2014 UCF Summer Development Conference Monday, May 5, 2014

Preconceived notions Nonscientific beliefs Conceptual misunderstandings Vernacular misconceptions Factual misconceptions Source:

A. the earth is farther from the sun in the winter than in the summer B. of the tilt of the earth about its’ axis C. the earth is not a perfect sphere

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.

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

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 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 Low High Moderate

21 Circuit 2: This one sets our mind to concentrate on something Circuit 1: This one is for reactive attention Source: psych.ucla.edu

 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/

 Knowledge: (repeating verbatim)  List, State  Comprehension: (demonstrate understanding)  Explain, Interpret  Application: (applying learned info to solve problem)  Calculate, Solve

 Analysis: (breaking things down, formulating mathematical models)  Derive, Explain  Synthesis: (creating something, combining elements)  Formulate, Makeup, Design  Evaluation: (making and justifying judgments, selection from alternatives)  Determine, Select, Critique

Transmission in class and assimilation at home Transmission at home and assimilation in class Source: CTL, University of Washington

Before Class In Class After Class

Assign reading

Automatically graded quizzes are assigned

What did you not understand about the assigned chapter?

 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?

 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 DiscoveryFully Guided Instruction

Guided DiscoveryFully Guided Instruction

Universal Design Learning (UDL)

Multiple means of representation Multiple means of action and expression Multiple means of engagement

Evidence-Based Classroom Strategies for Improving Student Learning in the Twenty-First Century