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Peer Instruction

Assessment: The silent killer of learning, at Insper (São Paulo, Brazil), Monday, August 3, 2015:
talk_2506.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
One on one, all at once, at Harvard Law School (Cambridge, MA), Monday, February 25, 2013:
talk_2087.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.
Comprensión o Memorización: ¿Estamos haciendo lo correcto?, at Program for Innovation in Teaching in the Dominican Republic, Harvard University (Cambridge, MA), Tuesday, June 21, 2011:
talk_1758.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 Australian Institute of Physics 17th Biennial Congress 2006, Brisbane Convention and Exhibition Centre (Brisbane, Queensland, Australia), Monday, December 4, 2006:
talk_1198.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.
Confessions of a converted lecturer, at Pearson Author Event (Warsaw, Poland), Tuesday, October 27, 2015:
talk_2524.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.

I will demonstrate the approach I developed, Peer Instruction, using a new web-based software called Learning Catalytics. Bring your web...

Read more about Confessions of a converted lecturer
Peer Instruction, at University of Virginia (Charlottesville, VA), Friday, April 12, 2013:
talk_2063.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
Confessions of a converted teacher, at TU Delft (Delft, Netherlands), Wednesday, September 21, 2011:
talk_1788.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
Confessions of a converted lecturer, at Physics Colloquium, Simon Fraser University (Vancouver, BC, Candada), Wednesday, October 17, 2007:
talk_1351.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
ConcepTest design workshop, at Faculty of Agricultural Sciences, Pontificia Universidad Católica de Chile (Santiago, Chile), Thursday, January 14, 2016
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.
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?
Confessions of a converted lecturer, at ICTLHE 2011 (Malacca, Malaysia), Tuesday, November 22, 2011:
talk_1829.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
Memorization or understanding: are we teaching the right thing?, at NCLT Faculty Workshop on Nanoscale Science & Engineering Education, Alabama A&M University (Huntsville, AL), Friday, March 28, 2008
Education is more than just transfer of information, yet that is what is mostly done in large introductory courses -- instructors present material (even though this material might be readily available in printed form) and for students the main purpose of lectures is to take down as many notes as they can. Few students have the ability, motivation, and discipline to synthesize all the information delivered to them. Yet synthesis is perhaps the most important -- and most elusive -- aspect of education. I will show how shifting the focus in lectures from delivering information to synthesizing... Read more about Memorization or understanding: are we teaching the right thing?

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