, October 17, 2013:
    talk_2155.pdf
    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 and the Flipped Classroom
    Peer Instruction, at Alternative Pedagogy Workshop, Valparaiso University (Valparaiso, IN), Saturday, November 2, 2013:
    talk_2133.pdf
    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 Alternative Pedagogy Workshop, Valparaiso University (Valparaiso, IN), Saturday, November 2, 2013:
    talk_2146.pdf
    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 FCIS Convention (Orlando, FL), Friday, November 8, 2013:
    talk_2219.pdf
    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 Indian Institute of Technology Bombay (Mumbai, India), Monday, November 11, 2013:
    talk_2222.pdf
    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 "lass" in which Peer Instruction is... Read more about Peer Instruction
    Flat space, deep learning, at 1ère journée de l’innovation pédagogique, Université de Lausanne (Lausanne, Switzerland), Thursday, November 28, 2013:
    talk_2221.pdf
    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
    Peer Instruction, at University of Michigan (Ann Arbor, MI), Friday, February 14, 2014:
    talk_2245.pdf
    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 Michigan (Ann Arbor, MI), Friday, February 14, 2014:
    talk_2248.pdf
    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
    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:
    talk_2341.pdf
    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 

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