Do you want Auburn to be your
5-Minute University?
.
Do you want Auburn to be your
5-Minute University?
http://www.youtube.com/watch?v=DRBW8eJGTVs
.
Learning

Bloom’s
taxonomy

LOTs and HOTs
.
Avoid the illusion of knowledge…
.
Avoid the illusion of knowledge…
“The greatest enemy of knowledge is not
ignorance, it is the illusion of
knowledge.”
― Daniel J. Boorstin, The Discoverers: A History of Man's Search to Know His World and Himself
.
Avoid the illusion of knowledge…
“The greatest enemy of knowledge is not
ignorance, it is the illusion of
knowledge.”
― Daniel J. Boorstin, The Discoverers: A History of Man's Search to Know His World and Himself
.
Traditional lecture is breeding ground for the
illusion of knowledge
.
There is a better way…
Confessions of a Converted Lecturer
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There is a better way…
Confessions of a Converted Lecturer
https://www.youtube.com/watch?v=WwslBPj8GgI
(key section is from about 21 minutes to 1:04)
.
The gist of Mazur’s talk:
.
The gist of Mazur’s talk:
Quality of lecture/lecturer makes no
detectable difference in learning
.
The gist of Mazur’s talk:
Quality of lecture/lecturer makes no
detectable difference in learning
Learning has two parts:
.
The gist of Mazur’s talk:
Quality of lecture/lecturer makes no
detectable difference in learning
Learning has two parts:
delivery of information (to the learner)
.
The gist of Mazur’s talk:
Quality of lecture/lecturer makes no
detectable difference in learning
Learning has two parts:
delivery of information (to the learner)
assimilation of information (by the learner)
.
The gist of Mazur’s talk:
Quality of lecture/lecturer makes no
detectable difference in learning
Learning has two parts:
delivery of information (to the learner)
assimilation of information (by the learner)
Delivery is the easy part, assimilation is the
hard part.
.
Active Learning

Supported more and more by research

Recent summary article:
Active learning increases student performance in science, engineering,
and mathematics (Freeman et al., PNAS 2014 111: 8410-8415)
http://www.pnas.org/content/111/23/8410.full?sid=6cea46e0-a849-4092-a1fb-64772855c039
.
Active Learning
Active learning increases student performance in science, engineering,
and mathematics (Freeman et al., PNAS 2014 111: 8410-8415)
http://www.pnas.org/content/111/23/8410.full?sid=6cea46e0-a849-4092-a1fb-64772855c039
Upshot, from an email by one of the authors:

We reviewed 642 studies, 225 made it into the study. Studies were from 1942-2009
across all STEM undergrad courses. Bottom line:
*fail rate with active learning is 21.8%, fail rate with lecture is 33.8% - that is an
increase of 55%!

*grades in active learning classes increase by half a standard deviation, which in our
courses equals half a letter grade
.

Informed by research into the psychology
of learning…
.
Learning

desirable difficulties (Robert Bjork)

STTT

spacing

interleaving
.
Learning


Value of:

Being tested

Teaching

Failing
Effect on affect
.
The good:

An active learning course format will:
.
The good:

An active learning course format will:

Force you to be more engaged
.
The good:

An active learning course format will:

Force you to be more engaged

Allow you to better assess your knowledge
(and better avoid the illusion of knowledge)
.
The good:

An active learning course format will:

Force you to be more engaged

Allow you to better assess your knowledge
(and better avoid the illusion of knowledge)

Give you low-stakes opportunities to fail
.
The good:

An active learning course format will:

Force you to be more engaged

Allow you to better assess your knowledge
(and better avoid the illusion of knowledge)

Give you low-stakes opportunities to fail

Improve your ability to move to HOTS
.
The good:

An active learning course format will:

Force you to be more engaged

Allow you to better assess your knowledge
(and better avoid the illusion of knowledge)

Give you low-stakes opportunities to fail

Improve your ability to move to HOTS

Lead to better retention of knowledge and
skills (both short-term and long-term)
.
The good:

An active learning course format will:

Force you to be more engaged

Allow you to better assess your knowledge
(and better avoid the illusion of knowledge)

Give you low-stakes opportunities to fail

Improve your ability to move to HOTS

Lead to better retention of knowledge and
skills (both short-term and long-term)

Most likely lead to higher grades
.
The good:
(If he walks around the classroom enough
Dr. Bowling might lose a little weight!)
.
The bad:
.
The bad:

Shattering illusions can be sad.
.
The bad:

Shattering illusions can be sad.

