Presentations

    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:
    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:
    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:
    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:
    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:
    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
    Using Clickers with Peer Instruction, at Turning Technologies Webinar (Austin, TX), Tuesday, October 8, 2013:
    Peer Instruction is a teaching method that leverages the power of cutting-edage learning technologies, such as clickers, to transform learning. The centerpiece of Peer Instruction is the ConcepTest, a short interactive question that helps uncover student misconceptions. In this presentation, we will discuss three big questions frequently posed by clicker and Peer Instruction users: Should I ask my students to vote on ConcepTests first, before turning to their neighbor to discuss? Should I show my students the results of their responses, before I cue them to turn to their neighbors? And, how... Read more about Using Clickers with Peer Instruction
    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:
    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:
    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
    Flipped Classrooms 101—An Introduction to Flipped Learning, at Howard Hughes Medical Institute, Southwestern University (Georgetown, TX), Friday, October 25, 2013:
    Instructors all over the globe are turning their students' worlds around by flipping their classrooms. In a flipped class, teachers move information coverage out of the lecture hall so that they can better leverage in-class time to address student difficulties and misconceptions. In this interactive session, Dr. Julie Schell will flip the workshop by providing brief introductory, pre-workshop activities to participants. She will use responses from these activities in the workshop and discuss the why, what, and how of flipped classrooms by confronting and resolving a series common myths about... Read more about Flipped Classrooms 101—An Introduction to Flipped Learning
    Peer Instruction, at Alternative Pedagogy Workshop, Valparaiso University (Valparaiso, IN), Saturday, November 2, 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 Alternative Pedagogy Workshop, Valparaiso University (Valparaiso, IN), Saturday, November 2, 2013:
    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:
    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:
    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:
    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
    Rubrics Workshop, at OnRamps Fall Professional Development Seminar, The University of Texas at Austin (Austin, TX), Monday, December 9, 2013:
    Rubrics are powerful tools that can help prepare students for postsecondary success. In this workshop, we will use rubric exercises to simulate the academic behaviors and work habits rubrics can promote. We will also review six ways rubrics can go beyond scoring guides to personalize feedback, make students' practice more efficient, encourage scholarly engagement, and help students monitor their own learning and progress.
    Flipping your Classroom with Peer Instruction and Learning Catalytics, at Southwest College of Naturopathic Medicine (Phoenix, AZ), Saturday, January 25, 2014:
    Flipped learning is much more than watching videos and doing homework in class. In this hands-on session, Dr. Julie Schell will introduce one research-based flipped method called 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 how flipped learning with Peer Instruction works, participate in a live... Read more about Flipping your Classroom with Peer Instruction and Learning Catalytics
    Flipping the Classroom 101 - An Introduction to Flipped Learning, at Southwest College of Naturopathic Medicine (Phoenix, AZ), Saturday, January 25, 2014:
    Instructors all over the globe are turning their students' worlds around by flipping their classrooms. In a flipped class, teachers move information coverage out of the lecture hall so that they can better leverage in-class time to address student difficulties and misconceptions. In this interactive session, Dr. Julie Schell will flip the workshop by providing brief introductory, pre-workshop activities to participants. She will use responses from these activities in the workshop and discuss the why, what, and how of flipped classrooms by confronting and resolving a series common myths about... Read more about Flipping the Classroom 101 - An Introduction to Flipped Learning
    Peer Instruction, at University of Michigan (Ann Arbor, MI), Friday, February 14, 2014:
    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:
    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

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