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2013

Turning To Your Neighbor with Peer Instruction, at Turning Technologies User Conference, Karlsruhe Institute of Technology (Karlsruhe, Germany), Monday, June 3, 2013
Peer Instruction (PI) is a teaching method that leverages the power of cutting-edge learning technologies, such as clickers, to transform learning. The centerpiece of PI is the ConcepTest, a short interactive question that helps uncover student misconceptions. In this presentation, we will use clickers to examine two big, open questions frequently posed by Peer Instruction and clicker users: Should I ask my students to vote first, before turning to their neighbor to discuss? And, should I show my students the results of clicker polls, before I cue them to turn to their neighbors?
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
Evidence-Based Instructional Strategies that Improve College Student Success, at CSSP Technical Assistance Workshop for the Texas Higher Education Coordinating Board, University of Houston (Houston, TX), Thursday, May 30, 2013
One day workshop on increasing the use of evidence-based pedagogies to improve student success in postsecondary education in Texas over three sessions. Session 1 provided interactive training on Flipped Classrooms, Just-in-Time Teaching and Peer Instruction. Session 2, a working session featuring a case study of evidence-based instructional strategies at scale; Session 3, an instructional hack-a-thon to identify barriers and invent clever solutions to increasing faculty adoption of innovative teaching methods at individual institutions.
Assessment: The silent killer of learning, at Howard Hughes Medical Institute (Chevy Chase, MD), Monday, May 27, 2013
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: engaging students with Learning Catalytics, II session del minicurso, at New Trends in Physics Teaching, Benemérita Universidad Autónoma de Puebla (Puebla, Mexico), Friday, May 24, 2013:
talk_2167.pdf
Most -- if not all -- of the important skills in our life are acquired outside the traditional classroom setting. Yet we continue to teach using lectures where students passively take down information. Instead, we should really focus on the assimilation of that information and shift the focus from teaching to helping students learn. Over the past 20 years, instructors world-wide have begun to adopt Peer Instruction to get students to think in class. With the advent of new technology the process can be significantly improved. A new data-analytics driven audience response system does away with... Read more about Peer Instruction: engaging students with Learning Catalytics, II session del minicurso
Confessions of a converted lecturer, at Technology Symposium, Suffolk University (Boston, MA), Thursday, May 23, 2013:
talk_2061.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
How to help people learn, at CRAFT Professional Development Institute, University of Texas at Austin (Austin, TX), Thursday, May 23, 2013:
talk_2169.pdf
Advances in cognitive science have changed what we know about how people learn, but pedagogical approaches have not adapted to use this knowledge to help people learn better. In this workshop, Dr. Julie Schell will demo three simple tips educators can use to catalyze learning in any educational context.
Anatomy of a College Readiness Assignment, at CRAFT Professional Development Institute, University of Texas at Austin (Austin,TX), Thursday, May 23, 2013:
talk_2168.pdf
The College Readiness Assignment Field-Test (CRAFT) project is working to disseminate standalone lessons designed by expert educators to prepare students for college-level success. In this presentation will discuss the heart of the CRAFT project: college readiness assignments (CRAs). We will dissect CRAs and demonstrate how the various parts map to state standards.
Catalyzing Learning Using Peer Instruction and Learning Catalytics, at Role of Technology in Postsecondary Education Conference, Princeton University (Princeton, NJ), Wednesday, May 22, 2013:
talk_2156.pdf
Most -- if not all -- of the important skills in our lives are acquired outside the traditional classroom setting. Yet we continue to teach using lectures where students passively take down information. Peer instruction is a research-based pedagogy that actively engages students in the classroom and has been shown to dramatically improve conceptual understanding, even in large classes. While successfully implementing peer instruction doesn't require any technology, using the right technology can improve student engagement, increase learning, and make it easier to implement peer instruction in... Read more about Catalyzing Learning Using Peer Instruction and Learning Catalytics

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