More engaged = more work
.
The bad:

Shattering illusions can be sad.

More engaged = more work

Your brain probably won’t like it.
.
The bad:

Shattering illusions can be sad.

More engaged = more work

Your brain probably won’t like it.

Your brain may decide that it doesn’t like
me very much.
.
The bad:

Shattering illusions can be sad.

More engaged = more work

Your brain probably won’t like it.

Your brain may decide that it doesn’t like
me very much.

That’s fine. My job it to help you learn, not
win a popularity contest.
.
how to succeed in this class

preclass
.
how to succeed in this class

preclass

go to open website and get the lecture notes
and slideshow
.
how to succeed in this class

preclass

go to open website and get the lecture notes
and slideshow

read through the notes activities at the start
.
how to succeed in this class

preclass

go to open website and get the lecture notes
and slideshow

read through the notes activities at the start

skim through rest of the notes (5 min max)
.
how to succeed in this class

preclass

go through slideshow
.
how to succeed in this class

preclass

go through slideshow
 Look
at the framing questions before you start a
section
.
how to succeed in this class

preclass

go through slideshow
 Look
at the framing questions before you start a
section
 Add
your own notes as needed
.
how to succeed in this class

preclass

go through slideshow
 Look
at the framing questions before you start a
section
 Add
your own notes as needed
 Use
your book (figures especially) and other online
resources as needed
.
how to succeed in this class

preclass

go through slideshow
 Look
at the framing questions before you start a
section
 Add
your own notes as needed
 Use
your book (figures especially) and other online
resources as needed
 Address
the framing questions when you finish a
section
.
how to succeed in this class

preclass

go through slideshow
 Look
at the framing questions before you start a
section
 Add
your own notes as needed
 Use
your book (figures especially) and other online
resources as needed
 Address
the framing questions when you finish a
section
 Do
this in study groups to enhance the value
.
how to succeed in this class

preclass (generally)

do MasteringBiology assignments
.
how to succeed in this class

preclass (generally)

do MasteringBiology assignments
 open
note/open book
.
how to succeed in this class

preclass (generally)

do MasteringBiology assignments
 open
 try
note/open book
to decide on what you would answer first
.
how to succeed in this class

preclass (generally)

do MasteringBiology assignments
 open
 try
note/open book
to decide on what you would answer first
 use
hints as needed
.
how to succeed in this class

preclass (generally)

do MasteringBiology assignments
 open
 try
to decide on what you would answer first
 use
 try
note/open book
hints as needed
again as needed
.
how to succeed in this class

preclass (generally)

do MasteringBiology assignments
 open
 try
to decide on what you would answer first
 use
 try
note/open book
hints as needed
again as needed
 can
work in study groups for this
.
how to succeed in this class

preclass

be ready to ask questions in class!
.
how to succeed in this class

in class
.
how to succeed in this class

in class

pay attention to short lectures, etc.; ask
questions
.
how to succeed in this class

in class

pay attention to short lectures, etc.; ask
questions

actively participate in any group
activities/discussions, ask questions then, too
.
how to succeed in this class

in class

pay attention to short lectures, etc.; ask
questions

actively participate in any group
activities/discussions, ask questions then, too
 use
activities and discussions to test yourself - do
not look at notes, book, etc., except when told that
you can do so
.
how to succeed in this class

in class

pay attention to short lectures, etc.; ask
questions

actively participate in any group
activities/discussions, ask questions then, too
 use
activities and discussions to test yourself - do
not look at notes, book, etc., except when told that
you can do so
 follow
up with notes etc. towards the end of the
activity/discussion
.
how to succeed in this class

post class
.
how to succeed in this class

post class

look over your material and results, decide
where you still need more work or explanation
.
how to succeed in this class

post class

look over your material and results, decide
where you still need more work or explanation

do the extra work that you need, seek the
explanations that you need
.
how to succeed in this class

post class

look over your material and results, decide
where you still need more work or explanation

do the extra work that you need, seek the
explanations that you need

use study groups, SI, etc.
.
how to succeed in this class

overall, expect to spend 6-9 hrs per week
working on class material outside of class
.