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    How student learning transformed my teaching, at Brigham Young University - Idaho (Rexburg, ID), Friday, May 15, 2015:
    talk_2406.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 Brigham Young University - Idaho (Rexburg, ID), Friday, May 15, 2015:
    talk_2407.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 workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is demonstrated,... Read more about Peer Instruction
    The Flipped Classroom - Confessions of a Harvard Professor, at Academic Staff Development, Universität Konstanz (Konstanz, Germany), Thursday, June 11, 2015:
    talk_2471.pdf
    "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
    Peer Instruction, at Insper (São Paulo, Brazil), Monday, August 3, 2015:
    talk_2505.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 Pontifícia Universidade Católica do Paraná (Curitiba, Brazil), Tuesday, August 4, 2015:
    talk_2508.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 Korea Advanced Institute of Science and Technology (Daejeon, South Korea), Thursday, August 27, 2015:
    talk_2515.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
    Creating the ultimate flipped classroom - A step by step guide for Peer Instruction, at The Digital Education Show Middle East (Dubai, United Arab Emirates), Monday, September 14, 2015:
    talk_2470.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.

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    Read more about Creating the ultimate flipped classroom - A step by step guide for Peer Instruction
    Assessment: The silent killer of learning, at Universiteit Twente (Enschede, Netherlands), Wednesday, November 25, 2015:
    talk_2547.pdf
    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 School of Medicine, Pontificia Universidad Católica de Chile (Santiago, Chile), Wednesday, January 13, 2016:
    talk_2597.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 and ConcepTest design workshop, at UC Academic Staff Workshop, Pontificia Universidad Católica de Chile (Santiago, Chile), Thursday, January 14, 2016:
    talk_2592.pdf
    In this workshop we will analyze the components of effective ConcepTest implementation and design. Participants will begin to design their own ConcepTests. At the end the workshop we will pilot a selected set of the newly designed ConcepTests with the participants.
    Interactive Leaning, at 1st Annual STEAM Sym​posium​​, Santa Clara County Office of Education (Santa Clara, CA), Saturday, April 23, 2016:
    talk_2584.pdf
    In this workshop we will analyze the components of effective assessment. Participants will evaluate questions and participate in a collaborative assessment.
    Peer Instruction, at Colorado State University at Pueblo (Pueblo, CO), Monday, May 2, 2016:
    talk_2623.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 workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is demonstrated,... Read more about Peer Instruction
    Creating the ultimate flipped classroom - A step by step guide for Peer Instruction, at Conference on Teaching and Learning, National Taiwan University (Taipei, Taiwan), Tuesday, June 28, 2016:
    talk_2558.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 90-minute workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is... Read more about Creating the ultimate flipped classroom - A step by step guide for Peer Instruction
    Flipping the classroom and never looking back, at iOnTheFuture4, Turramurra North Public School (Sydney, NSW, Australia), Saturday, August 20, 2016:
    talk_2602.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 flipped my classroom and never looked back.
    Flipping the classroom and never looking back, at iOnTheFuture4, Turramurra North Public School (Sydney, NSW, Australia), Saturday, August 20, 2016:
    talk_2602.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 flipped my classroom and never looked back.
    Assessment Part 2: Designing Good Questions, at North Dakota State University (Fargo, ND), Wednesday, April 5, 2017
    In this workshop we will analyze the components of effective ConcepTest implementation and design. Participants will begin to design their own ConcepTests. At the end the workshop we will pilot a selected set of the newly designed ConcepTests with the participants.
    Active Learning and Interactive Teaching: Peer Instruction, at 2020 Pedagogy Buffet, Wesleyan University, Middletown, CT, Tuesday, January 21, 2020:
    pi_workshop_wesleyan.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. In this workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is demonstrated, discuss several models for implementing the technique into the classroom,... Read more about Active Learning and Interactive Teaching: Peer Instruction
    Tools for Peer Instruction — A Workshop, at 1st International Conference on Teaching and Learning, Muscat, Oman, Sunday, February 9, 2020:
    1._workshop_oman.pdf
    It has been suggested the lack of interaction in large lecture courses is to blame for the many problems facing these courses: declining enrollments, low attendance, poor evaluations, and disappointing retention. We offer a way of redesigning the classroom so interaction is introduced in many aspects of the course. This approach has shown to be effective by many instructors in a broad variety of environments. I will demonstrate some of the tools we have developed to foster this interaction.

     

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