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    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.
    Educating 21st Century Innovators, at 1st Annual STEAM Sym​posium​​, Santa Clara County Office of Education (Santa Clara, CA), Saturday, April 23, 2016:
    talk_2585.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 Educating 21st Century Innovators
    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.
    Getting every student ready for every class, at Kent State University (Kent, OH), Friday, February 24, 2017:
    talk_2654.pdf
    Over the past decades there has been a concerted push away from passive lecturing to active engagement in the classroom. A successful implementation of the so-called flipped classroom requires students to come to class prepared, either by reading the textbook or watching a pre-recorded video. A variety approaches have been devised to get students to take responsibility for this information transfer, but none manage to get all students to participate, compromising the in-class activities. I will present a new approach to get every student to prepare for every class using a new social learning... Read more about Getting every student ready for every class
    Assessment: Part 1 -- The silent killer of learning, at North Dakota State University (Fargo, ND), Wednesday, April 5, 2017
    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: Part 1 -- The silent killer of learning
    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.
    Innovating Education to Educate Innovators, at 2017 National STEM Cell Foundation Scholars Program, Western Kentucky University (Bowling Green, KY), Thursday, June 8, 2017
    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 Innovating Education to Educate Innovators
    Zero-index nanophotonics, nonlinear optics, and quantum entanglement, at Nano-optics: Principles enabling basic research and applications, Centro Ettore Majorana (Erice), Saturday, July 22, 2017
    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 and to obtain longer coherence times and lengths among entangled emitters or qubits.

    Outline

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    Read more about Zero-index nanophotonics, nonlinear optics, and quantum entanglement
    Tools for Peer Instruction — a workshop, at Congreso Internacional de Innovación Educativa Tecnológico de Monterrey (Monterrey, Mexico), Monday, December 16, 2019:
    monterrey_workshop.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.

    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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