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2011

The scientific approach to teaching: Research as a basis for course design, at Universidad del Norte (Barranquilla, Colombia), Friday, June 10, 2011:
talk_1754.pdf
Discussions of teaching -- even some publications -- abound with anecdotal evidence. Our intuition often supplants a systematic, scientific approach to finding out what works and what doesn't work. Yet, research is increasingly demonstrating that our gut feelings about teaching are often wrong. In this talk I will discuss some research my group has done on gender issues in science courses and on the effectiveness of classroom demonstrations.
Using goal-based instructional design to frame innovative learning experiences, at Renovacion Pedagogica 2011, Universidad Del Norte (Barranquilla, Colombia), Friday, June 10, 2011:
talk_1759.pdf
Instructors are at their core, learning designers. Most begin drawing their plans for student learning using a traditional approach, considering: Which text book and readings should I use? Which topics should I cover? How should I test my students’ knowledge? Advances in learning science suggest turning this traditional approach to course planning upside down and design student learning experiences by first asking a set of different questions: What exactly do I want my students to be able to do after they take this course? What are the learning goals I have for... Read more about Using goal-based instructional design to frame innovative learning experiences
Authentic Student Learning Evaluation Plans in Higher Education, at Renovacion Pedagogica 2011, Universidad Del Norte (Barranquilla, Colombia), Friday, June 10, 2011:
talk_1760.pdf
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 are not aligned with overarching learning goals that relate to competencies students actually need to progress... Read more about Authentic Student Learning Evaluation Plans in Higher Education
The Syllabus: A Blueprint for Innovative Learning Experiences in Colombian Higher Education, at Renovacion Pedagogica 2011, Universidad Del Norte (Barranquilla, Colombia), Friday, June 10, 2011:
talk_1761.pdf
The syllabus is the blueprint for learning in higher education; it narrates the story of the larger learning experiences instructors and students should expect to encounter as they navigate the terrains of a course. It also represents the "logic" or "theory" of a course: If instructors and students use the syllabus as a guide, engage seriously in the content and activities laid out, then learning experiences should occur. Innovative syllabi bring together and make clear instructors' expectations for student learning (Learning Goals), the evidence and... Read more about The Syllabus: A Blueprint for Innovative Learning Experiences in Colombian Higher Education
Peer Instruction, at Universidad del Norte (Barranquilla, Colombia), Thursday, June 9, 2011:
talk_1753.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
Comprensión o Memorización: ¿Estamos haciendo lo correcto?, at Universidad del Norte (Barranquilla, Colombia), Thursday, June 9, 2011:
talk_1752.pdf
Educación es mucho más que transferencia de información, sin embargo es lo que comúnmente se hace en cursos introductorios de gran tamaño – los profesores presentan material (a pesar de que ese material puede estar disponible en su versión impresa) y para los estudiantes el principal propósito de las clases magistrales es tomar la mayor cantidad de notas que puedan. Pocos estudiantes tienen la habilidad, motivación y disciplina para sintetizar toda la información que se les entrega. Sin embargo la síntesis es quizás el más importante -- y el más eludido – aspecto de la... Read more about Comprensión o Memorización: ¿Estamos haciendo lo correcto?
Comprensión o Memorización: ¿Estamos haciendo lo correcto?, at Universidad ICESI (Cali, Colombia), Tuesday, June 7, 2011:
talk_1751.pdf
Educación es mucho más que transferencia de información, sin embargo es lo que comúnmente se hace en cursos introductorios de gran tamaño – los profesores presentan material (a pesar de que ese material puede estar disponible en su versión impresa) y para los estudiantes el principal propósito de las clases magistrales es tomar la mayor cantidad de notas que puedan. Pocos estudiantes tienen la habilidad, motivación y disciplina para sintetizar toda la información que se les entrega. Sin embargo la síntesis es quizás el más importante -- y el más eludido – aspecto de la... Read more about Comprensión o Memorización: ¿Estamos haciendo lo correcto?
Confessions of a converted lecturer, at Centre for Leadership in Learning Lecture, McMaster University (Hamilton, ON, Canada), Tuesday, May 3, 2011:
talk_1747.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
Teaching Complex Material Effectively via Active and Experiential Strategies, at Centre for Leadership in Learning, McMaster University (Hamilton, ON, Canada), Tuesday, May 3, 2011:
talk_1748.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 Teaching Complex Material Effectively via Active and Experiential Strategies

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