2014 UCF Summer Development Conference
Monday, May 5, 2014
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Preconceived notions
Nonscientific beliefs
Conceptual misunderstandings
Vernacular misconceptions
Factual misconceptions
Source: http://www.cirtl.net/node/2628
A.
B.
C.
the earth is farther
from the sun in the
winter than in the
summer
of the tilt of the
earth about its’ axis
the earth is not a
perfect sphere
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Measure prior knowledge.
Engage students in active learning.
Promote peer-to-peer interaction.
Provide their own understanding.
• Provide a voice to students.
• Model the process of critical thinking.
• Sends a message that instructor is vested
in student learning.
• Stage 1: If you are new to clickers yourself,
ask simple questions in the beginning.
• Stage 2: Ask challenging conceptual
questions.
• Stage 3: Structure the clicker questions
around the lecture.
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prior knowledge,
conceptual understanding,
new context,
draw knowledge, and
relate different representations.
1. Elaborative interrogation
2. Self-explanation
3. Summarization
4. Highlighting/underlining
5. Keyword mnemonic
6. Imagery for text
7. Rereading
8. Practice testing
9. Distributed practice
10. Interleaved practice
Low
Low
Low
Low
Low
1. Elaborative interrogation
2. Self-explanation
3. Summarization
4. Highlighting/underlining
5. Keyword mnemonic
6. Imagery for text
7. Rereading
8. Practice testing
9. Distributed practice
10. Interleaved practice
Moderate
Moderate
Low
Low
Low
Low
Low
Moderate
1. Elaborative interrogation
2. Self-explanation
3. Summarization
4. Highlighting/underlining
5. Keyword mnemonic
6. Imagery for text
7. Rereading
8. Practice testing
9. Distributed practice
10. Interleaved practice
Moderate
Moderate
Low
Low
Low
Low
Low
High
High
Moderate
http://j2jenkins.com/2013/04/29/interleaved-practice-a-secret-enhanced-learning-technique/
Circuit 1: This one is for
reactive attention
Source: psych.ucla.edu
Circuit 2: This one sets our
mind to concentrate on
something
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Time spent
Mental fatigue
Memory failure
Higher order learning
suffers
Source: The New Marshmallow Test: Students Can’t Resist Multitasking, Annie Paul, slate.com; blog.reyjunco.com/
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Knowledge: (repeating verbatim)
 List, State
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Comprehension: (demonstrate understanding)
 Explain, Interpret
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Application: (applying learned info to solve problem)
 Calculate, Solve
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Analysis: (breaking things down, formulating
mathematical models)
 Derive, Explain
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Synthesis: (creating something, combining elements)
 Formulate, Makeup, Design
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Evaluation: (making and justifying judgments,
selection from alternatives)
 Determine, Select, Critique
Transmission in class and
assimilation at home
Source: CTL, University of Washington
Transmission at home and
assimilation in class
In
Class
Assign reading
Automatically graded quizzes are assigned
What did you not understand about the assigned
chapter?
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PPTs
MC questions and their
full solutions
Extra examples
Real world applications
Wolfram demos
Piazza discussion board
10-15 minutes:
Clickers are used for quizzes
 Answer
 Pair
 re-poll
 instructor discussion.
10-15 minutes:
Micro-lectures are based
on questions asked
10-15 minutes: Advanced
exercises on higher order
thinking?
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Take another automatically graded
algorithmic quiz on the LMS
Complete and submit higher-order thinking
exercise for grading.
Continue discussion on Piazza. Answers
given via text, videos, links, Livescribe pen,
and ShowMe App.
Guided Discovery
Fully Guided Instruction
Guided Discovery
Fully Guided Instruction
Universal Design Learning (UDL)
http://udlcenter.org
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Multiple means of
representation
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Multiple means of
action and expression
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Multiple means of
engagement
http://udlcenter.org
Evidence-Based Classroom Strategies for
Improving Student Learning
in the Twenty-First Century